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Arán Filippetti V, Gutierrez M, Krumm G. Norms, convergent validity, test-retest reliability, and practice effects for verbal fluency overall performance, clustering, and switching in Spanish-speaking children. Clin Neuropsychol 2024; 38:1726-1755. [PMID: 38360587 DOI: 10.1080/13854046.2024.2315729] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/17/2023] [Accepted: 12/08/2023] [Indexed: 02/17/2024]
Abstract
OBJECTIVE We conducted two empirical studies (in a cross-sectional and a longitudinal design) with the aim at establishing normative data (including norms for strategy use [i.e., clustering and switching strategies] and performance over time), and examining the convergent validity, the test-retest reliability (3-4 wks interval) and the changes in performance with practice (1 year interval) of the different verbal fluency (VF) quantitative and qualitative scores in Spanish-speaking children and adolescents. METHOD In S1 (n = 620 6- to 15-year-old Spanish-speaking children and adolescents), MANCOVA and Pearson's correlations were employed. In S2 (n = 148 6- to 12-year-old Spanish-speaking children), intraclass correlation coefficient (ICC), paired t-tests, and Confirmatory Factor Analysis (CFA) were used. RESULTS S1 results showed an age effect on all VF measures (quantitative and qualitative). The number of switches/clusters was more related to total word productivity and to executive functions (EF) than the mean cluster size. In S2, a significant increase in phonological VF performance was observed on number of switches and word productivity scores from baseline (Time 1) to repeat testing at Time 2. Practice effects were observed at Time 3 on all measures except for semantic and phonological mean cluster size. Test-retest reliability coefficients at Time 2 for number of clusters and switches, but not for mean cluster size, fell in the moderate range, ranging from ICCs .61 to ICCs .81. Test-retest reliability coefficients for total word productivity were higher (ICCs above .80) and stronger when testing as a unity with CFA methods (ϕ=.94, p < .001). CONCLUSIONS These data may be relevant for informing the neuropsychological assessment of spontaneous cognitive flexibility in children with typical development (TD) and those with developmental or acquired disorders.
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Affiliation(s)
- Vanessa Arán Filippetti
- Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Buenos Aires, Argentina
- Centro Interdisciplinario de Investigaciones en Ciencias de la Salud y del Comportamiento (CIICSAC) - Universidad Adventista del Plata, Argentina
- Facultad de Humanidades, Educación y Ciencias Sociales, Universidad Adventista del Plata, Entre Ríos, Argentina
| | - Marisel Gutierrez
- Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Buenos Aires, Argentina
- Centro Interdisciplinario de Investigaciones en Ciencias de la Salud y del Comportamiento (CIICSAC) - Universidad Adventista del Plata, Argentina
- Facultad de Humanidades, Educación y Ciencias Sociales, Universidad Adventista del Plata, Entre Ríos, Argentina
| | - Gabriela Krumm
- Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Buenos Aires, Argentina
- Centro Interdisciplinario de Investigaciones en Ciencias de la Salud y del Comportamiento (CIICSAC) - Universidad Adventista del Plata, Argentina
- Facultad de Humanidades, Educación y Ciencias Sociales, Universidad Adventista del Plata, Entre Ríos, Argentina
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2
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Hoyer RS, Pakulak E, Bidet-Caulet A, Karns CM. Relationships among age, socioeconomic status, and distractibility in preschoolers as assessed by the Competitive Attention Test. J Exp Child Psychol 2023; 227:105584. [PMID: 36413871 DOI: 10.1016/j.jecp.2022.105584] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/17/2022] [Revised: 10/19/2022] [Accepted: 10/20/2022] [Indexed: 11/20/2022]
Abstract
In children, the ability to attend to relevant auditory information and ignore distracting information is crucial for learning and educational achievement. Distractibility, the propensity to pay attention to irrelevant information, depends on multiple components of cognition (voluntary attention orienting, sustained attention, distraction resulting from the capture of attention by a distractor, phasic arousal, impulsivity, and motor control) that may mature at different ages. Here, we used the Competitive Attention Test (CAT) to measure these components in children aged 3 to 5 years. Our goal was to characterize changes in the efficiency of attention during the preschool period and to determine whether distractibility varies as a function of socioeconomic status (SES). All 3-year-olds (n = 14) and some 4- and 5-year-olds (n = 21) needed to be excluded from the sample due to noncompliance with instructions, suggesting that the CAT might not be suitable for children with poorly developed skills in sustained attention. Among 4- and 5-year-olds who completed the CAT (n = 71), sustained attention improved with age, whereas voluntary attention orienting remained immature. Independent of age, task-irrelevant sounds induced distraction, phasic arousal, and impulsivity. There was no relationship between SES and children's distraction. Finally, children from lower SES backgrounds showed reduced sustained attention abilities and increased impulsivity. Taken together, these findings suggest that distractibility is still developing during the preschool period and is likely to vary depending on the SES background of a child's family.
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Affiliation(s)
- Roxane S Hoyer
- Brain Dynamics and Cognition Team, Lyon Neuroscience Research Center (CRNL), INSERM U1028, CNRS UMR 5292, Université Claude Bernard Lyon 1, Université de Lyon, 69000 Lyon, France.
| | - Eric Pakulak
- Department of Child and Youth Studies, Stockholm University, 114 19 Stockholm, Sweden
| | - Aurélie Bidet-Caulet
- Brain Dynamics and Cognition Team, Lyon Neuroscience Research Center (CRNL), INSERM U1028, CNRS UMR 5292, Université Claude Bernard Lyon 1, Université de Lyon, 69000 Lyon, France
| | - Christina M Karns
- Center on Brain Injury Research and Training, Department of Psychology, University of Oregon, Eugene, OR 97403, USA
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Gunther KE, Petrie D, Pérez-Edgar K, Geier C. Relations Between Executive Functioning and Internalizing Symptoms Vary as a Function of Frontoparietal-amygdala Resting State Connectivity. Res Child Adolesc Psychopathol 2023; 51:775-788. [PMID: 36662346 DOI: 10.1007/s10802-023-01025-4] [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] [Accepted: 01/05/2023] [Indexed: 01/21/2023]
Abstract
The prefrontal cortex and the frontoparietal network are associated with a variety of regulatory behaviors. Functional connections between these brain regions and the amygdala are implicated in risk for anxiety disorders. The prefrontal cortex and frontoparietal network are also linked to executive functioning, or behaviors that help orient action towards higher order goals. Where much research has been focused on deleterious effects of under-controlled behavior, a body of work suggests that over-controlled behavior may also pose a risk for internalizing problems. Indeed, while work suggests that high levels of attention shifting may still be protective against internalizing problems, there is evidence that high levels of inhibitory control may be a risk factor for socioemotional difficulties. In the ABCD sample, which offers large sample sizes as well as sociodemographic diversity, we test the interaction between frontoparietal network-amygdala resting state functional connectivity and executive functioning behaviors on longitudinal changes in internalizing symptoms from approximately 10 to 12 years of age. We found that higher proficiency in attention shifting indeed predicts fewer internalizing behaviors over time. In addition, higher proficiency in inhibitory control predicts fewer internalizing symptoms over time, but only for children showing resting state connectivity moderately above the sample average between the frontoparietal network and amygdala. This finding supports the idea that top-down control may not be adaptive for all children, and relations between executive functioning and anxiety risk may vary as a function of trait-level regulation.
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Evans CL, Sawyer KS, Levy SA, Conklin JP, McDonough E, Gansler DA. Factors in the neurodevelopment of negative urgency: Findings from a community-dwelling sample. Brain Neurosci Adv 2022; 6:23982128221079548. [PMID: 35237725 PMCID: PMC8882942 DOI: 10.1177/23982128221079548] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2021] [Accepted: 01/22/2022] [Indexed: 11/29/2022] Open
Abstract
This study investigated neuroanatomic, genetic, cognitive, sociodemographic and
emotional underpinnings of the Negative Urgency subscale of the Urgency,
Premeditation, Perseverance, Sensation-Seeking and Positive Urgency Impulsive
Behavior Scale in a healthy developmental sample. The goal of the investigation
is to contribute to the harmonisation of behavioural, brain and neurogenetic
aspects of behavioural self-control. Three domains – (1) Demographic,
developmental, psychiatric and cognitive ability; (2) Regional brain volumes
(neurobiological); and (3) Genetic variability (single nucleotide polymorphisms)
– were examined, and models with relevant predictor variables were selected.
Least absolute shrinkage and selection operator and best subset regressions were
used to identify sparse models predicting negative urgency scores, which
revealed that variables related to emotional regulation and right cingulate
volume, as well as single nucleotide polymorphisms in CADM2 and
SLC6A4, were associated with negative urgency. Our results
contribute to the construct and criterion validity of negative urgency and
support the hypothesis that negative urgency is a result of a complex array of
influences across domains whose integration furthers developmental
psychopathology research.
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Affiliation(s)
- Casey L. Evans
- Department of Psychology, Suffolk University, Boston, MA, USA
- Psychology Assessment Center, Massachusetts General Hospital, Boston, MA, USA
| | - Kayle S. Sawyer
- Boston University, Boston, MA, USA
- VA Boston Healthcare System, Boston, MA, USA
- Massachusetts General Hospital, Boston, MA, USA
- Sawyer Scientific, Boston, MA, USA
| | - Sarah A. Levy
- Department of Psychology, Suffolk University, Boston, MA, USA
| | | | - EmilyKate McDonough
- Department of Medical Education, Tufts University, Boston, MA, USA
- Department of Microbiology, Harvard Medical School, Boston, MA, USA
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5
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Simaes AC, Gago Galvagno LG, Passarini LA, Trenado RM, Elgier ÁM. Associations between maternal behavior, infant joint attention, and social vulnerability. COGNITIVE DEVELOPMENT 2022. [DOI: 10.1016/j.cogdev.2021.101141] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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Could Physical Fitness Be Considered as a Protective Social Factor Associated with Bridging the Cognitive Gap Related to School Vulnerability in Adolescents? The Cogni-Action Project. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph181910073. [PMID: 34639375 PMCID: PMC8507640 DOI: 10.3390/ijerph181910073] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/27/2021] [Revised: 09/22/2021] [Accepted: 09/23/2021] [Indexed: 12/15/2022]
Abstract
The first aim was to compare differences between school vulnerability groups, fitness levels, and their combination in adolescent cognitive performance. The second aim was to determine the mediation role of fitness in the association between school vulnerability and cognitive performance. A total of 912 Chilean adolescents aged 10–14 years participated in this study. The school vulnerability index (SVI) assigned by the Chilean Government was categorized into high-, mid-, or low-SVI. Adolescents were classified as fit or unfit according to their global fitness z-score computed from their cardiorespiratory (CRF), muscular (MF), and speed/agility fitness (SAF) adjusted for age and sex. A global cognitive score was estimated through eight tasks based on a neurocognitive battery. Covariance and mediation analyses were performed, adjusted for sex, schools, body mass index, and peak high velocity. Independent analyses showed that the higher SVI, the lower the cognitive performance (F(6,905) = 18.5; p < 0.001). Conversely, fit adolescents presented a higher cognitive performance than their unfit peers (F(5,906) = 8.93; p < 0.001). The combined analysis found cognitive differences between fit and unfit adolescents in both the high- and mid-SVI levels (Cohen’s d = 0.32). No differences were found between fit participants belonging to higher SVI groups and unfit participants belonging to lower SVI groups. Mediation percentages of 9.0%, 5.6%, 7.1%, and 2.8% were observed for the global fitness score, CRF, MF, and SAF, respectively. The mediation effect was significant between low- with mid-high-SVI levels but not between mid- and high-SVI levels. These findings suggest that an adequate physical fitness level should be deemed a protective social factor associated with bridging the cognitive gap linked to school vulnerability in adolescents. This favourable influence seems to be most significant in adolescents belonging to a more adverse social background.
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Foraita M, Howell T, Bennett P. Environmental influences on development of executive functions in dogs. Anim Cogn 2021; 24:655-675. [PMID: 33611642 DOI: 10.1007/s10071-021-01489-1] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/28/2020] [Revised: 01/21/2021] [Accepted: 02/06/2021] [Indexed: 12/14/2022]
Abstract
Executive functions (EFs) are a set of cognitive processes used for effortful self-regulation of behaviour. They include inhibition, working memory, cognitive flexibility and, in some models, attention. In humans, socioeconomic factors and life experiences shape development of EFs. Domestic dogs (Canis familiaris) must often regulate their behaviour in the human environment (e.g. no jumping up on humans or chasing cats), and life experiences also probably influence the development of EFs in dogs. Research into dog cognition and behaviour has been thriving, and some methods used to explore these concepts (e.g. object-choice task, questionnaires measuring traits like distraction and aggression) are likely to be sensitive to differences in EFs, even if that is not their stated aim. Here we examine relevant studies to identify experiential factors which may influence the development of EFs in dogs living in human care. These are early experience, training, housing and stress. We conclude that the development of dogs' EFs may be negatively affected by hardships, and positively by surmountable challenges, early in life. Training methods appear important, with punishment-based methods leading to poorer dog EFs. Kennel environments seem to affect dog EFs negatively. While mild stressors might enhance the development of EFs, too much stress seems to have negative effects. Regulation of behaviour, a key outcome of EFs, is crucial for dogs' integration into human society. We should, therefore, strive to better understand how the environment shapes dogs' EFs.
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Affiliation(s)
- Maike Foraita
- Anthrozoology Research Group, School of Psychology and Public Health, La Trobe University, Melbourne, Australia.
| | - Tiffani Howell
- Anthrozoology Research Group, School of Psychology and Public Health, La Trobe University, Melbourne, Australia
| | - Pauleen Bennett
- Anthrozoology Research Group, School of Psychology and Public Health, La Trobe University, Melbourne, Australia
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8
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Ibáñez-Alfonso JA, Company-Córdoba R, García de la Cadena C, Sianes A, Simpson IC. How Living in Vulnerable Conditions Undermines Cognitive Development: Evidence from the Pediatric Population of Guatemala. CHILDREN-BASEL 2021; 8:children8020090. [PMID: 33572817 PMCID: PMC7912439 DOI: 10.3390/children8020090] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 12/01/2020] [Revised: 01/15/2021] [Accepted: 01/22/2021] [Indexed: 12/20/2022]
Abstract
Low-socioeconomic backgrounds represent a risk factor for children’s cognitive development and well-being. Evidence from many studies highlights that cognitive processes may be adversely affected by vulnerable contexts. The aim of this study was to determine if living in vulnerable conditions affects childhood cognitive development. To achieve this, we assessed the performance of a sample of 347 Guatemalan children and adolescents aged from 6 to 17 years (M = 10.8, SD = 3) in a series of 10 neuropsychological tasks recently standardized for the pediatric population of this country. Two-fifths of the sample (41.5%) could be considered to have vulnerable backgrounds, coming from families with low-socioeconomic status or having had a high exposure to violence. As expected, results showed lower scores in language and attention for the vulnerable group. However, contrary to expectations, consistent systematic differences were not found in the executive function tasks. Vulnerable children obtained lower scores in cognitive flexibility compared to the non-vulnerable group, but higher scores in inhibition and problem-solving tasks. These results suggest the importance of developing pediatric standards of cognitive performance that take environmental vulnerable conditions into consideration. These findings, one of the first obtained in the Guatemalan population, also provide relevant information for specific educational interventions and public health policies which will enhance vulnerable children and adolescent cognitive development.
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Affiliation(s)
- Joaquín A. Ibáñez-Alfonso
- Department of Psychology, Human Neuroscience Lab, Universidad Loyola Andalucía, 41704 Sevilla, Spain; (J.A.I.-A.); (R.C.-C.); (I.C.S.)
- ETEA Foundation, Development Institute of Universidad Loyola Andalucía, 14004 Córdoba, Spain
| | - Rosalba Company-Córdoba
- Department of Psychology, Human Neuroscience Lab, Universidad Loyola Andalucía, 41704 Sevilla, Spain; (J.A.I.-A.); (R.C.-C.); (I.C.S.)
- ETEA Foundation, Development Institute of Universidad Loyola Andalucía, 14004 Córdoba, Spain
| | | | - Antonio Sianes
- Research Institute on Policies for Social Transformation, Universidad Loyola Andalucía, 14004 Córdoba, Spain
- Correspondence:
| | - Ian Craig Simpson
- Department of Psychology, Human Neuroscience Lab, Universidad Loyola Andalucía, 41704 Sevilla, Spain; (J.A.I.-A.); (R.C.-C.); (I.C.S.)
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9
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Gago-Galvagno LG, Elgier AM. Social and individual factors modulate parent-infant interactions: Lessons from free play sessions in an Argentine sample. Infant Behav Dev 2020; 61:101496. [DOI: 10.1016/j.infbeh.2020.101496] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/10/2020] [Revised: 08/25/2020] [Accepted: 09/25/2020] [Indexed: 10/23/2022]
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Kałamała P, Szewczyk J, Chuderski A, Senderecka M, Wodniecka Z. Patterns of bilingual language use and response inhibition: A test of the adaptive control hypothesis. Cognition 2020; 204:104373. [PMID: 32585471 DOI: 10.1016/j.cognition.2020.104373] [Citation(s) in RCA: 19] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/04/2019] [Revised: 04/27/2020] [Accepted: 06/07/2020] [Indexed: 10/24/2022]
Abstract
Given prior studies that provided inconsistent results, there is an ongoing debate on the issue of whether bilingualism benefits cognitive control. We tested the Adaptive Control Hypothesis, according to which only the intense use of different languages in the same situation without mixing them in single utterances (called dual-language context) confers a bilingual advantage in response inhibition. In a large-scale correlational study, we attempted to circumvent several pitfalls of previous research on the bilingual advantage by testing a relatively large sample of participants and employing a more reliable and valid measurement of constructs (i.e., latent variable approach accompanied by Bayesian estimation). Our results do not support the Adaptive Control Hypothesis' prediction: the intensity of the dual-language context experience was unrelated to the efficiency of response inhibition in bilinguals. The results suggest that the Adaptive Control Hypothesis is not likely to account for the inconsistent results regarding the bilingual advantage hypothesis, at least in the case of the response-inhibition mechanism. At the same time, the study points to the problem of measuring the response-inhibition construct at the behavioral level. No evidence for a robust response-inhibition construct adds to the growing skepticism on this issue in the literature.
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Affiliation(s)
- Patrycja Kałamała
- Psychology of Language and Bilingualism Lab, Institute of Psychology, Jagiellonian University in Krakow, Ingardena 6, 30-060 Krakow, Poland.
| | - Jakub Szewczyk
- Psychology of Language and Bilingualism Lab, Institute of Psychology, Jagiellonian University in Krakow, Ingardena 6, 30-060 Krakow, Poland; Department of Psychology, University of Illinois, Urbana-Champaign, United States of America
| | - Adam Chuderski
- Institute of Philosophy, Jagiellonian University in Krakow, Grodzka 52, 31-044 Krakow, Poland.
| | - Magdalena Senderecka
- Institute of Philosophy, Jagiellonian University in Krakow, Grodzka 52, 31-044 Krakow, Poland.
| | - Zofia Wodniecka
- Psychology of Language and Bilingualism Lab, Institute of Psychology, Jagiellonian University in Krakow, Ingardena 6, 30-060 Krakow, Poland.
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Linguistic Diversity, Multilingualism, and Cognitive Skills: A Study of Disadvantaged Children in India. LANGUAGES 2020. [DOI: 10.3390/languages5010010] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Multilingualism and linguistic diversity are the norm in India. Although studies have shown a relation between bilingualism and cognitive gains, linguistic diversity has so far been ignored as a potential factor affecting cognitive skills. This study aims to fill this gap by examining how cognitive skills—as measured by the n-back and Raven’s Colored Progressive Matrices tasks—are affected by multilingualism and/or sociolinguistic diversity in a large cohort of socioeconomically disadvantaged primary school children in two urban sites of India: Delhi and Hyderabad. We present a questionnaire estimating sociolinguistic diversity and show that this measure assesses a distinct construct, as compared to a child’s multilingualism. Children were classified as growing up monolingually or bilingually, depending on whether they grew up with one or more languages in the home. Regarding cognitive performance, bilinguals were found to outperform monolinguals on the n-back task, as well as on the Raven’s task. In addition, a socially and linguistically diverse environment seems to enhance cognitive performance for children who are not multilingual themselves. Finally, several contextual factors such as city were found to influence cognitive performance. Overall, this shows that cognitive tasks are subject to contextual effects and that bilingualism and linguistic diversity can enhance cognitive performance of children in disadvantaged contexts.
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Theodoraki TE, McGeown SP, Rhodes SM, MacPherson SE. Developmental changes in executive functions during adolescence: A study of inhibition, shifting, and working memory. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2019; 38:74-89. [PMID: 31587347 DOI: 10.1111/bjdp.12307] [Citation(s) in RCA: 27] [Impact Index Per Article: 5.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/01/2019] [Revised: 07/15/2019] [Indexed: 11/27/2022]
Abstract
The development of executive functions (EFs) has primarily been studied among younger children, despite research suggesting that particular aspects of EFs continue to develop throughout adolescence and into adulthood. This study investigated whether EFs continue to develop during the later stages of adolescence: three related, yet separable EF components - inhibition, shifting, and working memory - were examined in a cross-sectional sample of 347 adolescents (aged 14-18 years). After adjusting for covariates, age was found to be a significant predictor of pupils' performance on the inhibition but not the shifting or working memory tasks, suggesting different developmental trajectories for the three EF components. Controlling for non-executive processes implicated in performing the inhibition and working memory tasks had the most pronounced effect on the relationship between performance on those tasks and age. Finally, socioeconomic status was a significant predictor of performance on all tasks. Implications for research and practice are discussed. Statement of contribution What is already known on this subject? Brain regions associated with EFs continue to mature throughout adolescence, implying ongoing development of EFs. Behavioural studies demonstrate that certain EFs have not yet reached their adult levels in early adolescence. What the present study adds Changes in inhibition, but not shifting or working memory task performance, are evident among older adolescents. Lower-order processes tapped by EF tasks act as confounds in the relationship between age and task performance. Socioeconomic status is a significant predictor of adolescents' performance on EF tasks.
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Affiliation(s)
- Thalia E Theodoraki
- School of Philosophy, Psychology and Language Sciences, University of Edinburgh, UK
| | - Sarah P McGeown
- Moray House School of Education and Sport, University of Edinburgh, UK
| | - Sinead M Rhodes
- Centre for Clinical Brain Sciences, University of Edinburgh, UK
| | - Sarah E MacPherson
- School of Philosophy, Psychology and Language Sciences, University of Edinburgh, UK
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Gago Galvagno LG, De Grandis MC, Clerici GD, Mustaca AE, Miller SE, Elgier AM. Regulation During the Second Year: Executive Function and Emotion Regulation Links to Joint Attention, Temperament, and Social Vulnerability in a Latin American Sample. Front Psychol 2019; 10:1473. [PMID: 31333535 PMCID: PMC6624823 DOI: 10.3389/fpsyg.2019.01473] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/24/2018] [Accepted: 06/11/2019] [Indexed: 01/06/2023] Open
Abstract
Although a growing body of work has established developing regulatory abilities during the second year of life, more work is needed to better understand factors that influence this emerging control. The purpose of the present study was to examine regulation capacities in executive functions (i.e., EF or cognitive control) and emotion regulation (i.e., ER or control focused on modulating negative and sustaining positive emotions) in a Latin American sample, with a focus on how joint attention, social vulnerability, and temperament contribute to performance. Sixty Latin American dyads of mothers and children aged 18 to 24 months completed several EF tasks, a Still-Face Paradigm (SFP) to examine ER (Weinberg et al., 2008), and the Early Social Communication Scale to measure joint attention (Mundy et al., 2003). Parents completed the Early Childhood Behavior Questionnaire Very Short Form to measure temperament (ECBQ-VS, Putnam et al., 2010) and the Social Economic Level Scale (SES) from INDEC (2000). Results revealed the typical responses expected for toddlers of this age in these EF tasks and in the SFP. Also, we found associations between EF and ER and between non-verbal communication related to monitoring infants’ attention to objects (i.e., responding to joint attention) and initiation of pointing (e.g., pointing and showing of an object while the child alternates his gaze to an adult) with EF. Regarding social factors, family differences and type of housing contribute to regulation. For temperament, effortful control was associated with both regulatory capacities. Finally, only age predicted EF. These results suggest that many patterns regarding the development of these abilities are duplicated in the first months of life in a Latin American sample while further highlighting the importance of considering how the environment and the individual characteristics of infants may associate to these regulatory abilities, which is particularly relevant to developing public policies to promote their optimal development.
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Affiliation(s)
- Lucas G Gago Galvagno
- Facultad de Psicología y Relaciones Humanas, Universidad Abierta Interamericana, Buenos Aires, Argentina.,Instituto de Investigaciones en Psicología, Facultad de Psicología, Universidad de Buenos Aires, Buenos Aires, Argentina.,Consejo Nacional de Investigaciones Científicas y Técnicas, Buenos Aires, Argentina
| | - María C De Grandis
- Facultad de Psicología y Relaciones Humanas, Universidad Abierta Interamericana, Buenos Aires, Argentina
| | - Gonzalo D Clerici
- Instituto de Investigaciones en Psicología, Facultad de Psicología, Universidad de Buenos Aires, Buenos Aires, Argentina
| | - Alba E Mustaca
- Facultad de Psicología y Relaciones Humanas, Universidad Abierta Interamericana, Buenos Aires, Argentina
| | - Stephanie E Miller
- Department of Psychology, University of Mississippi, Oxford, MS, United States
| | - Angel M Elgier
- Facultad de Psicología y Relaciones Humanas, Universidad Abierta Interamericana, Buenos Aires, Argentina.,Instituto de Investigaciones en Psicología, Facultad de Psicología, Universidad de Buenos Aires, Buenos Aires, Argentina.,Consejo Nacional de Investigaciones Científicas y Técnicas, Buenos Aires, Argentina
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14
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Ludyga S, Pühse U, Lucchi S, Marti J, Gerber M. Immediate and sustained effects of intermittent exercise on inhibitory control and task-related heart rate variability in adolescents. J Sci Med Sport 2019; 22:96-100. [DOI: 10.1016/j.jsams.2018.05.027] [Citation(s) in RCA: 29] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/26/2018] [Revised: 04/24/2018] [Accepted: 05/29/2018] [Indexed: 11/25/2022]
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Burneo-Garcés C, Cruz-Quintana F, Pérez-García M, Fernández-Alcántara M, Fasfous A, Pérez-Marfil MN. Interaction between Socioeconomic Status and Cognitive Development in Children Aged 7, 9, and 11 Years: A Cross-Sectional Study. Dev Neuropsychol 2018; 44:1-16. [PMID: 30537871 DOI: 10.1080/87565641.2018.1554662] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/17/2022]
Abstract
The socioeconomic status (SES) of parents has a crucial influence on the cognitive development of children, but it is not clear whether this effect varies as a function of the children's age. The objective of this study was to investigate the development of children aged 7, 9, and 11 years of parents with extremely low SES in a developing country (Ecuador). Participating children were divided between a medium-SES group and a low-SES group. Statistically significant differences were observed as a function of SES group and age in verbal memory, language, and executive function, observing wider between-group differences among the 11-year-olds.
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Affiliation(s)
- Carlos Burneo-Garcés
- a Mind, Brain and Behavior Research Center (CIMCYC-UGR) , University of Granada , Granada , Spain.,b Universidad de Otavalo , Otavalo , Ecuador
| | - Francisco Cruz-Quintana
- a Mind, Brain and Behavior Research Center (CIMCYC-UGR) , University of Granada , Granada , Spain
| | - Miguel Pérez-García
- a Mind, Brain and Behavior Research Center (CIMCYC-UGR) , University of Granada , Granada , Spain
| | - Manuel Fernández-Alcántara
- a Mind, Brain and Behavior Research Center (CIMCYC-UGR) , University of Granada , Granada , Spain.,c Department of Health Psychology , University of Alicante , Alicante , Spain
| | - Ahmed Fasfous
- a Mind, Brain and Behavior Research Center (CIMCYC-UGR) , University of Granada , Granada , Spain.,d Department of Social Sciences , Bethlehem University , Bethlehem , Palestine , State of Palestine
| | - Mª Nieves Pérez-Marfil
- a Mind, Brain and Behavior Research Center (CIMCYC-UGR) , University of Granada , Granada , Spain
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Hartanto A, Toh WX, Yang H. Bilingualism Narrows Socioeconomic Disparities in Executive Functions and Self-Regulatory Behaviors During Early Childhood: Evidence From the Early Childhood Longitudinal Study. Child Dev 2018; 90:1215-1235. [PMID: 29318589 DOI: 10.1111/cdev.13032] [Citation(s) in RCA: 26] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/08/2023]
Abstract
Socioeconomic status (SES) and bilingualism have been shown to influence executive functioning during early childhood. Less is known, however, about how the two factors interact within an individual. By analyzing a nationally representative sample of approximately 18,200 children who were tracked from ages 5 to 7 across four waves, both higher SES and bilingualism were found to account for greater performance on the inhibition and shifting aspects of executive functions (EF) and self-regulatory behaviors in classroom. However, only SES reliably predicted verbal working memory. Furthermore, bilingualism moderated the effects of SES by ameliorating the detrimental consequences of low-SES on EF and self-regulatory behaviors. These findings underscore bilingualism's power to enrich executive functioning and self-regulatory behaviors, especially among underprivileged children.
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17
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Executive Functions in School-age Children: Influence of Age, Gender, School Type and Parental Education. APPLIED COGNITIVE PSYCHOLOGY 2017. [DOI: 10.1002/acp.3338] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
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18
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Kochhann R, Gonçalves HA, Pureza JDR, Viapiana VF, Fonseca FDP, Salles JF, Fonseca RP. Variability in neurocognitive performance: Age, gender, and school-related differences in children and from ages 6 to 12. APPLIED NEUROPSYCHOLOGY-CHILD 2017; 7:277-285. [DOI: 10.1080/21622965.2017.1312403] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Affiliation(s)
- Renata Kochhann
- Psychology Department, Post-Graduate Program in Psychology, Human Cognition, Pontifical Catholic University of Rio Grande do Sul (PUCRS), Porto Alegre, Rio Grande do Sul, Brasil
| | - Hosana Alves Gonçalves
- Psychology Department, Post-Graduate Program in Psychology, Human Cognition, Pontifical Catholic University of Rio Grande do Sul (PUCRS), Porto Alegre, Rio Grande do Sul, Brasil
| | - Janice da Rosa Pureza
- Psychology Department, Post-Graduate Program in Psychology, Human Cognition, Pontifical Catholic University of Rio Grande do Sul (PUCRS), Porto Alegre, Rio Grande do Sul, Brasil
| | - Vanisa Fante Viapiana
- Psychology Department, Post-Graduate Program in Psychology, Human Cognition, Pontifical Catholic University of Rio Grande do Sul (PUCRS), Porto Alegre, Rio Grande do Sul, Brasil
| | - Flavia dos Passos Fonseca
- Psychology Department, Post-Graduate Program in Psychology, Human Cognition, Pontifical Catholic University of Rio Grande do Sul (PUCRS), Porto Alegre, Rio Grande do Sul, Brasil
| | - Jerusa Fumagali Salles
- Psychology Institute, Federal University of Rio Grande do Sul, Porto Alegre, Rio Grande do Sul, Brazil
| | - Rochele Paz Fonseca
- Psychology Department, Post-Graduate Program in Psychology, Human Cognition, Pontifical Catholic University of Rio Grande do Sul (PUCRS), Porto Alegre, Rio Grande do Sul, Brasil
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19
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Houwen S, van der Veer G, Visser J, Cantell M. The relationship between motor performance and parent-rated executive functioning in 3- to 5-year-old children: What is the role of confounding variables? Hum Mov Sci 2017; 53:24-36. [PMID: 28153568 DOI: 10.1016/j.humov.2016.12.009] [Citation(s) in RCA: 32] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/19/2016] [Revised: 12/15/2016] [Accepted: 12/31/2016] [Indexed: 01/30/2023]
Abstract
It is generally agreed that motor performance and executive functioning (EF) are intertwined. As the literature on this issue concerning preschool children is scarce, we examined the relationship between motor performance and parent-rated EF in a sample of 3- to 5-year-old children with different levels of motor skill proficiency, while controlling for age, gender, socio-economic status (SES), and attention-deficit-hyperactivity disorder (ADHD) symptomatology. EF was reported by parents of 153 children (mean age 4years 1months, SD 8months; 75 male) by means of the Behaviour Rating Inventory of Executive Function-Preschool version (BRIEF-P). Parent-reported ADHD symptoms were assessed using the Hyperactivity-Inattention subscale of the Strengths and Difficulties Questionnaire3-4. In addition, the children performed the Movement Assessment Battery for Children-2 (MABC-2). Several weak to moderate relationships were found between the MABC-2 Total Score and the EF subscales. Once other variables such as age, gender, SES, and ADHD symptomatology were taken into account, the only BRIEF-P subscale that was associated with the MABC-2 Total Score was the Working Memory subscale. Compared to their typically developing peers, children who are at risk for motor coordination difficulties (⩽the 16th percentile on the MABC-2) performed poorly on the Working Memory subscale, which confirms the results of the regression analyses. The at risk group also performed significantly worse on the Planning/Organize subscale, however. This is one of the first studies investigating the relationship between motor performance and parent-rated EF in such a young age group. It shows that the relationship between motor performance and EF in young children is complex and may be influenced by the presence of confounding variables such as ADHD symptomatology.
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Affiliation(s)
- Suzanne Houwen
- University of Groningen, Department of Special Needs Education and Youth Care, Grote Rozenstraat 38, 9712 TJ Groningen, The Netherlands.
| | - Gerda van der Veer
- University of Groningen, Department of Special Needs Education and Youth Care, Grote Rozenstraat 38, 9712 TJ Groningen, The Netherlands.
| | - Jan Visser
- University of Groningen, Department of Special Needs Education and Youth Care, Grote Rozenstraat 38, 9712 TJ Groningen, The Netherlands.
| | - Marja Cantell
- University of Groningen, Department of Special Needs Education and Youth Care, Grote Rozenstraat 38, 9712 TJ Groningen, The Netherlands.
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20
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Tuvblad C, May M, Jackson N, Raine A, Baker LA. Heritability and Longitudinal Stability of Planning and Behavioral Disinhibition Based on the Porteus Maze Test. Behav Genet 2016; 47:164-174. [PMID: 27888366 PMCID: PMC5306271 DOI: 10.1007/s10519-016-9827-x] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/15/2016] [Accepted: 10/27/2016] [Indexed: 11/26/2022]
Abstract
The Porteus Maze Test (PMT) provides measures of planning and behavioral disinhibition. The PMT was administered to 941 twins during Wave 1 (9–10 years) and 320 twins during Wave 2 (11–13 years). Participants were drawn from the University of Southern California Risk Factors for Antisocial Behavior Study (RFAB). Heritability of behavioral disinhibition, determined by PMT Q-Score, were 33% at Wave 1 and 52% at Wave 2. For planning, determined by Test Age, heritability was 53% at Wave 1; at Wave 2, the non-shared environment was important in boys, whereas genetic influences were important in girls. Both indices were modestly stable (r = 0.52; r = 0.37). A common genetic factor influenced both indices, respectively, at the two time points, with no ‘new’ genetic variance at Wave 2; the non-shared environment was time-specific. Thus, both genetic and non-shared environmental influences are important for behavioral disinhibition (Q-Score) and planning (Test Age).
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Affiliation(s)
- Catherine Tuvblad
- Department of Psychology, University of Southern California (USC), (SGM 501), 3620 S. McClintock Ave, Los Angeles, CA 90089-1061 USA
- School of Law, Psychology and Social Work, Örebro University, Örebro, Sweden
| | - Marcella May
- Department of Psychology, University of Southern California (USC), (SGM 501), 3620 S. McClintock Ave, Los Angeles, CA 90089-1061 USA
| | - Nicholas Jackson
- Department of Psychology, University of Southern California (USC), (SGM 501), 3620 S. McClintock Ave, Los Angeles, CA 90089-1061 USA
| | - Adrian Raine
- Departments of Criminology, Psychiatry, and Psychology, University of Pennsylvania, Philadelphia, USA
| | - Laura A. Baker
- Department of Psychology, University of Southern California (USC), (SGM 501), 3620 S. McClintock Ave, Los Angeles, CA 90089-1061 USA
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21
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Willhelm AR, Fortes PM, Czermainski FR, Rates ASA, Almeida RMMD. Neuropsychological and behavioral assessment of impulsivity in adolescents: a systematic review. TRENDS IN PSYCHIATRY AND PSYCHOTHERAPY 2016; 38:128-135. [PMID: 27737307 DOI: 10.1590/2237-6089-2015-0019] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/17/2015] [Accepted: 01/26/2016] [Indexed: 11/22/2022]
Abstract
INTRODUCTION: The aim of neuropsychological assessment is to understand the multifaceted relationship between behavior, cognition and brain organization. The main objective of this study was to conduct a systematic review of the literature on impulsivity and inhibitory control in healthy adolescents and preadolescents. METHOD: Three researchers conducted a systematic review on November 25, 2014. The first step was to conduct searches on the Web of Knowledge and PubMed databases for articles in English using the following keywords: child; adolescents; impulsivity; inhibition; inhibitory control; and neuropsychology. The second step was to analyze all the references cited in the articles selected from the search results in order to identify further literature. RESULTS: Just 13 articles met all the inclusion criteria. There was no consistency in the aims of these studies, or in the instruments or procedures employed. CONCLUSION: There was no uniformity among the articles that met all the criteria in terms of any of the items analyzed. There was considerable heterogeneity in these studies of impulsivity and inhibitory control, and few of them evaluated healthy samples.
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Affiliation(s)
- Alice Rodrigues Willhelm
- Programa de Pós-Graduação em Psicologia, Instituto de Psicologia, Universidade Federal do Rio Grande do Sul (UFGRS), Porto Alegre, RS, Brazil.,Laboratório de Psicologia Experimental, Neurociências e Comportamento (LPNeC), UFGRS, Porto Alegre, RS, Brazil
| | - Paula Madeira Fortes
- Programa de Pós-Graduação em Psicologia, Instituto de Psicologia, Universidade Federal do Rio Grande do Sul (UFGRS), Porto Alegre, RS, Brazil.,Laboratório de Psicologia Experimental, Neurociências e Comportamento (LPNeC), UFGRS, Porto Alegre, RS, Brazil
| | - Fernanda Rasch Czermainski
- Programa de Pós-Graduação em Psicologia, Instituto de Psicologia, Universidade Federal do Rio Grande do Sul (UFGRS), Porto Alegre, RS, Brazil.,Laboratório de Psicologia Experimental, Neurociências e Comportamento (LPNeC), UFGRS, Porto Alegre, RS, Brazil
| | - Aline Schwalm Andrade Rates
- Laboratório de Psicologia Experimental, Neurociências e Comportamento (LPNeC), UFGRS, Porto Alegre, RS, Brazil.,Faculdade de Psicologia, Universidade do Vale dos Sinos (UNISINOS), São Leopoldo, RS, Brazil
| | - Rosa Maria Martins de Almeida
- Programa de Pós-Graduação em Psicologia, Instituto de Psicologia, Universidade Federal do Rio Grande do Sul (UFGRS), Porto Alegre, RS, Brazil.,Laboratório de Psicologia Experimental, Neurociências e Comportamento (LPNeC), UFGRS, Porto Alegre, RS, Brazil
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22
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Segretin MS, Hermida MJ, Prats LM, Fracchia CS, Ruetti E, Lipina SJ. Childhood Poverty and Cognitive Development in Latin America in the 21st Century. New Dir Child Adolesc Dev 2016; 2016:9-29. [PMID: 27254824 DOI: 10.1002/cad.20162] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Abstract
For at least eight decades, researchers have analyzed the association between childhood poverty and cognitive development in different societies worldwide, but few of such studies have been carried out in Latin America. The aim of the present paper is to systematically review the empirical studies that have analyzed the associations between poverty and cognitive development in children under 18 years of age from Latin American and Caribbean countries between 2000 and 2015. This analysis takes into consideration the country where the work was conducted, the experimental and analytical design, sample size and composition, cognitive and poverty paradigms implemented, levels of analysis, and the inclusion of mediation analyses. Through these, we identify common patterns in the negative impact of poverty that have been repeatedly verified in the literature in other continents; we also call attention to a set of issues regarding sample, design, paradigms, impact, and mediation analyses that should be considered in future studies in the region.
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Affiliation(s)
- M Soledad Segretin
- The National Council of Scientific and Technical Research.,Unit of Applied Neurobiology
| | | | - Lucía M Prats
- The National Council of Scientific and Technical Research.,National University of San Martín
| | | | - Eliana Ruetti
- The National Council of Scientific and Technical Research.,University of Buenos Aires
| | - Sebastián J Lipina
- The National Council of Scientific and Technical Research.,Unit of Applied Neurobiology.,National University of San Martín.,Ethical Committee at CEMIC and the SRCD Committee.,UNICEF, UNDP, and WHO
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23
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Netson KL, Ashford JM, Skinner T, Carty L, Wu S, Merchant TE, Conklin HM. Executive dysfunction is associated with poorer health-related quality of life in pediatric brain tumor survivors. J Neurooncol 2016; 128:313-21. [PMID: 27033060 DOI: 10.1007/s11060-016-2113-1] [Citation(s) in RCA: 37] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/16/2015] [Accepted: 03/22/2016] [Indexed: 11/29/2022]
Abstract
Children with a brain tumor (BT) are at risk for a number of physical and cognitive problems that may lower their health-related quality of life (HRQoL). Executive functioning (EF) and intellectual ability are hypothesized to associate with HRQoL and deficits in these areas may be amenable to interventions. This study aimed to investigate intellectual function, EF, and HRQoL following conformal radiation therapy (CRT) for pediatric BT. Forty-five BT survivors (age 12.68 ± 2.56) treated with CRT participated. Thirty-six siblings of BT patients (age 12.36 ± 2.13) and 33 survivors of non-CNS solid tumors (ST; age 12.18 ± 2.88) were comparison groups. IQ estimate (Wechsler Abbreviated Scale of Intelligence; WASI), EF ratings (Behavior Rating Inventory of Executive Function; BRIEF), and HRQoL ratings (KINDL-R) were obtained. BT survivors reported lower overall HRQoL than ST survivors (p = .012). Parents reported lower overall HRQoL for BT survivors than siblings (p = .014). Parent-report on individual areas of HRQoL was higher than self-report for most subscales. IQ and HRQoL ratings were not related (Parent r = .17, p = .27; Child r = .11, p = .49). EF ratings correlated with Parent (r = -.15 to -.73) but not Child HRQoL ratings. Children with BT experienced poorer HRQoL than controls. Children's HRQoL was consistently rated higher by parent- than self-report across all domains. HRQoL was associated with EF, but not with IQ. These findings identify interventions targeting EF (e.g., cognitive rehabilitation, medication) as a possible avenue for improving HRQoL in childhood BT survivors.
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Affiliation(s)
- Kelli L Netson
- Department of Psychiatry & Behavioral Sciences, KU School of Medicine-Wichita, Wichita, KS, USA
| | - Jason M Ashford
- Department of Psychology, St. Jude Children's Research Hospital, Memphis, TN, USA
| | | | | | - Shengjie Wu
- Department of Biostatistics, St. Jude Children's Research Hospital, Memphis, TN, USA
| | - Thomas E Merchant
- Department of Radiation Oncology, St. Jude Children's Research Hospital, Memphis, TN, USA
| | - Heather M Conklin
- Department of Psychology, St. Jude Children's Research Hospital, Memphis, TN, USA.
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24
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Jacobsen GM, Prando ML, Moraes AL, Pureza JDR, Gonçalves HA, Siqueira LDS, Joanette Y, Fonseca RP. Effects of age and school type on unconstrained, phonemic, and semantic verbal fluency in children. APPLIED NEUROPSYCHOLOGY-CHILD 2016; 6:41-54. [DOI: 10.1080/21622965.2015.1072535] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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25
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Bellaj T, Salhi I, Le Gall D, Roy A. Development of executive functioning in school-age Tunisian children. Child Neuropsychol 2015; 22:919-54. [DOI: 10.1080/09297049.2015.1058349] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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26
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Hauser-Cram P, Woodman AC, Heyman M. Early mastery motivation as a predictor of executive function in young adults with developmental disabilities. AMERICAN JOURNAL ON INTELLECTUAL AND DEVELOPMENTAL DISABILITIES 2014; 119:536-551. [PMID: 25354123 DOI: 10.1352/1944-7588-119.6.536] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/04/2023]
Abstract
The role of early childhood mastery motivation as a predictor of executive function 20 years later was examined in a sample of 39 individuals who had early diagnosed developmental disabilities. Multilevel modeling was used to analyze predictors of accuracy and response time on a Flanker task measuring executive function. As predicted, participants had relatively poorer performance on trials requiring inhibition and rule switches. Individuals with Down syndrome, in comparison to other participants, demonstrated longer response times. Young adults who had higher levels of persistence on mastery motivation tasks during early childhood displayed higher levels of accuracy and shorter response times on the executive function task. Possible mechanisms by which early mastery motivation relates to later executive function are discussed.
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27
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King AA, Strouse JJ, Rodeghier MJ, Compas BE, Casella JF, McKinstry RC, Noetzel MJ, Quinn CT, Ichord R, Dowling MM, Miller JP, DeBaun MR. Parent education and biologic factors influence on cognition in sickle cell anemia. Am J Hematol 2014; 89:162-7. [PMID: 24123128 DOI: 10.1002/ajh.23604] [Citation(s) in RCA: 130] [Impact Index Per Article: 13.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/23/2013] [Accepted: 09/30/2013] [Indexed: 11/08/2022]
Abstract
Children with sickle cell anemia have a high prevalence of silent cerebral infarcts (SCIs) that are associated with decreased full-scale intelligence quotient (FSIQ). While the educational attainment of parents is a known strong predictor of the cognitive development of children in general, the role of parental education in sickle cell anemia along with other factors that adversely affect cognitive function (anemia, cerebral infarcts) is not known. We tested the hypothesis that both the presence of SCI and parental education would impact FSIQ in children with sickle cell anemia. A multicenter, cross-sectional study was conducted in 19 US sites of the Silent Infarct Transfusion Trial among children with sickle cell anemia, age 5-15 years. All were screened for SCIs. Participants with and without SCI were administered the Wechsler Abbreviated Scale of Intelligence. A total of 150 participants (107 with and 43 without SCIs) were included in the analysis. In a multivariable linear regression model for FSIQ, the absence of college education for the head of household was associated with a decrease of 6.2 points (P = 0.005); presence of SCI with a 5.2 point decrease (P = 0.017); each $1000 of family income per capita with a 0.33 point increase (P = 0.023); each increase of 1 year in age with a 0.96 point decrease (P = 0.023); and each 1% (absolute) decrease in hemoglobin oxygen saturation with 0.75 point decrease (P = 0.030). In conclusion, FSIQ in children with sickle cell anemia is best accounted for by a multivariate model that includes both biologic and socioenvironmental factors.
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Affiliation(s)
- Allison A. King
- Program in Occupational Therapy and Department of Pediatrics Hematology/Oncology; Washington University School of Medicine; St. Louis Missouri
| | - John J. Strouse
- Department of Pediatrics and Medicine; Division of Hematology; Johns Hopkins University School of Medicine; Baltimore Maryland
| | | | - Bruce E. Compas
- Department of Psychology and Human Development; Vanderbilt University; Nashville Tennessee
| | - James F. Casella
- Department of Pediatrics; Division of Hematology; the Johns Hopkins University School of Medicine; Baltimore Maryland
| | - Robert C. McKinstry
- Departments of Radiology and Pediatrics; Washington University School of Medicine; St. Louis Missouri
| | - Michael J. Noetzel
- Departments of Neurology and Pediatrics; Washington University School of Medicine; St Louis Missouri
| | - Charles T. Quinn
- Department of Pediatrics; Division of Hematology; Cincinnati Children's Hospital Medical Center; Cincinnati Ohio
| | - Rebecca Ichord
- Department of Neurology; Children's Hospital of Philadelphia; Philadelphia Pennsylvania
| | - Michael M. Dowling
- Department of Pediatrics; Neurology and Neurotherapeutics, University of Texas Southwestern Medical Center at Dallas, Children's Medical Center Dallas; Dallas Texas
| | - J. Philip Miller
- Division of Biostatistics and Department of Internal Medicine; Washington University School of Medicine; St. Louis Missouri
| | - Michael R. DeBaun
- Department of Pediatrics; Division of Hematology/Oncology; Vanderbilt University; Nashville Tennessee
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28
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Structure and Invariance of Executive Functioning Tasks across Socioeconomic Status: Evidence from Spanish-Speaking Children. SPANISH JOURNAL OF PSYCHOLOGY 2013. [DOI: 10.1017/sjp.2013.102] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Abstract
AbstractThe aim of the present study was to analyze the latent structure of executive functions (EFs) in Spanish-speaking children and to test measurement invariance across socioeconomic status (SES). We sampled 248 children, aged 8 to 12, who were divided into two groups: 124 children from a medium socioeconomic status (MSS) and 124 children from a low socioeconomic status (LSS). We applied a neuropsychological battery consisting of various EF tasks and performed confirmatory factor analysis (CFA) and multi-group CFA (MGCFA). CFA showed best fit for the three factor solution: (a) Working memory, (b) Cognitive flexibility, and (c) Inhibition. Moreover, the MGCFA revealed that the three-factor solution was invariant (configural, metric, and structural) across SES, allowing valid comparison between the groups (MSS and LSS) of factors. Finally, bifactorial MANOVA revealed a significant effect of SES and group age but not for the interaction between the two in the three EF dimensions indicative of quantitative group differences. Results are discussed in terms of the dimensional nature of the EF construct and the effects of SES on executive functioning.
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