Self-ordered pointing as a test of working memory in typically developing children

Two Attentional Processes Subserving Working Memory Differentiate Gifted and Mainstream Students

Two working memory (WM) measures were contrasted, to clarify the nature of advantages in gifted children's cognitive processing. It was predicted that cognitively gifted children would excel in WM tasks taxing mental attention (i.e., n-back) but not tasks supported by perceptual attention (i.e., self-ordered pointing, SOPT). Ninety-one children aged 9-10 and 13-14 years, in a gifted or mainstream classroom, received n-back and SOPT, plus measures of mental-attentional (M-) capacity, inhibition, and shifting. Older children generally scored higher than younger children. As predicted, gifted children outperformed mainstream peers on all tasks, except for SOPT. Results demonstrate the need to distinguish between mental and perceptual attention in measurement of WM.

Neurocognitive consequences of adolescent sleep disruptions and their relationship to psychosis vulnerability: a longitudinal cohort study

Adolescence is a key period for neurocognitive maturation where deviation from normal developmental trajectories may be tied to adverse mental health outcomes. Cognitive disruptions have been noted in populations at risk for psychosis and are known to accompany periods of sleep deprivation. This study aims to assess the role of cognition as a mediator between sleep disruptions and psychosis risk. A cohort of 3801 high school students (51% female, mean age = 12.8, SD = 0.45 years) was recruited from 31 Montreal high schools. Measures of sleep, psychotic-like experiences, inhibition, working memory, perceptual reasoning, and delayed recall were collected from participants on a yearly basis over the five years of their high school education. A multi-level model mediation analysis was performed controlling for sex and time squared. Response inhibition was shown to be associated with, and to mediate (B = -0.005, SD = 0.003, p = 0.005*) the relationship between sleep disruptions (B = -0.011, SD = 0.004, p < 0.001*) and psychotic-like experiences (B = 0.411, SD = 0.170, p = 0.005*). Spatial working memory deficits on a given year were associated with a higher frequency of psychotic-like experiences that same year (B = -0.046, SD = 0.018, p = 0.005*) and the following year (B = -0.051, SD = 0.023, p = 0.010*), but were not associated with sleep disturbances. No significant associations were found between our variables of interest and either delayed recall or perceptual reasoning at the within person level. Findings from this large longitudinal study provide evidence that the association between sleep disruptions and psychosis risk is specifically mediated by inhibitory rather than general cognitive impairments. The association of spatial working memory, response inhibition, and sleep disruptions with psychotic-like experiences suggests that these factors may represent potential targets for preventative interventions.

The successful use of a search strategy improves with visuospatial working memory in 2- to 4.5-year-olds

Using spatial cues such as shape, orientation, and pattern aids visuospatial working memory because it allows strategies that reduce the load on this cognitive resource. One such strategy, namely taking advantage of patterned spatial distributions, remains understudied to date. This strategy demands keeping track of already-searched locations and excluding them from further search and so correlates with visuospatial working memory. The use of such strategies should, in principle, develop in early childhood, but because most studies focus on chunking, the development of other strategies reducing the load on working memory is understudied in young children. Therefore, in this study we tested whether children aged 2 to 4.5 years (N = 97) could take advantage of spatial cues in their search and whether this ability correlated with their age, verbal ability, and visuospatial working memory. The results showed that the ability to use a patterned spatial distribution (searching a row of locations from one side to the other instead of a random search) significantly improved with visuospatial working memory but not with age or verbal ability. These results suggest that visuospatial abilities may rapidly develop from 2 to 4.5 years of age, and given their impact on later mathematic achievement, demand increased attention in cognitive developmental research and early childhood education.

A Study of the association of neurocognition with relapse and quality of life in patients of alcohol dependence

Background

Alcohol is a widely consumed substance associated with around 5.6% of all causes of death. Alcohol use disorder (AUD) is a chronic relapsing and remitting illness and has been known to be associated with impaired executive functions, processing speed, memory, attention, and fluency. It is also associated with impaired quality of life (QoL), which in turn can affect overall prognosis.

Aim

To assess neurocognition in patients with alcohol dependence and correlate it with QoL and relapse.

Materials and Methods

This study was a prospective, longitudinal study of sixty alcohol dependence patients from January 2020 to June 2021 after appropriate ethical approval. Participants were assessed for baseline alcohol dependence, neurocognition (focused, sustained and divided attention; processing speed; verbal and category fluency; working memory; response inhibition; verbal comprehension; verbal learning and memory; visuospatial construction; visual learning and memory) and QoL using Alcohol Use Disorders Identification Test (AUDIT), National Institute of Mental Health and Neurosciences (NIMHANS) battery for neurocognition and WHO-BREF (WHO-Quality of Life-short-form scale) World Health Organization-scale, respectively. A follow-up was conducted in three months to assess relapse in the patients. Statistical analysis was conducted by International Business Machines Statistical Package for the Social Sciences (IBM SPSS) v16.

Results

Mean age of the study participants was 41.3 ± 5.03 years, mean age of onset of alcohol use was 20.88 ± 4.27 years, mean duration of alcohol use of 16.6 ± 7.92 years, and average 14.55 ± 4.86 drinks per day. The mean AUDIT score of the study population was 25.21 ± 7.18. There was significant positive correlation between duration of use and CTT-2; 37 out of 57 participants relapsed to alcohol (three participants had died in follow-up) with mean 37.48 ± 23.27 days of relapse, mean 3.32 ± 1.2 drinking days per week, and mean 6 ± 1.2 drinks per drinking day. There was negative and positive correlation between neurocognition and relapse and between neurocognition and QoL.

Conclusion

Alcohol use also resulted in impaired cognitive function of the study participants. There was also significant difference in score for neurocognition test between relapse and abstinent group. The significant correlation between neurocognition and QoL as well as neurocognition and relapse proves the deleterious effect of alcohol in every aspect of life.

Maternal Pre-Pregnancy BMI and Gestational Weight Gain Are Associated with Preschool Children's Neuropsychological Outcomes in the APrON Cohort

This study examined the associations between maternal pre-pregnancy BMI and gestational weight gain (GWG) and children's neuropsychological outcomes at 3 to 5 years of age. A total of 379 women and their children from the Alberta Pregnancy Outcomes and Nutrition (APrON) study participated. Covariate-adjusted robust regressions examined associations between maternal pre-pregnancy BMI, GWG class, interaction terms, and child outcomes. Each unit increase in maternal BMI was linked to a 0.48-point decrement (95% CI: -0.75 to -0.21) in children's Full Scale IQ. Higher pre-pregnancy BMI was related to poorer performance on the other intelligence indexes (B = -0.35 to -0.47, 95% CIs: -0.75, -0.02) and lower performance on measures of language (B = -0.08 to -0.09, 95% CIs: -0.16, -0.02), motor skills (B = -0.08 to -0.11, 95% CIs: -0.18, -0.01), and executive function (B = -0.09 to -0.16, 95% CIs: -0.26, -0.01). GWG below the recommended range was associated with a 4.04-point decrement (95% CI: 7.89, -0.11) in Full Scale IQ, but better performance on a spatial working memory test (B = 0.27, 95% CI: 0.02, 0.52). GWG above the recommended range was associated with lower language (B = -0.79, 95% CI: -1.52, -0.06) and memory scores (B = -0.93, 95% CI: -1.64, -0.22). Interactions were found between pre-pregnancy BMI and GWG on measures of intelligence and executive function. Maternal pre-pregnancy BMI and GWG are related to children's performance in various neuropsychological domains and may interact to predict outcomes. Optimizing maternal health and weight prior to conception and during pregnancy may enhance children's neuropsychological outcomes.

The Mood, Mother and Child Study: Protocol for a Prospective Longitudinal Study and Randomized Controlled Trial

BACKGROUND

Perinatal depression affects >400,000 mother-child dyads in the United States every year and is associated with numerous adverse maternal and child developmental outcomes. Previous research implicates the dysregulation of oxytocin and the hypothalamic-pituitary-adrenal (HPA) axis functioning in mothers and children as potential mechanisms mediating or moderating the transmission of risk associated with maternal depression.

OBJECTIVE

The Mood, Mother and Child study will examine the psychobiological sources of risk and resilience within mother-child dyads affected by maternal depression. This manuscript describes (1) the study rationale and aims, (2) the research design and procedures and how they were altered in response to the COVID-19 pandemic, and (3) the data analysis plan to test the study hypotheses.

METHODS

This is a prospective longitudinal study with an embedded randomized controlled trial that examines (1) correlations among postpartum depression and anxiety symptoms, maternal and child oxytocin and HPA axis functioning, and child developmental outcomes and (2) the causal relationship between exogenous oxytocin and HPA reactivity. This study is funded by the National Institute of Child Health and Human Development with institutional review board approval.

RESULTS

Recruitment and data collection have commenced, and the expected results will be available in 2024. Analyses are presented for testing the proposed hypotheses.

CONCLUSIONS

The unique combination of a prospective longitudinal research design with an embedded randomized controlled trial will allow the Mood, Mother and Child study to apply a developmental lens to the study of maternal depression and anxiety symptoms from birth to middle childhood and the psychobiological mechanisms promoting risk and resiliency for both mother and child outcomes. This will be the first study that simultaneously evaluates (1) the role of oxytocin using multiple methodologies, (2) the causal relationships between exogenous oxytocin and HPA axis functioning among mothers with differing levels of depression and anxiety symptoms, and (3) the multiple mediating and moderating roles of parenting behaviors and maternal and child psychobiological characteristics. The goals of these aims are to provide insights into the psychobiological effects of oxytocin in women and inform future clinical trials to treat perinatal mood disorders.

TRIAL REGISTRATION

ClinicalTrials.gov NCT03593473; https://classic.clinicaltrials.gov/ct2/show/NCT03593473.

INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID)

DERR1-10.2196/51132.

Screen time, impulsivity, neuropsychological functions and their relationship to growth in adolescent attention-deficit/hyperactivity disorder symptoms

Previous longitudinal studies found significant associations between screen time and increase in attention-deficit/hyperactivity disorder (ADHD) symptoms, but the mechanisms mediating this association remain understudied. Thus, we used data from a 5-year population-based longitudinal cohort of nearly 4000 Canadian high school students, modeled using multivariate multilevel mediation, to investigate the association of screen time (i.e., social media, television, video games, computer use) with ADHD symptoms via different potential behavioral and neuropsychological mediators (i.e. impulsivity, response inhibition, working memory). We studied direct and indirect between-person, concurrent within-person, and lagged-within-person effects of screens on ADHD symptoms. Results showed that increases in screen time in a given year were associated with an exacerbation of ADHD symptoms within that same year (within-person association), over and above potential common vulnerability (between-person association). Impulsivity proved to be the most robust mediator in the association of screen time with ADHD symptoms at both between and within-person levels. Only social media use displayed a significant lagged-within-person association with ADHD symptoms mediated by impulsivity, indicating an enduring influence on behavior, which was further shown to be mediated by chained changes in response inhibition on a Go/No-Go task. These findings provide clinical implications of screen time and should be an important focus in the management and prevention of ADHD symptoms among adolescents.

Impact of an individualized and adaptive cognitive intervention on working memory, planning and fluid reasoning processing in preschoolers from poor homes

Contemporary evidence shows that different intervention approaches can be effective in improving executive cognitive performance in preschoolers from poor homes. However, several aspects about the role of individual and contextual differences in intervention effects remain to be elucidated. The present study aimed to explore the impact of a computerized executive cognitive intervention with lab-based tasks in preschoolers from Unsatisfied Basic Needs (UBN) homes. In the context of a randomized controlled design, different activities were administered to children according to their baseline performance in a variety of cognitive tasks tapping inhibitory control, working memory, and planning demands (i.e., high- and low-performance intervention and control groups). Results suggested that the impact of the intervention was shown preferentially by high-performers in Tower of London and K-Bit tasks, who increased their performances in the posttest assessment. This finding supports the importance of considering individual and contextual differences in the design of interventions aimed at changing the cognitive performance of children from poor homes.

Limited Evidence of Associations Between Executive Functioning and Alcohol Involvement In UK Adolescents

Aims

Deficits in motor inhibitory control and working memory have been hypothesized to be both a cause and consequence of heavy alcohol use. Adolescence is a critical developmental stage for inhibitory control and working memory, and it is also a stage when individuals are most likely to initiate alcohol use. This study aimed to examine whether inhibitory control and working memory would predict alcohol use and involvement in a group of UK adolescents.

Methods

We recruited 220 (N = 178, female) adolescents, aged between 16 and 18, from eight higher education settings in the Merseyside region of the UK. Alcohol use was examined using the Timeline Follow-Back and involvement (and related problems) using the Adolescent Alcohol Involvement Scale. A reward-based inhibitory control task (Go/No-Go) was used to examine the inhibition and reward sensitivity, and a self-ordered pointing task was used to measure working memory.

Results

Multiple regression demonstrated that neither inhibitory control (b = 0.02 (95% confidence interval (CI): −0.21, 0.24)) nor working memory (b = −0.12 (95% CI: −0.30, 0.07)) were significant predictors of alcohol use (units consumed). Inhibitory control (b = 0.61 (95% CI: 0.12, 1.09), specifically, in the no reward condition and school deprivation (b = 0.67 (95% CI: 0.06, 1.28) significantly predicted alcohol-related problems.

Conclusions

Our findings demonstrated limited evidence that deficits in specific mechanisms of executive functioning (i.e. motor inhibition and working memory) were associated with alcohol-related problems in UK adolescents. This study adds to an increasing body of literature suggesting weak or non-existent links between inhibitory control, working memory and alcohol use.

The Impact of Bilingualism on the Executive Functions of Autistic Children: A Study of English-Arabic Children

There is evidence to suggest that certain executive functions are impaired in autistic children, contributing to many daily challenges. Regular use of two languages has the potential to positively influence executive functions, though evidence is mixed. Little is known about the impact of bilingualism on the executive functions of autistic children, with only a handful of studies published worldwide to date. This study investigated the impact of bilingualism on sustained attention, interference control, flexible switching and working memory, in Arabic-English autistic children (n = 27) and their typically developing peers (n = 66), aged 5-12 years old. Groups were matched on age, nonverbal IQ and socioeconomic status, and completed a battery of computerized tests. Results showed an advantage for bilingual autistic children relative to their monolingual peers in sustained attention, and equivalent performance between bilingual and monolingual autistic children on all other executive functions. There were no generalized positive effects of bilingualism, and typically-developing children performed better than autistic children on all measures. The findings indicate that bilingualism does not negatively impact the executive function skills of autistic children, and that it might mitigate difficulties in sustained attention. LAY SUMMARY: Contrary to widespread belief, but in line with previous research, this study showed that speaking two languages did not harm thinking skills in autistic children. The thinking skills evaluated in this study included the ability to focus over a period of time, the ability to resist distractions, the ability to move back and forth between tasks, and the ability to use short-term memory. In fact, speaking two languages might help reduce difficulties that autistic children might face when focusing over a period of time.

The contribution of good sleep to working memory in preschool: A matter of sleep quality or duration?

Good sleep is essential for efficient cognitive performance. The present research examined the link between sleep and working memory (WM) during early childhood, a period of major advances in neurodevelopment. The sample included 80 healthy children, 40 3-year-olds and 40 4-year-olds, attending childcare settings. The children were individually tested using WM tasks; parents completed sleep questionnaires. On a group level, WM improved with age. Process model analysis demonstrated the effect of age on WM (P=0.001) and indicated an age-specific involvement of sleep quality (P=0.01). Whereas sleep duration was not associated with WM, at 4years of age, sleep disturbance with physical symptoms (e.g., breathing, motor) was associated with poor WM performance. Among 3-year-old girls, fear-related sleep disruption was associated with better WM performance. Together, the results suggest that the association between sleep and WM is dependent on: (a) specific aspects of sleep, (b) age, and (c) gender. More research is essential for unraveling the underlying neuro-maturational processes and mechanisms.

Screen Time and Executive Function in Toddlerhood: A Longitudinal Study

Technology is pervasive in homes with young children. Emerging evidence that electronic screen-based media use has adverse effects on executive functions may help explain negative relations between media use and early academic skills. However, longitudinal investigations are needed to test this idea. In a sample of 193 British toddlers tracked from age 2 to 3 years, we test concurrent and predictive relations between screen use and children’s executive function. We find no concurrent association between screen use and executive function; however, screen time at age 2 is negatively associated with the development of executive functions in toddlerhood from age 2 to 3, controlling for a range of covariates including verbal ability. Implications for parenting, education, and pediatric recommendations are discussed.

Impact of an Individualized Cognitive Training Intervention in Preschoolers from Poor Homes

Over the last few decades, different interventions were shown to be effective in changing cognitive performance in preschoolers from poor homes undertaking tasks with executive demands. However, this evidence also showed that not all children included in the intervention groups equally increased their performance levels, which could be related to individual and contextual variability. The present study aimed to explore the impact of a computerized cognitive training intervention with lab-based tasks in preschoolers from Unsatisfied Basic Needs (UBN) homes under the consideration of their baseline performance. In the context of a randomized controlled trial design, different interventions were administered to children according to their baseline performance in a variety of cognitive tasks (i.e., executive attention, inhibitory control, working memory, and planning demands). The results showed different patterns of impact on performance depending on the experimental group, supporting the importance of considering individual and contextual differences in the design of interventions aimed at optimizing executive functions in poverty-impacted sample populations in early stages of development.

Do infants of breast-feeding mothers benefit from additional long-chain PUFA from fish oil? A 6-year follow-up

Fish-oil supplements are marketed as enhancing intelligence and cognitive performance. However, empirical data concerning the utility of these products in healthy term infants are mixed, particularly with respect to lasting effects into childhood. We evaluated whether fish-oil supplementation during infancy leads to better neurocognitive/behavioural development at 6 years. We conducted a double-blind randomised controlled trial of supplementation with n-3 long-chain PUFA in 420 healthy term infants. Infants received either fish oil (containing at least 250 mg DHA and at least 60 mg EPA) or placebo (olive oil) daily from birth to 6 months of age. Neurodevelopmental follow-up was conducted at a mean age of 6 years (sd 7 months), whereby 335 children were assessed for language, executive functioning, global intelligence quotient and behaviour. No significant differences were observed between the groups for the main neurocognitive outcomes. However in parent-report questionnaire, fish-oil supplementation was associated with negative externalising (P = 0·035, d = 0·24) and oppositional/defiant behaviour (P = 0·006, d = 0·31), particularly in boys (P = 0·01, d = 0·45; P = 0·004, d = 0·40). Our results provide evidence that fish-oil supplementation to predominantly breast-fed infants confers no significant cognitive or behavioural benefit to children at 6 years.

Cognitive Function Impairments Linked to Alcohol and Cannabis Use During Adolescence: A Study of Gender Differences

Major neurocognitive changes occur during adolescence, making this phase one of the most critical developmental periods of life. Furthermore, this phase in life is also the time in which youth substance use begins. Several studies have demonstrated the differential associations of alcohol and cannabis use concerning the neurocognitive functioning of both males and females. Past and contemporary literature on gender-specific effects in neuroscience of addiction is predominantly based on cross-sectional datasets and data that is limited in terms of measurement variability. Given the importance of gender-specific effects in addiction studies, and in order to address the two above-mentioned gaps in the literature, the present study aimed to compare neurocognitive functioning of male and female adolescents in the context of cannabis and alcohol use, while employing a longitudinal design with multiple repeated measurements. Participants were 3,826 high school students (47% female; mean age, 12.7), who were recruited from 31 high schools in the greater Montreal area. Participants were requested to complete annual surveys for five consecutive years, from 7th to 11th grade, assessing their alcohol/cannabis use and neurocognitive functioning (working memory, delayed recall memory, perceptual reasoning, and inhibition control). The analytical strategy focused on the longitudinal association between each predictor (female, male) and each of the outcomes (domains of neurocognitive functioning). Multilevel linear models assessed the association of alcohol and cannabis consumption and the four domains of neurocognitive functioning. Results revealed a gender by within-subject interaction, suggesting a weaker effect of yearly fluctuation of cannabis use on working memory among males compared to females. Our findings suggest a different pattern of neurocognitive impairment of female and male working memory after using cannabis over the course of adolescence. Early initiation of cannabis use potentially results in more spatial working memory deficits in female adolescents. This may negatively influence young females' capacity in academic settings and lead to significant impairment in adulthood, which critically decreases the individual's quality of life.

Chimpanzees flexibly update working memory contents and show susceptibility to distraction in the self-ordered search task

Working memory (WM) is a core executive function that allows individuals to hold, process and manipulate information. WM capacity has been repeatedly nominated as a key factor in human cognitive evolution; nevertheless, little is known about the WM abilities of our closest primate relatives. In this study, we examined signatures of WM ability in chimpanzees (Pan troglodytes). Standard WM tasks for humans (Homo sapiens) often require participants to continuously update their WM. In Experiment 1, we implemented this updating requirement in a foraging situation: zoo-housed chimpanzees (n = 13) searched for food in an array of containers. To avoid redundant searches, they needed to continuously update which containers they had already visited (similar to WM paradigms for human children) with 15 s retention intervals in between each choice. We examined chimpanzees' WM capacity and to what extent they used spatial cues and object features to memorize their previous choices. In Experiment 2, we investigated how susceptible their WM was to attentional interference, an important signature, setting WM in humans apart from long-term memory. We found large individual differences with some individuals remembering at least their last four choices. Chimpanzees used a combination of spatial cues and object features to remember which boxes they had chosen already. Moreover, their performance decreased specifically when competing memory information was introduced. Finally, we found that individual differences in task performance were highly reliable over time. Together, these findings show remarkable similarities between human and chimpanzee WM abilities despite evolutionary and life-history differences.

Which tasks measure what? Reflections on executive function development and a commentary on Podjarny, Kamawar, and Andrews (2017)

This article provides a selective review of the literature on executive function development and related topics, focusing on the conceptual and terminological confusions that might hinder communication among researchers in the field. The distinctions between working memory and updating, and between shifting and flexibility, are discussed. Methodological problems, which have implications regarding whether a certain task can be considered a measure of a psychological construct, are also discussed. Research on preschoolers is examined with particular attention because it is a rapidly growing but controversial field that seems in particular need of greater conceptual clarity. As a specific touchstone case, we discuss whether the Multidimensional Card Selection Task (MCST) created by Podjarny, Kamawar, and Andrews (2017) should better be considered a measure of concurrent cognitive flexibility or working memory capacity. It is argued that connecting tasks to theoretical constructs is not warranted unless based on rigorous empirical testing of well-formulated models.

Dynamic Causal Modeling of Insular, Striatal, and Prefrontal Cortex Activities During a Food-Specific Go/NoGo Task

BACKGROUND

This study aimed to investigate the dynamic interactions among three neural systems that are implicated in substance and behavioral addictions in response to food cues in young adults. These include an impulsive system involving the striatum, a reflective system involving the prefrontal cortex, and a homeostasis sensing system involving the insular cortex.

METHODS

College students (N = 45) with various levels of body mass index were recruited. Functional magnetic resonance imaging data were acquired while participants performed food-related Go/NoGo tasks, with low-calorie and high-calorie food cues. Participants were scanned under both food satiety and deprivation conditions. Dynamic causal modeling was applied to the data to examine the causal architecture of coupled or distributed dynamics among the aforementioned systems.

RESULTS

Participants showed difficulty inhibiting responses to high-calorie foods as suggested by higher false alarm rate and decision bias for low-calorie food Go task. This difficulty was enhanced during the food deprivation condition. Deprivation increased neural activity of both the insula and the striatum bilaterally in response to high-calorie foods during Go trials and anterior cingulate cortex and dorsolateral prefrontal cortex activity during NoGo trials. Dynamic causal modeling analysis revealed that food deprivation modulated the communications between the insula, striatum, and dorsolateral prefrontal cortex, and the modulations were positively associated with body mass index.

CONCLUSIONS

The results support tripartite views of decision making. Deprivation states, such as hunger, trigger insular activity, which modulates the balance between impulsive and reflective systems when facing tempting food cues.

Investigating the other-race effect in working memory

People have difficulties in remembering other-race faces; this so-called other-race effect (ORE) has been frequently observed in long-term recognition memory (LTM). Several theories argue that the ORE in LTM is caused by differences in earlier processing stages, such as encoding of ingroup and outgroup faces. We test this hypothesis by exploring whether the ORE can already be observed in visual working memory (VWM)-an intermediate system located between encoding processes and LTM storage. In four independent experiments, we observed decreased performance for outgroup faces compared to ingroup faces using three different VWM tasks: an adaptive N-back task, a self-ordered pointing task, and a change detection task. Also, we found that the number of items stored in VWM is smaller for outgroup faces than for ingroup faces. Further, we explored whether performance differences in the change detection task are related to the classic ORE in recognition memory. Our results provide further evidence that the ORE originates during earlier stages of cognitive processing. We discuss that (how) future ORE research may benefit from considering theories and evidence from the VWM literature.

Effect of depressive symptoms on the evolution of neuropsychological functions over the course of adolescence

INTRODUCTION

Comprehensive understanding of the association between depression and neuropsychological functioning over the course of adolescence requires developmentally sensitive assessment through longitudinal data. The aim of current study is to examine the concurrent and subsequent effects of depressive symptoms on the initial level and evolution of four neuropsychological functioning domains (i.e., spatial working memory, delayed recall memory, perceptual reasoning, and inhibitory control).

METHOD

Depressive symptoms and neuropsychological functioning were assessed over the course of four years in a sample of 3826 Canadian adolescents. A series of multilevel models estimated the between-person, within-person, and lagged within-person effects of depressive symptoms on each domain of neuropsychological functioning.

RESULTS

Findings suggest that current year and past year depressive symptoms were associated with poorer performance in delayed recall memory and perceptual reasoning tasks. Likewise, past year depressive symptoms were associated with poorer spatial working memory performance. These detrimental effects were stronger in early adolescence.

LIMITATIONS

The current study examined the presence of sub-clinical depressive symptoms but not clinical depression. Moreover, although depressive symptoms and neuropsychological functions were assessed using widely used, valid, and reliable computer-based instruments, the results may not match the accuracy of clinician-based assessments.

CONCLUSIONS

Our results underline the necessity of early intervention for young adolescents to decrease the harms associated with depression. The effect of early-onset depression on the underlying neural substrates of neuropsychological functioning merits further investigation.

Measuring on the go: Response to Morra, Panesi, Traverso, and Usai

Morra, Panesi, Traverso, and Usai's (Journal of Experimental Child Psychology, 2017, Vol. 167, pp. 246-258) effort to clarify theoretical models and nomenclature confusion surrounding young children's executive functions development is laudable and important. In this article, we address some of the points these authors raised regarding our previous article (Journal of Experimental Child Psychology, 2017, Vol. 159, pp. 199-218). Although we agree that the Multidimensional Card Selection Task makes working memory demands, it goes beyond working memory to measure concurrent cognitive flexibility in preschoolers. Using this task will allow researchers to fine-tune our models of cognitive flexibility and executive functions development.

Maternal depressive symptoms, mother-child interactions, and children's executive function

This study examined the independent and mediated associations between maternal depression symptoms (MDS), mother-child interaction, and child executive function (EF) in a prospective longitudinal sample of 1,037 children (50% boys) from predominantly low-income and rural communities. When children were 6, 15 and 24 months of age, mothers reported their level of depressive symptomatology. At 24 and 36 months of age, mother-child interactions during play were rated for warmth-sensitivity and harsh-intrusiveness, and dyadic joint attention and maternal language complexity were assessed from a book sharing activity. Children's EF (i.e., inhibitory control, working memory, and set shifting) were assessed at ages 36 and 48 months using a battery of six tasks. Results indicated that MDS at ages 15 and 24 months were negatively associated with children's EF at age 48 months. Additionally, harsh-intrusive mother-child interactions partially mediated this link. Although warmth-sensitivity, dyadic joint attention and maternal language complexity were all longitudinally related to EF, they did not serve as mediating mechanisms between MDS and EF. These results were obtained while controlling for multiple demographic factors, children's earlier cognitive abilities, maternal general distress and childcare experiences. Findings from this study identify 1 mechanism through which early exposure to MDS could be related to children's EF. (PsycINFO Database Record

Cannabis use and psychotic-like experiences trajectories during early adolescence: the coevolution and potential mediators

BACKGROUND

The authors sought to model the different trajectories of psychotic-like experiences (PLE) during adolescence and to examine whether the longitudinal relationship between cannabis use and PLE is mediated by changes in cognitive development and/or change in anxiety or depression symptoms.

METHODS

A total of 2,566 youths were assessed every year for 4-years (from 13- to 16-years of age) on clinical, substance use and cognitive development outcomes. Latent class growth models identified three trajectories of PLE: low decreasing (83.9%), high decreasing (7.9%), and moderate increasing class (8.2%). We conducted logistic regressions to investigate whether baseline levels and growth in cannabis use were associated with PLE trajectory membership. Then, we examined the effects of potential mediators (growth in cognition and anxiety/depression) on the relationship between growth in cannabis use and PLE trajectory.

RESULTS

A steeper growth in cannabis use from 13- to 16-years was associated with a higher likelihood of being assigned to the moderate increasing trajectory of PLE [odds ratio, 2.59; 95% confidence interval (CI), 1.11-6.03], when controlling for cumulative cigarette use. Growth in depression symptoms, not anxiety or change in cognitive functioning, mediated the relationship between growth in cannabis use and the PLE moderate increasing group (indirect effect: 0.07; 95% CI, 0.03-0.11).

CONCLUSIONS

Depression symptoms partially mediated the longitudinal link between cannabis use and PLE in adolescents, suggesting that there may be a preventative effect to be gained from targeting depression symptoms, in addition to attempting to prevent cannabis use in youth presenting increasing psychotic experiences.

A cluster-randomized controlled trial evaluating the effects of delaying onset of adolescent substance abuse on cognitive development and addiction following a selective, personality-targeted intervention programme: the Co-Venture trial

AIMS

Substance use and binge drinking during early adolescence are associated with neurocognitive abnormalities, mental health problems and an increased risk for future addiction. The trial aims to evaluate the protective effects of an evidence-based substance use prevention programme on the onset of alcohol and drug use in adolescence, as well as on cognitive, mental health and addiction outcomes over 5 years.

DESIGN

Thirty-eight high schools will be recruited, with a final sample of 31 schools assigned to intervention or control conditions (3826 youth). Brief personality-targeted interventions will be delivered to high-risk youth attending intervention schools during the first year of the trial. Control school participants will receive no intervention above what is offered to them in the regular curriculum by their respective schools.

SETTING

Public/private French and English high schools in Montreal (Canada).

PARTICIPANTS

All grade 7 students (12-13 years old) will be invited to participate. High-risk youth will be identified as those scoring one standard deviation or more above the school mean on one of the four personality subscales of the Substance Use Risk Profile Scale (40-45% youth).

MEASUREMENTS

Self-reported substance use and mental health symptoms and cognitive functioning measured annually throughout 5 years. Primary outcomes are the onset of substance use disorders at 4 years post-intervention (year 5). Secondary intermediate outcomes are the onset of alcohol and substance use 2 years post-intervention and neuropsychological functions; namely, the protective effects of substance use prevention on cognitive functions generally, and executive functions and reward sensitivity specifically.

CONCLUSION

This longitudinal, cluster-randomized controlled trial will investigate the impact of a brief personality-targeted intervention program on reducing the onset of addiction 4 years-post intervention. Results will tease apart the developmental sequences of uptake and growth in substance use and cognitive development in adolescence using developmentally sensitive neuropsychological measures.

For Better or for Worse? Positive and Negative Parental Influences on Young Children's Executive Function

Despite rapidly growing research on parental influences on children's executive function (EF), the uniqueness and specificity of parental predictors and links between adult EF and parenting remain unexamined. This 13-month longitudinal study of 117 parent-child dyads (60 boys; M_age at Time 1 = 3.94 years, SD = 0.53) included detailed observational coding of parent-child interactions and assessed adult and child EF and child verbal ability (VA). Supporting a differentiated view of parental influence, negative parent-child interactions and parental scaffolding showed unique and specific associations with child EF, whereas the home learning environment and parental language measures showed global associations with children's EF and VA.

Skill-related physical fitness versus aerobic fitness as a predictor of executive functioning in children with intellectual disabilities or borderline intellectual functioning

Children with intellectual disabilities (ID) or borderline intellectual disabilities (BIF) often demonstrate impairments in executive functioning (EF). Studies in typically developing children show that aerobic fitness (AF) is positively related with EF. Skill-related physical fitness (SF) might, however, be a stronger predictor of EF than AF, as cognitive challenges are inherent in application of these skills. In this study, AF and SF were examined simultaneously in relationship with domains of EF in children with ID or BIF. Seventy-three children (age range 8-11; 51 boys) with ID (IQ range 56-79) or BIF (IQ range 71-79) were measured annually over a period of 4 years on AF (20-m endurance shuttle run test) and SF (plate tapping and 10×5m run). EF was measured with the Stroop Color-Word test (inhibition), Trailmaking and Fluency test (cognitive flexibility), Self-ordered pointing task (working memory) and the Tower of London (planning). Multilevel models showed that SF was significantly associated with inhibition and both measures of cognitive flexibility, but in the same models no significant associations between AF and EF were found. In addition, age was significantly related to working memory and cognitive flexibility, favouring the older children. In children with ID or BIF, SF is of greater importance than AF in relationship with core domains of EF.

Executive Function Mediates the Relations between Parental Behaviors and Children's Early Academic Ability

The past decade has witnessed a growth of interest in parental influences on individual differences in children's executive function (EF) on the one hand and in the academic consequences of variation in children's EF on the other hand. The primary aim of this longitudinal study was to examine whether children's EF mediated the relation between three distinct aspects of parental behavior (i.e., parental scaffolding, negative parent-child interactions, and the provision of informal learning opportunities) and children's academic ability (as measured by standard tests of literacy and numeracy skills). Data were collected from 117 parent-child dyads (60 boys) at two time points ~1 year apart (M Age at Time 1 = 3.94 years, SD = 0.53; M Age at Time 2 = 5.11 years, SD = 0.54). At both time points children completed a battery of tasks designed to measure general cognitive ability (e.g., non-verbal reasoning) and EF (e.g., inhibition, cognitive flexibility, working memory). Our models revealed that children's EF (but not general cognitive ability) mediated the relations between parental scaffolding and negative parent-child interactions and children's early academic ability. In contrast, parental provision of opportunities for learning in the home environment was directly related to children's academic abilities. These results suggest that parental scaffolding and negative parent-child interactions influence children's academic ability by shaping children's emerging EF.

Memorability in Context: A Heuristic Story

We examined children's ability to employ a metacognitive heuristic based on memorability expectations to reduce false recognitions, and explored whether these expectations depend on the context in which the items are presented. Specifically, 4-, 6-, and 9-year-old children were presented with high-, medium-, and low-memorability words, either mixed together (Experiment 1) or separated into two different lists (Experiment 2). Results revealed that only children with a higher level of executive functioning (9-year-olds) used the memorability-based heuristic when all types of items were presented within the same list. However, all children, regardless of age or executive level, implemented the metacognitive rule when high- and low-memorability words were presented in two separate lists. Moreover, the results of Experiment 2 showed that participants processed medium-memorability words more conservatively when they were presented in a low- than in a high-memorability list, suggesting that children's memorability expectations are sensitive to list-context effects.

Language and the development of cognitive control

We review the relationships between language, inner speech, and cognitive control in children and young adults, focusing on the domain of cognitive flexibility. We address the role that inner speech plays in flexibly shifting between tasks, addressing whether it is used to represent task rules, provide a reminder of task order, or aid in task retrieval. We also consider whether the development of inner speech in childhood serves to drive the development of cognitive flexibility. We conclude that there is a close association between inner speech and cognitive flexibility in both adults and children. Experimental work has begun to specify in detail the role that inner speech might play in adult performance, suggesting that language plays a facilitative but not essential role in representing and activating the relevant task set, processes that occur on both switch and nonswitch trials. While developmental studies suggest an increase in the spontaneous use of verbal strategies with age, implying an increase in top-down control during shifting, experimental work is needed to specify more precisely the nature and precise role that inner speech plays in the development of cognitive control through childhood.

Weaknesses in executive functioning predict the initiating of adolescents' alcohol use

Recently, it has been suggested that impairments in executive functioning might be risk factors for the onset of alcohol use rather than a result of heavy alcohol use. In the present study, we examined whether two aspects of executive functioning, working memory and response inhibition, predicted the first alcoholic drink and first binge drinking episode in young adolescents using discrete survival analyses. Adolescents were selected from several Dutch secondary schools including both mainstream and special education (externalizing behavioral problems). Participants were 534 adolescents between 12 and 14 years at baseline. Executive functioning and alcohol use were assessed four times over a period of two years. Working memory uniquely predicted the onset of first drink (p=.01) and first binge drinking episode (p=.04) while response inhibition only uniquely predicted the initiating of the first drink (p=.01). These results suggest that the association of executive functioning and alcohol consumption found in former studies cannot simply be interpreted as an effect of alcohol consumption, as weaknesses in executive functioning, found in alcohol naïve adolescents, predict the initiating of (binge) drinking. Though, prolonged and heavy alcohol use might further weaken already existing deficiencies.

Are children conservative, liberal, or metacognitive? Preliminary evidence for the involvement of the distinctiveness heuristic in decision making

The experiment tested whether young children are able to reduce their false recognition rate after distinctive encoding by implementing a strategic metacognitive rule. The participants, 72 children aged 4, 6, and 9 years, studied two lists of unrelated items. One of these lists was visually displayed (picture condition), whereas the other was presented auditorily (word condition). After each study phase, participants completed recognition tests. Finally, they answered questions about their explicit knowledge of the distinctive encoding effect. The results revealed that even the youngest children in our sample showed a smaller proportion of intrusions in the picture condition than in the word condition. Furthermore, the results of the signal detection analyses were consistent with the hypothesis that the lower rate of false recognitions after picture encoding results from the implementation of a conservative response criterion based on metacognitive expectations (distinctiveness heuristic). Moreover, the absence of correlation between children's explicit knowledge of the distinctiveness rule and their effective use of this metacognitive heuristic seems to indicate that its involvement in memory decisions could be mediated by implicit mechanisms.

Working memory in children predicts performance on a gambling task

The authors investigated whether working memory (WM) plays a significant role in the development of decision making in children, operationalized by the Children's Gambling Task (CGT). A total of 105 children aged 6-7, 8-9, and 10-11 years old carried out the CGT. Children aged 6-7 years old were found to have a lower performance than older children, which shows that the CGT is sensitive to participant's age. The hypothesis that WM plays a significant role in decision making was then tested following two approaches: (a) an experimental approach, comparing between groups the performance on the CGT in a control condition (the CGT only was administered) to that in a double task condition (participants had to carry out a recall task in addition to the CGT); (b) an interindividual approach, probing the relationship between CGT performance and performance on tasks measuring WM efficiency. The between-groups approach evidenced a better performance in the control group. Moreover, the interindividual approach showed that the higher the participants' WM efficiency was, the higher their performance in the CGT was. Taken together, these two approaches yield converging results that support the hypothesis that WM plays a significant role in decision making in children.

Beyond the experience: Detection of metamemorial regularities

We examined the mechanisms involved in the development of the easily learned, easily remembered (ELER) heuristic in three groups of young children (4-5 years, 6-7 years, and 8-9 years). A trial-to-acquisition procedure was used to evaluate how much these children's judgment of learning depended on the ELER heuristic. Moreover, a new experimental paradigm, composed of six phases-a pretest, four training phases, and a posttest-was employed to implicitly influence the validity of the ELER association that underlies this metacognitive rule. Results revealed that the ELER heuristic develops early (4-5years), but its use is reduced after implicit training. Furthermore, executive monitoring was found to account for the smaller changes observed in older children (8-9 years) after training. From a developmental perspective, these findings present a coherent picture of children's learning of metacognitive heuristics, wherein early automatic and implicit learning is later followed by effortful control.

Poor ability to resist tempting calorie rich food is linked to altered balance between neural systems involved in urge and self-control

Background

The loss of self-control or inability to resist tempting/rewarding foods, and the development of less healthful eating habits may be explained by three key neural systems: (1) a hyper-functioning striatum system driven by external rewarding cues; (2) a hypo-functioning decision-making and impulse control system; and (3) an altered insula system involved in the translation of homeostatic and interoceptive signals into self-awareness and what may be subjectively experienced as a feeling.

Methods

The present study examined the activity within two of these neural systems when subjects were exposed to images of high-calorie versus low-calorie foods using functional magnetic resonance imaging (fMRI), and related this activity to dietary intake, assessed by 24-hour recall. Thirty youth (mean BMI = 23.1 kg/m², range = 19.1 - 33.7; age =19.7 years, range = 14 - 22) were scanned using fMRI while performing food-specific go/nogo tasks.

Results

Behaviorally, participants more readily pressed a response button when go trials consisted of high-calorie food cues (HGo task) and less readily pressed the response button when go trials consisted of low-calorie food cues (LGo task). This habitual response to high-calorie food cues was greater for individuals with higher BMI and individuals who reportedly consume more high-calorie foods. Response inhibition to the high-calorie food cues was most difficult for individuals with a higher BMI and individuals who reportedly consume more high-calorie foods. fMRI results confirmed our hypotheses that (1) the "habitual" system (right striatum) was more activated in response to high-calorie food cues during the go trials than low-calorie food go trials, and its activity correlated with participants’ BMI, as well as their consumption of high-calorie foods; (2) the prefrontal system was more active in nogo trials than go trials, and this activity was inversely correlated with BMI and high-calorie food consumption.

Conclusions

Using a cross-sectional design, our findings help increase understanding of the neural basis of one’s loss of ability to self-control when faced with tempting food cues. Though the design does not permit inferences regarding whether the inhibitory control deficits and hyper-responsivity of reward regions are individual vulnerability factors for overeating, or the results of habitual overeating.

Electronic supplementary material

The online version of this article (doi:10.1186/1475-2891-13-92) contains supplementary material, which is available to authorized users.

Early communicative gestures prospectively predict language development and executive function in early childhood

Using an epidemiological sample (N = 1,117) and a prospective longitudinal design, this study tested the direct and indirect effects of preverbal and verbal communication (15 months to 3 years) on executive function (EF) at age 4 years. Results indicated that whereas gestures (15 months), as well as language (2 and 3 years), were correlated with later EF (φs ≥ .44), the effect was entirely mediated through later language. In contrast, language had significant direct and indirect effects on later EF. Exploratory analyses indicated that the pattern of results was comparable for low- and not-low-income families. The results were consistent with theoretical accounts of language as a precursor of EF ability, and highlighted gesture as an early indicator of EF.

Working memory and alcohol use in at-risk adolescents: a 2-year follow-up

BACKGROUND

Previous research has identified working memory (WM) as a possible risk factor for problem drinking in adolescence. At the same time, results suggest that WM functioning is negatively influenced by the use of alcohol. To get a better understanding of the nature of this relationship, the present study examined the prospective bidirectional association between alcohol use and WM in a sample of young adolescents at risk for problem drinking.

METHODS

Adolescents were all 8th graders from 17 different Special Education Schools (for youth with externalizing behavior problems). At the beginning of the study, 374 adolescents participated (mean age of 13.6 years). Approximately every 6 months, adolescents completed a questionnaire to establish alcohol use and a Self-Ordered Pointing Task (SOPT) to assess WM.

RESULTS

Cross-lagged analyses revealed that alcohol use at T1 negatively predicted WM functioning 6 months later (p < 0.001). WM functioning at T2 and at T3 predicted alcohol use 6 months later (p < 0.01).

CONCLUSIONS

WM functioning has been identified as both risk factor for and as function negatively influenced by alcohol use. Findings indicate that early alcohol use in at-risk adolescents negatively influences the development of subsequent WM functioning, which in turn constitutes as a risk factor for later alcohol use problems. Implications for early interventions are discussed.

Measuring executive function in early childhood: a focus on maximal reliability and the derivation of short forms

This study assesses the maximal reliability of a newly developed battery of executive function (EF) tasks for use in early childhood. It also demonstrates how changes in maximal reliability can inform the selection of different short forms of the battery, depending on child age. Participants included children from the Family Life Project (Vernon-Feagans, Cox, & Family Life Project Investigators, in press)--a prospective longitudinal study (N = 1,292) of families that were recruited at the time of the birth of a new child--who were assessed at ages 3, 4, and 5 years. Results indicate that the EF battery had reasonably good maximal reliability (ρ = .73, 95% confidence interval [CI] = .69, .76) in a mixed-age sample of children randomly selected from assessments at ages 3, 4, and 5. In contrast, maximal reliability of the battery ranged from poor to modest for within-age samples (ρs = .47 [95% CI = .37, .52], .62 [.57, .66], and .61 [.55, .66] at ages 3, 4, and 5, respectively). Although the derivation of a 3-task short form of the battery always resulted in statistically significant decrements in maximal reliability, in some cases the relative decrement was quite modest and may be tolerable given the time savings and potential reduction in participant burden. The benefits of using maximal reliability to both evaluate task batteries and derive short forms are discussed, as well as how a focus on maximal reliability informs ongoing questions about the measurement and conceptualization of EF in early childhood.

The measurement of executive function at age 5: psychometric properties and relationship to academic achievement

This study examined the psychometric properties and criterion validity of a newly developed battery of executive function (EF) tasks for use in early childhood. The battery was included in the Family Life Project (FLP), a prospective longitudinal study of families who were oversampled from low-income and African American families at the birth of a new child (N = 1,292). Ninety-nine percent (N = 1,036) of children who participated in the age 5 home visit completed 1 or more (M = 5.8, Mdn = 6) of the 6 EF tasks. Results indicated that tasks worked equally well for children residing in low-income and not low-income homes, that task scores were most informative about the ability level of children in the low-average range, that performance on EF tasks was best characterized by a single factor, and that individual differences on the EF battery were strongly related to a latent variable measuring overall academic achievement, as well as to individual standardized tests that measured phonological awareness, letter-word identification, and early math skills.

Executive function in early childhood: longitudinal measurement invariance and developmental change

This study tested the longitudinal measurement invariance and developmental changes of a newly developed battery of executive function (EF) tasks for use in early childhood. The battery was administered in the Family Life Project-a prospective longitudinal study (N = 1,292) of families who were oversampled from low-income and African American families at the birth of a new child-at assessments conducted when the child was 3, 4, and 5 years old. All 6 individual EF tasks exhibited strong measurement invariance over time. The EF battery, which was derived from the 6 individual tasks, exhibited partial strong invariance over time. Second-order latent growth curve models revealed individual differences in the levels but not rates of change in latent EF ability. The functional form of change was nonlinear; 60% of the total change in EF ability that was observed between the 3- and 5-year assessments occurred between the Year 3 and Year 4 assessments. Results are discussed with respect to the importance of establishing scalable measures of EF ability prior to investigating experiences that predict or are predicted by changes in EF during early childhood.