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Huang W, Weinert S, Volodina A. Relations between early majority language and socioemotional development in children with different language backgrounds. Child Dev 2024; 95:895-912. [PMID: 38041231 DOI: 10.1111/cdev.14040] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/05/2022] [Revised: 10/04/2023] [Accepted: 10/24/2023] [Indexed: 12/03/2023]
Abstract
This study explored whether the directionality of the relation between majority language and various facets of socioemotional development (three to 5 years old) differs between children with different language backgrounds. 12,951 children (49% girls; 85% White, 6% Pakistani and Bangladeshi, 3% Black, 3% Mix, 2% Indian) from the British Millennium Cohort Study (2001-2006) were included in two-time-point cross-lagged analyses. Models controlling for important covariates found a bidirectional association for monolinguals (βs = .05, -.07, -.04), a unidirectional effect of majority language on socioemotional difficulties for dual language learners (DLLs) speaking English and minority language(s) at home (β = .14), and a unidirectional effect of socioemotional strength on majority language for DLLs speaking only minority language(s) at home (β = -.17).
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Affiliation(s)
- Wei Huang
- Department of Developmental Psychology, University of Bamberg, Bamberg, Germany
- Leibniz Institute for Educational Trajectories, Bamberg, Germany
| | - Sabine Weinert
- Department of Developmental Psychology, University of Bamberg, Bamberg, Germany
| | - Anna Volodina
- Institute for Educational Quality Improvement, Humboldt Universität zu Berlin, Berlin, Germany
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2
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Bruce M, Savla J, Bell MA. From terrible twos to sassy sixes: The development of vocabulary and executive functioning across early childhood. Dev Sci 2023; 26:e13396. [PMID: 37042169 PMCID: PMC10567994 DOI: 10.1111/desc.13396] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/11/2022] [Revised: 12/05/2022] [Accepted: 03/13/2023] [Indexed: 04/13/2023]
Abstract
Across the early childhood period of development, young children exhibit considerable growth in their executive functioning (EF) and vocabulary abilities. Understanding the developmental trajectory of these seemingly interrelated processes is important as both early vocabulary and EF have been shown to predict critical academic and socio-emotional outcomes later in childhood. Although previous research suggests that EF and vocabulary are correlated in early childhood, much of the existing longitudinal research has focused on unidirectional relations among preschool child samples. The current large-scale study, therefore, sought to examine whether children's vocabulary and EF abilities are bidirectionally related over time across four measurement waves in early childhood (i.e., at ages 2, 3, 4, and 6). At each timepoint, children's vocabulary skills were positively correlated with their concurrent EF abilities. After controlling for child sex and maternal education status, the best-fitting, cross-lagged panel model was a unidirectional model whereby children's early vocabulary scores predicted their later EF performance at each timepoint. Although age 2 EF significantly predicted age 3 vocabulary size, this association was no longer significant after accounting for maternal education status. Our results illustrate that vocabulary size plays an important role in predicting children's later EF performance across various timepoints in early childhood, even after controlling for children's initial EF scores. These findings have important implications for intervention research as fostering early vocabulary acquisition may serve as a possible avenue for improving EF outcomes in young children. RESEARCH HIGHLIGHTS: Children's vocabulary size is positively correlated with their concurrent executive functioning skill at ages 2, 3, 4, and 6 Young children's early vocabulary scores predict their later EF performance across measurement waves, even after controlling for initial EF skill There is stability in children's relative vocabulary size and executive functioning performance over time in early childhood.
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Affiliation(s)
- Madeleine Bruce
- Virginia Tech, Department of Psychology, Blacksburg, Virginia, USA
| | - Jyoti Savla
- Virginia Tech, Department of Human Development & Family Science, Blacksburg, Virginia, USA
| | - Martha Ann Bell
- Virginia Tech, Department of Psychology, Blacksburg, Virginia, USA
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3
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Ross HMA, Girard LC. Joint Developmental Trajectories of Conduct Problems and Hyperactivity/Inattention: Antecedent Risk Markers for Group Membership. Child Psychiatry Hum Dev 2023:10.1007/s10578-023-01614-w. [PMID: 37914982 DOI: 10.1007/s10578-023-01614-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 09/28/2023] [Indexed: 11/03/2023]
Abstract
This study investigated joint trajectories of conduct problems and hyperactivity/inattention from age three to nine in a cohort of 7,507 children in Ireland (50.3% males; 84.9% Irish). The parent-reported Strengths and Difficulties Questionnaire was used to collect information on conduct problems (CP) and hyperactivity/inattention (HI). Information regarding risk markers was collected when participants were nine-months-old via parent report and standardised assessments. Using a person-centred approach (i.e., group-based multi trajectory modelling), six trajectories were identified: no CP/low HI, low-stable CP/HI, low-declining CP/stable HI, desisting co-occurring CP/HI, pure-increasing HI, and high chronic co-occurring CP/HI. Specific risk markers for group membership included: male sex; birth complications; perceived difficult temperament; lower primary caregiver age and education level, and higher stress level; prenatal exposure to smoking, and indicators of lower socioeconomic status. Primary caregiver-child bonding and having siblings were protective markers against membership in elevated groups. Results suggest support for both 'pure' HI and co-occurring trajectories of CP and HI emerging in toddlerhood. However, no support was found for a 'pure' CP trajectory, which may support the suggestion that children on a persistent CP trajectory will have coexisting HI. Intervention efforts may benefit from starting early in life and targeting multiple risk markers in families with fewer resources.
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Hendrix CL, Ji L, Werchan DM, Majbri A, Trentacosta CJ, Burt SA, Thomason ME. Fetal Frontolimbic Connectivity Prospectively Associates With Aggression in Toddlers. BIOLOGICAL PSYCHIATRY GLOBAL OPEN SCIENCE 2023; 3:969-978. [PMID: 37881555 PMCID: PMC10593887 DOI: 10.1016/j.bpsgos.2022.09.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/26/2022] [Revised: 08/15/2022] [Accepted: 09/13/2022] [Indexed: 11/28/2022] Open
Abstract
Background Aggression is a major public health concern that emerges early in development and lacks optimized treatment, highlighting need for improved mechanistic understanding regarding the etiology of aggression. The present study leveraged fetal resting-state functional magnetic resonance imaging to identify candidate neurocircuitry for the onset of aggressive behaviors before symptom emergence. Methods Pregnant mothers were recruited during the third trimester of pregnancy to complete a fetal resting-state functional magnetic resonance imaging scan. Mothers subsequently completed the Child Behavior Checklist to assess child aggression at 3 years postpartum (n = 79). Independent component analysis was used to define frontal and limbic regions of interest. Results Child aggression was not related to within-network connectivity of subcortical limbic regions or within-medial prefrontal network connectivity in fetuses. However, weaker functional coupling between the subcortical limbic network and medial prefrontal network in fetuses was prospectively associated with greater maternal-rated child aggression at 3 years of age even after controlling for maternal emotion dysregulation and toddler language ability. We observed similar, but weaker, associations between fetal frontolimbic functional connectivity and toddler internalizing symptoms. Conclusions Neural correlates of aggressive behavior may be detectable in utero, well before the onset of aggression symptoms. These preliminary results highlight frontolimbic connections as potential candidate neurocircuitry that should be further investigated in relation to the unfolding of child behavior and psychiatric risk.
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Affiliation(s)
- Cassandra L. Hendrix
- Department of Child & Adolescent Psychiatry, NYU Langone Health, New York, New York
| | - Lanxin Ji
- Department of Child & Adolescent Psychiatry, NYU Langone Health, New York, New York
| | - Denise M. Werchan
- Department of Child & Adolescent Psychiatry, NYU Langone Health, New York, New York
- Department of Population Health, NYU Langone Health, New York, New York
| | - Amyn Majbri
- Department of Child & Adolescent Psychiatry, NYU Langone Health, New York, New York
| | | | - S. Alexandra Burt
- Department of Psychology, Michigan State University, Lansing, Michigan
| | - Moriah E. Thomason
- Department of Child & Adolescent Psychiatry, NYU Langone Health, New York, New York
- Department of Population Health, NYU Langone Health, New York, New York
- Neuroscience Institute, NYU Langone Health, New York, New York
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Pinsonneault M, Parent S, Castellanos-Ryan N, Zelazo PD, Séguin JR, Tremblay RE. Transactional associations between vocabulary and disruptive behaviors during the transition to formal schooling. Dev Psychopathol 2023; 35:1529-1539. [PMID: 35796242 DOI: 10.1017/s0954579422000268] [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] [Indexed: 11/07/2022]
Abstract
This study investigated the transactional relations between vocabulary and disruptive behaviors (DB; physical aggression and opposition/rule breaking/theft and vandalism), during the transition to formal schooling, using a community sample of 572 children. Cross-lagged panel model analyses were used to examine bidirectional relationships, comparing physical aggression to non-aggressive DB. Transactional associations between vocabulary and DB were observed, coinciding with school entry. Lower vocabulary in preschool (60mo.) was predictive of higher physical aggression scores in kindergarten. In turn, higher physical aggression in kindergarten was predictive of lower vocabulary in 1st grade. For non-aggressive DB, recurrent associations were found. Lower verbal skills in preschool (42mo.) and kindergarten predicted higher non-aggressive DB scores later in preschool and in 1st grade respectively. In turn, higher non-aggressive DB in kindergarten predicted lower vocabulary scores in 1st grade. In contrast to transactional paths from vocabulary to DB, transactional paths from DB to vocabulary observed after the transition to elementary school remained significant after controlling for comorbid hyperactivity, impulsivity and inattention behaviors, suggesting these links were specific to aggressive and non-aggressive DB. Practical implications for prevention are discussed.
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Affiliation(s)
- Michelle Pinsonneault
- CHU Ste-Justine Research Center, Montréal, QC, Canada
- School of Psychoeducation, Université de Montréal, Montréal, QC, Canada
| | - Sophie Parent
- CHU Ste-Justine Research Center, Montréal, QC, Canada
- School of Psychoeducation, Université de Montréal, Montréal, QC, Canada
| | - Natalie Castellanos-Ryan
- CHU Ste-Justine Research Center, Montréal, QC, Canada
- School of Psychoeducation, Université de Montréal, Montréal, QC, Canada
| | - Philip David Zelazo
- Department of Psychology and Institute of Child Development, University of Minnesota, Minneapolis, MN, USA
| | - Jean R Séguin
- CHU Ste-Justine Research Center, Montréal, QC, Canada
- Department of Psychiatry and Addictology, Université de Montréal, Montréal, QC, Canada
| | - Richard E Tremblay
- CHU Ste-Justine Research Center, Montréal, QC, Canada
- Departments of Psychology and Pediatrics, Université de Montréal, Montréal, QC, Canada
- School of Public Health, Physiotherapy & Population Science, University College Dublin, Dublin, Ireland
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Wang Y, Shang S, Xie W, Hong S, Liu Z, Su Y. The relation between aggression and theory of mind in children: A meta-analysis. Dev Sci 2023; 26:e13310. [PMID: 36039023 DOI: 10.1111/desc.13310] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/17/2021] [Revised: 07/28/2022] [Accepted: 07/30/2022] [Indexed: 11/30/2022]
Abstract
Previous findings on the association between theory of mind (ToM) and aggression in children are mixed. The social skills deficit view regarded ToM as a single-edged sword and proposed that a lack of ToM can lead to aggression, while the double-edged sword view proposed that children with advanced ToM can still show much aggression because children can also leverage ToM to harm others. To resolve the dispute between the two views, we conducted a meta-analysis combining cross-sectional and longitudinal findings from 53 studies including a total of 11,579 children aged between 2 and 15 years. The overall negative correlation between ToM and aggression was small but significant (r = -0.08). The negative correlation was robust, with the magnitude of the correlation being similar across physical versus relational aggression, proactive versus reactive aggression, cognitive versus affective ToM, preschoolers versus school-aged children, different aggression measurements, and different levels of societal individualism. Moreover, the negative correlation was found regardless of whether ToM and aggression were measured concurrently or at different time points, but the correlation was the largest when ToM was measured before aggression. Whether the aggression was bullying or not also moderated the association, with ToM only being negatively related to non-bullying aggression but not bullying. Together, these findings suggest that ToM is a single-edged sword to decrease general aggression and that aggression might also give rise to lower ToM capacity during development. RESEARCH HIGHLIGHTS: This study systemically reviewed the existing mixed findings on the association between aggression and ToM during childhood using a meta-analysis. There was a negative correlation between ToM and aggression in children aged between 2 and 15 years. The negative correlation between aggression and ToM was stronger when ToM was measured first, followed by aggression, than vice versa. There was a negative correlation between non-bullying aggression and ToM, whereas there was no correlation between bullying and ToM.
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Affiliation(s)
- Yiyi Wang
- School of Psychological and Cognitive Sciences, Peking University, Beijing, China.,Beijing Key Laboratory of Behavior and Mental Health, Peking University, Beijing, China
| | - Siyuan Shang
- Department of Psychology, Hangzhou Normal University, Hangzhou, China
| | - Wanze Xie
- School of Psychological and Cognitive Sciences, Peking University, Beijing, China.,PKU-IDG/McGovern Institute for Brain Research, Peking University, Beijing, China
| | - Skylar Hong
- School of Psychological and Cognitive Sciences, Peking University, Beijing, China.,Beijing Key Laboratory of Behavior and Mental Health, Peking University, Beijing, China
| | - Zexi Liu
- School of Psychological and Cognitive Sciences, Peking University, Beijing, China
| | - Yanjie Su
- School of Psychological and Cognitive Sciences, Peking University, Beijing, China.,Beijing Key Laboratory of Behavior and Mental Health, Peking University, Beijing, China
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Morales MF, MacBeth A, Swartzman S, Girard LC. Multi-Trajectories of Conduct Problems, Hyperactivity/Inattention, and Peer Problems Across Childhood: Results from the Growing Up in Scotland Birth Cohort. Res Child Adolesc Psychopathol 2023. [PMID: 35920956 DOI: 10.1007/s10802-022-00956-8/tables/5] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/19/2023]
Abstract
Using a person-centred approach, this study inspected multi-trajectories of conduct problems, hyperactivity/inattention and peer problems, and associated risk factors for group membership. The sample included 3,578 children (50.8% males) from a population birth cohort in Scotland (Growing Up in Scotland). The parental version of the Strengths and Difficulties Questionnaire (SDQ) was used when children were 4, 5, 6, 7, and 10 years old. Antecedent factors at the perinatal, child, and family levels were collected using parental reports, observation, and standardised assessments at 10, 24, and 36 months. A group-based multi-trajectory analysis was employed. Findings showed that a six-group model best fit the data. Identified groups included non-engagers, normative, decreasing externalising/low peer problems, low externalising/moderate peer problems, moderate externalising/increasing peer problems and multimorbid moderate-high chronic. Findings suggest multimorbidity between externalising behaviours and peer problems in the more elevated groups. Two common protective factors emerged across all groups: caregiver mental health and parent-infant attachment. Identified risk factors were specific to group membership. Risk factors for the most elevated group included single-parent status, social deprivation, previous neonatal intensive care unit admission, child sex, whilst children's expressive language was a protective factor. Taken together, findings contribute to the emerging literature modelling trajectories of externalising behaviours and peer problems simultaneously and have important practical implications for prevention of problems in childhood, by identifying targets at the perinatal, child, and family levels.
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Affiliation(s)
- María Francisca Morales
- Department of Clinical Psychology, School of Health in Social Science, The University of Edinburgh, Medical School (Doorway 6), Teviot Place, Edinburgh, EH8 9AG, UK.
| | - Angus MacBeth
- Department of Clinical Psychology, School of Health in Social Science, The University of Edinburgh, Medical School (Doorway 6), Teviot Place, Edinburgh, EH8 9AG, UK
| | - Samantha Swartzman
- Department of Clinical Psychology, School of Health in Social Science, The University of Edinburgh, Medical School (Doorway 6), Teviot Place, Edinburgh, EH8 9AG, UK
| | - Lisa-Christine Girard
- Department of Clinical Psychology, School of Health in Social Science, The University of Edinburgh, Medical School (Doorway 6), Teviot Place, Edinburgh, EH8 9AG, UK
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8
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Multi-Trajectories of Conduct Problems, Hyperactivity/Inattention, and Peer Problems Across Childhood: Results from the Growing Up in Scotland Birth Cohort. Res Child Adolesc Psychopathol 2023; 51:55-69. [PMID: 35920956 PMCID: PMC9763152 DOI: 10.1007/s10802-022-00956-8] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/06/2022] [Indexed: 10/16/2022]
Abstract
Using a person-centred approach, this study inspected multi-trajectories of conduct problems, hyperactivity/inattention and peer problems, and associated risk factors for group membership. The sample included 3,578 children (50.8% males) from a population birth cohort in Scotland (Growing Up in Scotland). The parental version of the Strengths and Difficulties Questionnaire (SDQ) was used when children were 4, 5, 6, 7, and 10 years old. Antecedent factors at the perinatal, child, and family levels were collected using parental reports, observation, and standardised assessments at 10, 24, and 36 months. A group-based multi-trajectory analysis was employed. Findings showed that a six-group model best fit the data. Identified groups included non-engagers, normative, decreasing externalising/low peer problems, low externalising/moderate peer problems, moderate externalising/increasing peer problems and multimorbid moderate-high chronic. Findings suggest multimorbidity between externalising behaviours and peer problems in the more elevated groups. Two common protective factors emerged across all groups: caregiver mental health and parent-infant attachment. Identified risk factors were specific to group membership. Risk factors for the most elevated group included single-parent status, social deprivation, previous neonatal intensive care unit admission, child sex, whilst children's expressive language was a protective factor. Taken together, findings contribute to the emerging literature modelling trajectories of externalising behaviours and peer problems simultaneously and have important practical implications for prevention of problems in childhood, by identifying targets at the perinatal, child, and family levels.
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9
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Girard LC. Concomitant Trajectories of Internalising, Externalising, and Peer Problems Across Childhood: a Person-centered Approach. Res Child Adolesc Psychopathol 2021; 49:1551-1565. [PMID: 34279766 PMCID: PMC8557151 DOI: 10.1007/s10802-021-00851-8] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/09/2021] [Indexed: 11/30/2022]
Abstract
This study investigated trajectories of concomitant internalising, externalising, and peer problems, and associated risk factors for group-membership, using a person-centered approach to better understand heterogeneity in subgroups identified. A cohort of 7,507 children in Ireland was followed from infancy to late childhood (50.3%, males; 84.9% Irish). The parent-version of the Strengths and Difficulties Questionnaire was used when children were 3, 5, 7 and 9 years of age. Information on antecedent risk factors was collected when children were 9 months. Group-based multi-trajectory modelling and multinomial logistic regression were used. Six subgroups of children with distinct profiles were identified, evidencing both homotypic and heterotypic comorbidity. No support of a ‘pure’ internalising, externalising or peer problems group was found in any identified trajectory group. Difficulties in one problem domain indicated the presence of difficulty in another problem domain for all children in elevated groups. Risk factors associated with group-membership were complex, with only three common factors across elevated groups: prenatal exposure to smoking, maternal education, and maternal stress. Specific risk factors for group-membership included low birth weight, sex, maternal age, maternal depression, family composition, social class, medical card status and quality of attachment. Despite some overlap in predictors, the combination of predictors specific to each group would suggest tailored programming. For children with the most acute problems, programming targets should include families with boys, born with low birth weight, exposed to smoking prenatally, with mothers who have lower levels of education, postnatal depression, increased stress and fewer financial resources.
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Affiliation(s)
- Lisa-Christine Girard
- School of Health in Social Science, Clinical Psychology, University of Edinburgh, South Bridge, Edinburg, EH8 9YL, UK.
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Orri M, Boivin M, Chen C, Ahun MN, Geoffroy MC, Ouellet-Morin I, Tremblay RE, Côté SM. Cohort Profile: Quebec Longitudinal Study of Child Development (QLSCD). Soc Psychiatry Psychiatr Epidemiol 2021; 56:883-894. [PMID: 33185737 DOI: 10.1007/s00127-020-01972-z] [Citation(s) in RCA: 44] [Impact Index Per Article: 14.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/12/2020] [Accepted: 10/24/2020] [Indexed: 02/06/2023]
Abstract
PURPOSE The Quebec Longitudinal Study of Child Development (QLSCD) was designed to examine the long-term associations of preschool physical, cognitive, social, and emotional development with biopsychosocial development across childhood, adolescence, and young adulthood. METHODS QLSCD is an ongoing prospective cohort including 2120 singletons born in 1997/1998 in the Canadian province of Quebec. So far, data have been collected annually or every 2 years from child ages 5 months to 21 years. The cohort currently includes 1245 participants. Data available include a range of environmental (e.g., family characteristics, child behaviour, educational attainment, mental health), biological (e.g., hair cortisol, genetic, epigenetic), and administrative data. RESULTS QLSCD has contributed to the understanding of children's psychosocial development, including the development of physical aggression and anxiety. QLSCD articles have advanced scientific knowledge on the influence of early childhood factors on childhood, adolescent, and young adult mental health, including the effect of participation in early childcare on cognitive and behavioural development, the developmental origins of adolescent and young adult mental health problems and suicide risk, and the development of interpersonal difficulties (e.g., peer victimisation) from preschool years to adolescence. CONCLUSION QLSCD has given major contributions to our understanding of the link between different aspects of child development and biopsychosocial development during the first two decades of life. Unique features include the presence of environmental, biological, and administrative data, long-term follow-up with frequent data collections, and use of data from multiple informants, including teachers, mothers, fathers, and the children themselves.
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Affiliation(s)
- Massimiliano Orri
- McGill Group for Suicide Studies, Department of Psychiatry, Department, Montreal, Douglas Mental Health University Institute, McGill University, Frank B. Common Pavilion, F-2101 6875 LaSalle Boulevard, Montreal, QC, H4H 1R3, Canada
- Bordeaux Population Health Research Centre, Inserm U1219, University of Bordeaux, Bordeaux, France
| | - Michel Boivin
- School of Psychology, Université Laval, Quebec, QC, Canada
| | - Chelsea Chen
- Sainte-Justine Hospital Research Center, Montreal, QC, Canada
| | - Marilyn N Ahun
- Sainte-Justine Hospital Research Center, Montreal, QC, Canada
- Department of Social and Preventive Medicine, School of Public Health, University of Montreal, 3050 Edouard Montpetit, Montreal, QC, H3T 1J7, Canada
| | - Marie-Claude Geoffroy
- McGill Group for Suicide Studies, Department of Psychiatry, Department, Montreal, Douglas Mental Health University Institute, McGill University, Frank B. Common Pavilion, F-2101 6875 LaSalle Boulevard, Montreal, QC, H4H 1R3, Canada
- Department of Education and Counselling Psychology, McGill University, Montreal, QC, Canada
| | - Isabelle Ouellet-Morin
- School of Criminology, University of Montreal, Montreal, QC, Canada
- Research Center of the Montreal Mental Health University Institute, Montreal, QC, Canada
| | - Richard E Tremblay
- Department of Pediatrics and Psychology, University of Montreal, Montreal, QC, Canada
- School of Public Health, University College Dublin, Dublin, Ireland
| | - Sylvana M Côté
- Bordeaux Population Health Research Centre, Inserm U1219, University of Bordeaux, Bordeaux, France.
- Department of Social and Preventive Medicine, School of Public Health, University of Montreal, 3050 Edouard Montpetit, Montreal, QC, H3T 1J7, Canada.
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The role of experience and language gap on depression and aggression in hard of hearing individuals. CURRENT PSYCHOLOGY 2021. [DOI: 10.1007/s12144-021-01660-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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12
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Rantalainen K, Paavola-Ruotsalainen L, Alakortes J, Carter AS, Ebeling HE, Kunnari S. Early vocabulary development: Relationships with prelinguistic skills and early social-emotional/behavioral problems and competencies. Infant Behav Dev 2021; 62:101525. [PMID: 33472097 DOI: 10.1016/j.infbeh.2020.101525] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/21/2020] [Revised: 12/22/2020] [Accepted: 12/22/2020] [Indexed: 11/26/2022]
Abstract
The aim of this longitudinal study was to investigate early vocabulary development and its relationships with prelinguistic communication skills and social-emotional/behavioral (SEB1) problems and competencies. The participants were 58 healthy Finnish-speaking children (30 girls, 28 boys). First, the concurrent relationships were investigated at the age of 18 months. Second, the relationships between prelinguistic communication skills and SEB problems and competencies at 18 months, and subsequent vocabulary scores at 24 and 30 months, were examined. Parental reports on early vocabulary (MacArthur Communicative Developmental Inventories; MCDI), prelinguistic communication skills (The Infant-Toddler Checklist of the Communication and Symbolic Behavior Scales Developmental Profile; ITC), SEB problems and competencies (Brief Infant-Toddler Social and Emotional Assessment; BITSEA) were gathered. Compared to boys, girls scored significantly higher on ITC Speech Composite at 18 months and expressive vocabulary measures at 18, 24, and 30 months. Vocabulary, as well as prelinguistic communication measures, correlated with SEB competencies at 18 months. Furthermore, vocabulary, as well as ITC Symbolic Composite and Total Score, correlated negatively with externalizing problem and SEB Total Problem scores. With regard to subsequent vocabulary development, all of the prelinguistic communication measures at 18 months correlated with vocabulary at 24 and 30 months. However, when accounted for gender and earlier vocabulary, only the associations with ITC Speech Composite and Total Score at 24 months remained significant. SEB Competencies at 18 months correlated positively, while externalizing problems at 18 months correlated negatively with vocabulary at 24 and 30 months, however, these associations did not remain significant, when accounted for gender and earlier vocabulary.
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Affiliation(s)
- Katariina Rantalainen
- Faculty of Humanities, Logopedics, Child Language Research Center, University of Oulu, Oulu, Finland; Sanapolku Oy, Therapy Center, Kouvola, Finland.
| | - Leila Paavola-Ruotsalainen
- Faculty of Humanities, Logopedics, Child Language Research Center, University of Oulu, Oulu, Finland; Attentio Oy, Therapy Center, Oulu, Finland
| | - Jaana Alakortes
- Unit of Child Psychiatry, Health Care Services for Families with Children, Family Services, Kainuu Social and Health Care Joint Authority, Kajaani, Finland; PEDEGO Research Unit, Clinic of Child Psychiatry, University of Oulu, Oulu, Finland
| | - Alice S Carter
- Department of Psychology, University of Massachusetts, Boston, USA
| | - Hanna E Ebeling
- PEDEGO Research Unit, Clinic of Child Psychiatry, University of Oulu, Oulu, Finland
| | - Sari Kunnari
- Faculty of Humanities, Logopedics, Child Language Research Center, University of Oulu, Oulu, Finland
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Matte-Landry A, Boivin M, Tanguay-Garneau L, Mimeau C, Brendgen M, Vitaro F, Tremblay RE, Dionne G. Children With Persistent Versus Transient Early Language Delay: Language, Academic, and Psychosocial Outcomes in Elementary School. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2020; 63:3760-3774. [PMID: 33105083 DOI: 10.1044/2020_jslhr-20-00230] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
Purpose The objective of this study was to compare children with persistent versus transient preschool language delay on language, academic, and psychosocial outcomes in elementary school. Method Children with persistent language delay (n = 30), transient language delay (n = 29), and no language delay (controls; n = 163) were identified from a population-based sample of twins. They were compared on language skills, academic achievement, and psychosocial adjustment in kindergarten and Grades 1, 3, 4, and 6. Results Children with persistent language delay continued to show language difficulties throughout elementary school. Furthermore, they had academic difficulties, in numeracy, and psychosocial difficulties (attention-deficit/hyperactivity disorder behaviors, externalizing behaviors, peer difficulties) from Grade 1 to Grade 6. Children with transient language delay did not differ from controls on language and academic performance. However, they showed more externalizing behaviors in kindergarten and peer difficulties in Grade 1 than controls. Conclusion Difficulties at school age are widespread and enduring in those with persistent early language delay but appear specific to psychosocial adjustment in those with transient language delay.
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Affiliation(s)
- Alexandra Matte-Landry
- School of Psychology, Université Laval, Québec City, Québec, Canada
- School of Social Work, McGill University, Montréal, Québec, Canada
| | - Michel Boivin
- School of Psychology, Université Laval, Québec City, Québec, Canada
| | | | - Catherine Mimeau
- School of Psychology, Université Laval, Québec City, Québec, Canada
| | - Mara Brendgen
- Department of Psychology, Université du Québec à Montréal, Canada
| | - Frank Vitaro
- School of Psychoeducation, Université de Montréal, Québec, Canada
| | - Richard E Tremblay
- Institute of Genetic, Neurobiological, and Social Foundations of Child Development, Tomsk State University, Russian Federation
- Department of Pediatrics and Psychology, Université de Montréal, Québec, Canada
- School of Public Health, Physiotherapy and Population Science, University College Dublin, Ireland
| | - Ginette Dionne
- School of Psychology, Université Laval, Québec City, Québec, Canada
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14
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Wong TY, Radua J, Pomarol-Clotet E, Salvador R, Albajes-Eizagirre A, Solanes A, Canales-Rodriguez EJ, Guerrero-Pedraza A, Sarro S, Kircher T, Nenadic I, Krug A, Grotegerd D, Dannlowski U, Borgwardt S, Riecher-Rössler A, Schmidt A, Andreou C, Huber CG, Turner J, Calhoun V, Jiang W, Clark S, Walton E, Spalletta G, Banaj N, Piras F, Ciullo V, Vecchio D, Lebedeva I, Tomyshev AS, Kaleda V, Klushnik T, Filho GB, Zanetti MV, Serpa MH, Penteado Rosa PG, Hashimoto R, Fukunaga M, Richter A, Krämer B, Gruber O, Voineskos AN, Dickie EW, Tomecek D, Skoch A, Spaniel F, Hoschl C, Bertolino A, Bonvino A, Di Giorgio A, Holleran L, Ciufolini S, Marques TR, Dazzan P, Murray R, Lamsma J, Cahn W, van Haren N, Díaz-Zuluaga AM, Pineda-Zapata JA, Vargas C, López-Jaramillo C, van Erp TGM, Gur RC, Nickl-Jockschat T. An overlapping pattern of cerebral cortical thinning is associated with both positive symptoms and aggression in schizophrenia via the ENIGMA consortium. Psychol Med 2020; 50:2034-2045. [PMID: 31615588 DOI: 10.1017/s0033291719002149] [Citation(s) in RCA: 19] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/21/2022]
Abstract
BACKGROUND Positive symptoms are a useful predictor of aggression in schizophrenia. Although a similar pattern of abnormal brain structures related to both positive symptoms and aggression has been reported, this observation has not yet been confirmed in a single sample. METHOD To study the association between positive symptoms and aggression in schizophrenia on a neurobiological level, a prospective meta-analytic approach was employed to analyze harmonized structural neuroimaging data from 10 research centers worldwide. We analyzed brain MRI scans from 902 individuals with a primary diagnosis of schizophrenia and 952 healthy controls. RESULTS The result identified a widespread cortical thickness reduction in schizophrenia compared to their controls. Two separate meta-regression analyses revealed that a common pattern of reduced cortical gray matter thickness within the left lateral temporal lobe and right midcingulate cortex was significantly associated with both positive symptoms and aggression. CONCLUSION These findings suggested that positive symptoms such as formal thought disorder and auditory misperception, combined with cognitive impairments reflecting difficulties in deploying an adaptive control toward perceived threats, could escalate the likelihood of aggression in schizophrenia.
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Affiliation(s)
- Ting Yat Wong
- Department of Psychiatry, Psychotherapy and Psychosomatics, University Hospital Aachen, RWTH Aachen University, Aachen, Germany
- Department of Psychiatry, Brain and Behavioral Laboratory, University of Pennsylvania, Philadelphia, PA, USA
| | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | - Ruben C Gur
- Department of Psychiatry, Brain and Behavioral Laboratory, University of Pennsylvania, Philadelphia, PA, USA
| | - Thomas Nickl-Jockschat
- Department of Psychiatry, Psychotherapy and Psychosomatics, University Hospital Aachen, RWTH Aachen University, Aachen, Germany
- Department of Psychiatry, Iowa Neuroscience Institute, Carver College of Medicine, University of Iowa, Iowa City, IA, USA
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15
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van Adrichem DS, Huijbregts SCJ, Van der Heijden KB, van Goozen SHM, Swaab H. Prenatal risk and physical aggression during the first years of life: The gender-specific role of inhibitory control. INFANCY 2020; 24:807-826. [PMID: 32677274 DOI: 10.1111/infa.12307] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/02/2018] [Revised: 12/14/2018] [Accepted: 05/18/2019] [Indexed: 01/20/2023]
Abstract
Prenatal risk and a lack of inhibitory control have consistently been related to the development of physical aggression in older children. This study examined whether inhibitory control mediated the relation between prenatal risk and aggression in infants and toddlers. The role of gender in this mediation model was also examined. The sample consisted of 161 mother-child dyads (83 boys). A prenatal cumulative risk score was created from a number of well-established risk factors including maternal psychopathology, substance use, and social and socioeconomic disadvantages. At 12 months, children performed an inhibitory control task. Physical aggression was assessed through maternal reports at 12 and 20 months of age. Results showed that higher prenatal risk was associated with more physical aggression. Inhibitory control mediated this association at both 12 and 20 months: higher prenatal risk was related to lower inhibitory control, which in turn led to higher aggression. At 20 months, gender moderated the mediation effect: the mediating role of inhibitory control was only found for girls. These results suggest that even before 2 years of age, inhibitory control is an important construct involved in the relation between prenatal risk and physical aggression.
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Affiliation(s)
- Dide S van Adrichem
- Clinical Neurodevelopmental Sciences, Leiden University, Leiden, The Netherlands.,Leiden Institute for Brain and Cognition, Leiden University, Leiden, The Netherlands
| | - Stephan C J Huijbregts
- Clinical Neurodevelopmental Sciences, Leiden University, Leiden, The Netherlands.,Leiden Institute for Brain and Cognition, Leiden University, Leiden, The Netherlands
| | - Kristiaan B Van der Heijden
- Clinical Neurodevelopmental Sciences, Leiden University, Leiden, The Netherlands.,Leiden Institute for Brain and Cognition, Leiden University, Leiden, The Netherlands
| | - Stephanie H M van Goozen
- Clinical Neurodevelopmental Sciences, Leiden University, Leiden, The Netherlands.,School of Psychology, Cardiff University, Cardiff, UK
| | - Hanna Swaab
- Clinical Neurodevelopmental Sciences, Leiden University, Leiden, The Netherlands.,Leiden Institute for Brain and Cognition, Leiden University, Leiden, The Netherlands
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16
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Van Adrichem DS, Huijbregts SCJ, Van Der Heijden KB, Van Goozen SHM, Swaab H. Aggressive behavior during toddlerhood: Interrelated effects of prenatal risk factors, negative affect, and cognition. Child Neuropsychol 2020; 26:982-1004. [PMID: 32448053 DOI: 10.1080/09297049.2020.1769582] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
Prenatal risk, temperamental negative affect, and specific cognitive abilities have all individually been identified as predictors of behavior problems during early childhood, but less is known about their interplay in relation to aggression during toddlerhood. This study examined the main and interaction effects of prenatal risk, negative affect, inhibitory control, attention, and vocabulary in the prediction of aggression in 150 children (75 boys). During pregnancy, a cumulative risk index was calculated based on the presence of 10 well-established maternal risk factors, such as prenatal substance use, maternal psychiatric disorder, and financial problems. Negative affect was measured at 6 and 20 months using maternal report. Child cognition was examined at 30 months using laboratory tasks for inhibitory control and attention, and a questionnaire was administered to assess vocabulary. In addition, mothers reported on their children's aggressive behavior at 30 months. Higher prenatal risk and negative affect at 20 months and, to a lesser extent, at 6 months were related to more aggression at 30 months. Poorer inhibitory control and, to a lesser extent, vocabulary at 30 months also predicted higher levels of aggressive behavior. Two-way interaction effects were found for cumulative risk and inhibitory control, negative affect (at 20 months) and inhibitory control, and negative affect (at 6 months) and vocabulary: aggressive behavior was most pronounced when combinations of high prenatal risk, high negative affect, and poor cognition were present. These results suggest that the impact of prenatal risk and child temperament depends in part on child's cognitive development during toddlerhood.
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Affiliation(s)
- Dide S Van Adrichem
- Clinical Neurodevelopmental Sciences, Leiden University , Leiden, The Netherlands.,Leiden Institute for Brain and Cognition, Leiden University , Leiden, The Netherlands
| | - Stephan C J Huijbregts
- Clinical Neurodevelopmental Sciences, Leiden University , Leiden, The Netherlands.,Leiden Institute for Brain and Cognition, Leiden University , Leiden, The Netherlands
| | - Kristiaan B Van Der Heijden
- Clinical Neurodevelopmental Sciences, Leiden University , Leiden, The Netherlands.,Leiden Institute for Brain and Cognition, Leiden University , Leiden, The Netherlands
| | - Stephanie H M Van Goozen
- Clinical Neurodevelopmental Sciences, Leiden University , Leiden, The Netherlands.,School of Psychology, Cardiff University , Cardiff, UK
| | - Hanna Swaab
- Clinical Neurodevelopmental Sciences, Leiden University , Leiden, The Netherlands.,Leiden Institute for Brain and Cognition, Leiden University , Leiden, The Netherlands
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17
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van Adrichem DS, Huijbregts SCJ, van der Heijden KB, van Goozen SHM, Swaab H. The Role of Inhibitory Control, Attention and Vocabulary in Physical Aggression Trajectories From Infancy to Toddlerhood. Front Psychol 2020; 11:1079. [PMID: 32528388 PMCID: PMC7264375 DOI: 10.3389/fpsyg.2020.01079] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/27/2020] [Accepted: 04/28/2020] [Indexed: 11/13/2022] Open
Abstract
Physical aggression has its origin very early in development, but no studies to date have examined physical aggression trajectories starting before the age of 1.5 years. This study examined whether cognition plays a role in the development of physical aggression from infancy onward. In a sample of 182 mother-child dyads (94 boys; 88 girls), child physical aggression was assessed by maternal report using the Physical Aggression Scale for Early Childhood at 12, 20, and 30 months. Children performed cognitive tasks measuring inhibitory control and attention, and mothers rated children's vocabulary at 12 and 30 months. Results showed that differential development of physical aggression already starts at 12 months of age: low-stable, low-increasing, moderate-decreasing and high-stable trajectory groups were identified. Inhibitory control, attention and vocabulary at 12 months and development of these abilities from 12 to 30 months were selectively related to the likelihood of following the low-increasing and moderate-decreasing trajectories compared to the low-stable physical aggression trajectory. This study is the first to show that specific aspects of cognition and cognitive development are related to differential physical aggression development from infancy onward.
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Affiliation(s)
- Dide S. van Adrichem
- Clinical Neurodevelopmental Sciences, Leiden University, Leiden, Netherlands
- Leiden Institute for Brain and Cognition, Leiden University, Leiden, Netherlands
| | - Stephan C. J. Huijbregts
- Clinical Neurodevelopmental Sciences, Leiden University, Leiden, Netherlands
- Leiden Institute for Brain and Cognition, Leiden University, Leiden, Netherlands
| | - Kristiaan B. van der Heijden
- Clinical Neurodevelopmental Sciences, Leiden University, Leiden, Netherlands
- Leiden Institute for Brain and Cognition, Leiden University, Leiden, Netherlands
| | - Stephanie H. M. van Goozen
- Clinical Neurodevelopmental Sciences, Leiden University, Leiden, Netherlands
- School of Psychology, Cardiff University, Cardiff, United Kingdom
| | - Hanna Swaab
- Clinical Neurodevelopmental Sciences, Leiden University, Leiden, Netherlands
- Leiden Institute for Brain and Cognition, Leiden University, Leiden, Netherlands
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18
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Adrichem DS, Huijbregts SCJ, Heijden KB, Goozen SHM, Swaab H. Aggression in toddlerhood: The roles of parental beliefs, parenting behavior and precursors of theory of mind. SOCIAL DEVELOPMENT 2020. [DOI: 10.1111/sode.12422] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
Affiliation(s)
- Dide S. Adrichem
- Clinical Neurodevelopmental Sciences Leiden University Leiden The Netherlands
- Leiden Institute for Brain and Cognition Leiden University Leiden The Netherlands
| | - Stephan C. J. Huijbregts
- Clinical Neurodevelopmental Sciences Leiden University Leiden The Netherlands
- Leiden Institute for Brain and Cognition Leiden University Leiden The Netherlands
| | - Kristiaan B. Heijden
- Clinical Neurodevelopmental Sciences Leiden University Leiden The Netherlands
- Leiden Institute for Brain and Cognition Leiden University Leiden The Netherlands
| | - Stephanie H. M. Goozen
- Clinical Neurodevelopmental Sciences Leiden University Leiden The Netherlands
- School of Psychology Cardiff University Cardiff UK
| | - Hanna Swaab
- Clinical Neurodevelopmental Sciences Leiden University Leiden The Netherlands
- Leiden Institute for Brain and Cognition Leiden University Leiden The Netherlands
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19
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Girard LC, Tremblay RE, Nagin D, Côté SM. Development of Aggression Subtypes from Childhood to Adolescence: a Group-Based Multi-Trajectory Modelling Perspective. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2019; 47:825-838. [PMID: 30402816 PMCID: PMC6469854 DOI: 10.1007/s10802-018-0488-5] [Citation(s) in RCA: 49] [Impact Index Per Article: 9.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
The persistence of elevated subtypes of aggression beginning in childhood have been associated with long-term maladaptive outcomes. Yet it remains unclear to what extent there are clusters of individuals following similar developmental trajectories across forms (i.e., physical and indirect) and functions (i.e., proactive and reactive) of aggression. We aimed to identify groups of children with distinct profiles of the joint development of forms and functions of aggression and to identify risk factors for group membership. A sample of 787 children was followed from birth to adolescence. Parent and teacher reports, and standardised assessments were used to measure two forms and two functions of aggressive behaviour, between six and 13 years of age along with preceding child, maternal, and family-level risk-factors. Analyses were conducted using a group-based multi-trajectory modelling approach. Five trajectory groups emerged: non-aggressors, low-stable, moderate-engagers, high-desisting, and high-chronic. Coercive parenting increased membership risk in the moderate-engagers and high-chronic groups. Lower maternal IQ increased membership risk in both high-desisting and high-chronic groups, whereas maternal depression increased membership risk in the high-desisting group only. Never being breastfed increased membership risk in the moderate-engagers group. Boys were at greater risk for belonging to groups displaying elevated aggression. Individuals with chronic aggression problems use all subtypes of aggression. Risk factors suggest that prevention programs should start early in life and target mothers with lower IQ. Strategies to deal with maternal depression and enhance positive parenting while replacing coercive parenting tactics should be highlighted in programming efforts.
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Affiliation(s)
- Lisa-Christine Girard
- School of Health in Social Science, Clinical Psychology, Medical School, University of Edinburgh, Teviot Place, Edinburgh, EH8 9AG, UK.
| | - Richard E Tremblay
- School of Public Health, Physiotherapy, and Sports Science, University College Dublin, Dublin, Ireland
- Research Unit on Children's Psychosocial Maladjustment (GRIP), Université de Montreal, Montréal, Canada
- Departments of Pediatrics and Psychology, Université de Montreal, Montréal, Canada
| | - Daniel Nagin
- Heinz College, Carnegie Mellon University, Pittsburgh, PA, USA
| | - Sylvana M Côté
- Research Unit on Children's Psychosocial Maladjustment (GRIP), Université de Montreal, Montréal, Canada
- Bordeaux Population Health, Inserm Research Centre for Epidemiology and Biostatics, U1219 team Healthy, Université de Bordeaux, Bordeaux, France
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20
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Neural networks of aggression: ALE meta-analyses on trait and elicited aggression. Brain Struct Funct 2018; 224:133-148. [PMID: 30291479 DOI: 10.1007/s00429-018-1765-3] [Citation(s) in RCA: 32] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/27/2018] [Accepted: 09/27/2018] [Indexed: 12/19/2022]
Abstract
There is considerable evidence that emotion dysregulation and self-control impairments lead to escalated aggression in populations with psychiatric disorders. However, convergent quantitative evidence on the neural network explaining how aggression arises is still lacking. To address this gap, peak activations extracted from extant functional magnetic resonance imaging (fMRI) studies were synthesized through coordinate-based meta-analyses. A systematic search in the PubMed database was conducted and 26 fMRI studies met the inclusion criteria. Three separate activation likelihood estimation (ALE) meta-analyses were performed on (1) individual differences in trait aggression (TA) studies, (2) individual differences in TA studies examining executive functioning, and (3) elicited aggression (EA) studies across fMRI behavioral paradigms. Ensuing clusters from ALE meta-analyses were further treated as seeds for follow-up investigations on consensus connectivity networks (CCN) delineated from meta-analytic connectivity modeling (MACM) and resting-state functional connectivity (RSFC) to further characterize their physiological functions. Finally, we obtained a data-driven functional characterization of the ensuing clusters and their networks. This approach offers a boarder view of the ensuing clusters using a boarder network perspective. In TA, aberrant brain activations were found only in the right precuneus. Follow-up analyses revealed that the precuneus seed was within the frontal-parietal network (FPN) associated with action inhibition, visuospatial processing and higher-level cognition. With further restricting to only experiments examining executive functioning, convergent evidence was found in the right rolandic operculum (RO), midcingulate cortex (MCC), precentral gyrus (PrG) and precuneus. Follow-up analyses suggested that RO, MCC and PrG may belong to a common cognitive control network, while the MCC seems to be the hub of this network. In EA, we only revealed a convergent region in the left postcentral gyrus. Follow-up CCN analyses and functional characterizations suggested that this region may also belong to the same cognitive control network found in the TA sub-analysis. Our results suggested that escalated aggression arises from abnormal precuneus activities within the FPN, disrupting the recruitment of other large-scale networks such as adaptive cognitive control network. Consequently, failure to recruit such a network results in an inability to generate adaptive responses, increasing the likelihood of acting aggressively.
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21
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Bendezú JJ, Cole PM, Tan PZ, Armstrong LM, Reitz EB, Wolf RM. Child language and parenting antecedents and externalizing outcomes of emotion regulation pathways across early childhood: A person-centered approach. Dev Psychopathol 2018; 30:1253-1268. [PMID: 29144222 PMCID: PMC5955771 DOI: 10.1017/s0954579417001675] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
Decreases in children's anger reactivity because of the onset of their autonomous use of strategies characterizes the prevailing model of the development of emotion regulation in early childhood (Kopp, 1989). There is, however, limited evidence of the varied pathways that mark this development and their proposed antecedents and consequences. This study used a person-centered approach to identify such pathways, antecedents, and outcomes. A sample of 120 children from economically strained rural and semirural households were observed while waiting to open a gift at ages 24, 36, and 48 months. Multitrajectory modeling of children's anger expressions and strategy use yielded three subgroups. As they aged, typically developing children's strategy use (calm bids and focused distraction) increased while anger expressions decreased. Later developing children, though initially elevated in anger expression and low in strategy use, demonstrated marked growth across indicators and did not differ from typically developing children at 48 months. At-risk children, despite developing calm bidding skills, did not display longitudinal self-distraction increases or anger expression declines. Some predicted antecedents (12-24 month child language skills and language-capitalizing parenting practices) and outcomes (age 5 years externalizing behavior) differentiated pathways. Findings illustrate how indicator-specific departures from typical pathways signal risk for behavior problems and point to pathway-specific intervention opportunities.
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22
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Wang MV, Aarø LE, Ystrom E. Language Delay and Externalizing Problems in Preschool Age: A Prospective Cohort Study. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2018; 46:923-933. [DOI: 10.1007/s10802-017-0391-5] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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23
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Armour JA, Joussemet M, Kurdi V, Tessier J, Boivin M, Tremblay RE. How toddlers' irritability and fearfulness relate to parenting: A longitudinal study conducted among Quebec families. INFANT AND CHILD DEVELOPMENT 2017. [DOI: 10.1002/icd.2062] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
- Jessie-Ann Armour
- Department of Psychology; Université de Montréal; Montreal Quebec Canada
| | - Mireille Joussemet
- Department of Psychology; Université de Montréal; Montreal Quebec Canada
| | - Vanessa Kurdi
- Department of Psychology; Université de Montréal; Montreal Quebec Canada
| | - Jeanne Tessier
- Department of Psychology; Université de Montréal; Montreal Quebec Canada
| | - Michel Boivin
- Department of Psychology; Université Laval; Quebec Quebec Canada
| | - Richard E. Tremblay
- Department of Psychology; Université de Montréal; Montreal Quebec Canada
- Groupe de recherche sur l'inadaptation psychosociale chez l'enfant (GRIP); Université de Montréal; Montreal Quebec Canada
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24
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Girard LC, Pingault JB, Doyle O, Falissard B, Tremblay RE. Developmental Associations Between Conduct Problems and Expressive Language in Early Childhood: A Population-Based Study. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2017; 44:1033-43. [PMID: 26496905 DOI: 10.1007/s10802-015-0094-8] [Citation(s) in RCA: 35] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
Conduct problems have been associated with poor language development, however the direction of this association in early childhood remains unclear. This study examined the longitudinal directional associations between conduct problems and expressive language ability. Children enrolled in the UK Millennium Cohort Study (N = 14, 004; 50.3 % boys) were assessed at 3 and 5 years of age. Parent reports of conduct problems and standardised assessments of expressive language were analyzed using cross-lagged modeling. Conduct problems at 3 years was associated with poorer expressive language at 5 years and poorer expressive language at 3 years was associated with increased conduct problems by 5 years. The results support reciprocal associations, rather than a specific unidirectional path, which is commonly found with samples of older children. The emergence of problems in either domain can thus negatively impact upon the other over time, albeit the effects were modest. Studies examining the effects of intervention targeting conduct problems and language acquisition prior to school entry may be warranted in testing the efficacy of prevention programmes related to conduct problems and poor language ability early in childhood.
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Affiliation(s)
- Lisa-Christine Girard
- Research Unit on Children's Psychosocial Maladjustment (GRIP), Université de Montreal, Montréal, QC, Canada.
- Paris-Sud Innovation Group in Adolescent Mental Health, Institut National de la Santé et de la Recherche Médicale (INSERM U669), Inserm U669 97 Boulevard du Port-Royal, 75679, Paris cedex 14, France.
- School of Public Health, Physiotherapy, and Population Sciences, Geary Institute for Public Policy, University College Dublin, Room B205, Belfield, Dublin 4, Ireland.
| | | | - Orla Doyle
- School of Economics, Geary Institute for Public Policy, University College Dublin, Dublin, Ireland
| | - Bruno Falissard
- Paris-Sud Innovation Group in Adolescent Mental Health, Institut National de la Santé et de la Recherche Médicale (INSERM U669), Inserm U669 97 Boulevard du Port-Royal, 75679, Paris cedex 14, France
- Faculté de Médecine, Université Paris-Sud, Orsay, France
- Faculté de Médecine, Université Paris-Descartes, Paris, France
| | - Richard E Tremblay
- Research Unit on Children's Psychosocial Maladjustment (GRIP), Université de Montreal, Montréal, QC, Canada
- Institute of Genetic, Neurobiological, and Social Foundations of Child Development, Tomsk State University, Tomsk Oblast, Russian Federation
- Department of Psychology, University of Montreal, Montreal, QC, Canada
- School of Public Health, Physiotherapy and Population Sciences, University College Dublin, Dublin, Ireland
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25
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Smaling HJA, Huijbregts SCJ, van der Heijden KB, van Goozen SHM, Swaab H. Maternal reflective functioning as a multidimensional construct: Differential associations with children's temperament and externalizing behavior. Infant Behav Dev 2016; 44:263-74. [PMID: 27522031 DOI: 10.1016/j.infbeh.2016.06.007] [Citation(s) in RCA: 30] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/22/2015] [Revised: 04/20/2016] [Accepted: 06/12/2016] [Indexed: 10/21/2022]
Abstract
Maternal reflective functioning (RF) has been associated with children's behavioral development. This study examined maternal prenatal and postnatal RF, as measured by the Pregnancy Interview and Parent Development Interview, as multidimensional constructs. It was also examined whether the RF-dimensions were associated with children's temperament and externalizing behavior, as assessed by several questionnaires. The sample consisted of 123 first-time mothers (M age=22.85years, SD=2.21) and their children (M age=19.97months, SD=0.85, 56% male). Two related but distinct dimensions were found for prenatal RF, termed self-focused and child-focused mentalization. Three dimensions were observed for postnatal RF, termed self-focused, child-focused, and relation-focused mentalization. Results showed that prenatal RF negatively related to reported child physical aggression. Postnatal self-focused RF was positively linked to externalizing behavior and negative emotionality in offspring, while relation-focused RF scores were negatively associated with child physical aggression. Findings show that it is important to also look at the specific RF-dimensions when examining the effects of maternal RF on children's behavioral development, as differential associations with behavioral outcomes exist. Discussion further focuses on the importance of these findings in prevention and clinical practice, and suggestions are being made to further improve the measurement of maternal RF-dimensions.
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Affiliation(s)
- H J A Smaling
- Department of Clinical Child and Adolescent Studies, Leiden University, Leiden, The Netherlands; Leiden Institute for Brain and Cognition, Leiden University, Leiden, The Netherlands.
| | - S C J Huijbregts
- Department of Clinical Child and Adolescent Studies, Leiden University, Leiden, The Netherlands; Leiden Institute for Brain and Cognition, Leiden University, Leiden, The Netherlands
| | - K B van der Heijden
- Department of Clinical Child and Adolescent Studies, Leiden University, Leiden, The Netherlands; Leiden Institute for Brain and Cognition, Leiden University, Leiden, The Netherlands
| | - S H M van Goozen
- Department of Clinical Child and Adolescent Studies, Leiden University, Leiden, The Netherlands; School of Psychology, Cardiff University, Cardiff, United Kingdom
| | - H Swaab
- Department of Clinical Child and Adolescent Studies, Leiden University, Leiden, The Netherlands; Leiden Institute for Brain and Cognition, Leiden University, Leiden, The Netherlands
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Ulrich F, Petermann F, Petermann U, Gust N. Verhaltensauffälligkeiten bei Kindern mit Entwicklungsdefiziten im Vorschulalter. ZEITSCHRIFT FUR ENTWICKLUNGSPSYCHOLOGIE UND PADAGOGISCHE PSYCHOLOGIE 2016. [DOI: 10.1026/0049-8637/a000146] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
Zusammenfassung. Es wurde der Zusammenhang zwischen Verhaltens- und Entwicklungsauffälligkeiten untersucht. An der Studie nahmen 201 Kinder im Alter zwischen 36 und 72 Monaten teil. Pädagogische Fachkräfte beurteilten grundlegende Fertigkeiten mit Hilfe der Entwicklungsbeobachtung und -dokumentation (EBD) und das Problemverhalten mit dem Strengths and Difficulties Questionnaire (SDQ). Mittels binär logistischer Regressionen wurde analysiert, ob das Ausmaß an Entwicklungsdefiziten eines Kindes das Risiko für Verhaltensauffälligkeiten erhöht und welche konkreten Entwicklungsdefizite das Vorliegen von Verhaltensauffälligkeiten vorhersagen. 41 von 96 Kindern mit Entwicklungsdefiziten in mindestens einem oder mehreren EBD-Bereichen wiesen nach dem Urteil der pädagogischen Fachkräfte auch ein erhöhtes Risiko für Verhaltensauffälligkeiten auf. Als bedeutsame Prädiktoren haben sich das Alter und das Ausmaß an Entwicklungsdefiziten erwiesen, wobei insbesondere Defizite in den sozialen und emotionalen Fertigkeiten mit einem erhöhten Risiko für Verhaltensauffälligkeiten assoziiert waren. Die Befunde verdeutlichen, dass der Entwicklungsdiagnostik und –förderung ein hoher Stellenwert in der Prävention von Verhaltensauffälligkeiten zukommt.
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Affiliation(s)
- Franziska Ulrich
- Zentrum für Klinische Psychologie und Rehabilitation der Universität Bremen
| | - Franz Petermann
- Zentrum für Klinische Psychologie und Rehabilitation der Universität Bremen
| | - Ulrike Petermann
- Zentrum für Klinische Psychologie und Rehabilitation der Universität Bremen
| | - Nicole Gust
- Zentrum für Klinische Psychologie und Rehabilitation der Universität Bremen
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The Effects of Parental Socioeconomic Status on Preschoolers’ Social Competence and Cognitive Development:The Role of Parental Warmth and Home Learning Environment. ADONGHAKOEJI 2015. [DOI: 10.5723/kjcs.2015.36.6.1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
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