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Thanaraju A, Marzuki AA, Chan JK, Wong KY, Phon-Amnuaisuk P, Vafa S, Chew J, Chia YC, Jenkins M. Structural and functional brain correlates of socioeconomic status across the life span: A systematic review. Neurosci Biobehav Rev 2024; 162:105716. [PMID: 38729281 DOI: 10.1016/j.neubiorev.2024.105716] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/28/2024] [Revised: 04/08/2024] [Accepted: 05/06/2024] [Indexed: 05/12/2024]
Abstract
It is well-established that higher socioeconomic status (SES) is associated with improved brain health. However, the effects of SES across different life stages on brain structure and function is still equivocal. In this systematic review, we aimed to synthesise findings from life course neuroimaging studies that investigated the structural and functional brain correlates of SES across the life span. The results indicated that higher SES across different life stages were independently and cumulatively related to neural outcomes typically reflective of greater brain health (e.g., increased cortical thickness, grey matter volume, fractional anisotropy, and network segregation) in adult individuals. The results also demonstrated that the corticolimbic system was most commonly impacted by socioeconomic disadvantages across the life span. This review highlights the importance of taking into account SES across the life span when studying its effects on brain health. It also provides directions for future research including the need for longitudinal and multimodal research that can inform effective policy interventions tailored to specific life stages.
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Affiliation(s)
- Arjun Thanaraju
- Department of Biological Sciences, School of Medical and Life Sciences, Sunway University, Malaysia.
| | - Aleya A Marzuki
- Department for Psychiatry and Psychotherapy, Medical School and University Hospital, Eberhard Karls University of Tübingen, Germany
| | - Jee Kei Chan
- Department of Psychology, Jeffrey Cheah School of Medicine and Health Sciences, Monash University Malaysia, Malaysia
| | - Kean Yung Wong
- Sensory Neuroscience and Nutrition Lab, University of Otago, New Zealand
| | - Paveen Phon-Amnuaisuk
- Department of Psychology, Jeffrey Cheah School of Medicine and Health Sciences, Monash University Malaysia, Malaysia
| | - Samira Vafa
- Department of Psychology, School of Medical and Life Sciences, Sunway University, Malaysia
| | - Jactty Chew
- Department of Biological Sciences, School of Medical and Life Sciences, Sunway University, Malaysia
| | - Yook Chin Chia
- Department of Medical Sciences, School of Medical and Life Sciences, Sunway University, Malaysia
| | - Michael Jenkins
- Department of Psychology, School of Medical and Life Sciences, Sunway University, Malaysia
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2
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Reynolds A, Greenfield EA, Nepomnyaschy L. Disparate benefits of higher childhood socioeconomic status on cognition in young adulthood by intersectional social positions. ADVANCES IN LIFE COURSE RESEARCH 2024; 60:100608. [PMID: 38552532 PMCID: PMC11129928 DOI: 10.1016/j.alcr.2024.100608] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/12/2023] [Revised: 01/16/2024] [Accepted: 01/16/2024] [Indexed: 04/12/2024]
Abstract
OBJECTIVES Emerging evidence supports the protective effects of higher childhood socioeconomic status (cSES) on cognition over the life course. However, less understood is if higher cSES confers benefits equally across intersecting social positions. Guided by a situational intersectionality perspective and the theory of Minority Diminished Returns (MDR), this study examined the extent to which associations between cSES and cognition in young adulthood are jointly moderated by racialized identity and region of childhood residence. METHODS Using data from the National Longitudinal Study of Adolescent to Adult Health (Add Health), we used multilevel modeling to test associations between cSES and delayed recall and working memory 14 years later when participants were ages 25-34. Further, we examined the influence of racialized identity and region of childhood residence on these associations. RESULTS Higher cSES was associated with higher delayed recall and working memory scores across social positions. However, the strength of the association between higher cSES and working memory differed across racialized subgroups and region of childhood residence. We found a statistically significant three-way interaction between cSES, race and region of childhood residence. Of particular important, a small yet statistically robust association was found in all groups, but was especially strong among White Southerners and especially weak among Black participants from the South. CONCLUSIONS This study contributes to a growing body of research indicating that the protective effects of higher cSES on cognition are not universal across subgroups of intersecting social positions, consistent with the theory of MDR. These findings provide evidence for the importance of considering the role of systemic racism across geographic contexts as part of initiatives to promote equity in life course cognitive aging and brain health.
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Affiliation(s)
- Addam Reynolds
- Andrus Gerontology Center, 3715 McClintock Ave, Los Angeles, CA 90089, USA; Leonard Davis School of Gerontology, University of Southern California, Los Angeles, CA, USA.
| | - Emily A Greenfield
- School of Social Work, Rutgers, The State University of New Jersey, New Brunswick, NJ, USA
| | - Lenna Nepomnyaschy
- School of Social Work, Rutgers, The State University of New Jersey, New Brunswick, NJ, USA
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3
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Morales S, Bowers ME, Shuffrey L, Ziegler K, Troller-Renfree S, Hernandez A, Leach SC, McGrath M, Ola C, Leve LD, Nozadi SS, Swingler MM, Lai JS, Schweitzer JB, Fifer W, Camargo CA, Hershey GKK, Shapiro ALB, Keating DP, Hartert TV, Deoni S, Ferrara A, Elliott AJ. Maternal education prospectively predicts child neurocognitive function: An environmental influences on child health outcomes study. Dev Psychol 2024; 60:1028-1040. [PMID: 38407105 PMCID: PMC11164632 DOI: 10.1037/dev0001642] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/27/2024]
Abstract
A large body of research has established a relation between maternal education and children's neurocognitive functions, such as executive function and language. However, most studies have focused on early childhood and relatively few studies have examined associations with changes in maternal education over time. Consequently, it remains unclear if early maternal education is longitudinally related to neurocognitive functions in children, adolescents, and young adults. In addition, the associations between changes in maternal education across development and more broadly defined neurocognitive outcomes remain relatively untested. The current study leveraged a large multicohort sample to examine the longitudinal relations between perinatal maternal education and changes in maternal education during development with children's, adolescents', and young adults' neurocognitive functions (N = 2,688; Mage = 10.32 years; SDage = 4.26; range = 3-20 years). Moreover, we examined the differential effects of perinatal maternal education and changes in maternal education across development on executive function and language performance. Perinatal maternal education was positively associated with children's later overall neurocognitive function. This longitudinal relation was stronger for language than executive function. In addition, increases in maternal education were related to improved language performance but were not associated with executive functioning performance. Our findings support perinatal maternal education as an important predictor of neurocognitive outcomes later in development. Moreover, our results suggest that examining how maternal education changes across development can provide important insights that can help inform policies and interventions designed to foster neurocognitive development. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
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Affiliation(s)
- Santiago Morales
- Department of Psychology, University of Southern California, Los Angeles, California, USA
| | - Maureen E. Bowers
- Department of Human Development and Quantitative Methodology, The University of Maryland, College Park, Maryland, USA
| | - Lauren Shuffrey
- Department of Psychiatry, Columbia University, New York, New York, USA
| | | | - Sonya Troller-Renfree
- Department of Human Development, Teachers College, Columbia University, New York, New York, USA
| | - Alexis Hernandez
- Department of Psychology, University of Southern California, Los Angeles, California, USA
| | - Stephanie C. Leach
- Psychological and Brain Sciences, University of Iowa, Iowa City, Iowa, USA
| | - Monica McGrath
- Department of Epidemiology, Johns Hopkins University, Baltimore, Maryland, USA
| | - Cindy Ola
- Department of Psychiatry and Behavioral Medicine, University of Washington, Seattle Children’s Research Institute, Seattle, Washington, USA
| | - Leslie D. Leve
- Department of Counseling Psychology and Human Services, University of Oregon, Eugene, Oregon, USA
| | - Sara S. Nozadi
- Health Sciences Center, University of New Mexico, Albuquerque, New Mexico, USA
| | - Margaret M. Swingler
- Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, USA
| | - Jin-Shei Lai
- Department of Medical Social Sciences, Northwestern University, Evanston, Illinois, USA
| | - Julie B Schweitzer
- Department of Psychiatry and Behavioral Sciences, University of California, Davis, Davis, California, USA
| | - William Fifer
- Department of Psychiatry, Columbia University, New York, New York, USA
| | - Carlos A. Camargo
- Department of Emergency Medicine, Harvard Medical School, Boston, Massachusetts, USA
| | | | - Allison L. B. Shapiro
- Department of Pediatrics, Section of Endocrinology; Lifecourse Epidemiology of Adiposity and Diabetes Center, University of Colorado Anschutz Medical Campus, Aurora, Colorado, USA
| | - Daniel P. Keating
- Department of Psychiatry and Pediatrics, University of Michigan, Ann Arbor, Michigan, USA
| | - Tina V. Hartert
- Department of Medicine, Division of Allergy, Pulmonary and Critical Care Medicine, Vanderbilt University School of Medicine, Nashville, Tennessee, USA
| | - Sean Deoni
- Department of Pediatrics, Brown University, Providence, Rhode Island, USA
| | | | - Amy J. Elliott
- Avera Research Institute, Sioux Falls, South Dakota, USA
- Department of Pediatrics, University of South Dakota School of Medicine, Vermillion, South Dakota, USA
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Ponton E, Singh T, Carwana M, Duffy DJ, Courtemanche R, Courtemanche DJ, Loock CA, Baird R. Who is in Your Waiting Room? Social Determinants of Health and Adverse Childhood Experiences in Pediatric Surgery Clinics. J Pediatr Surg 2024:S0022-3468(24)00248-3. [PMID: 38744639 DOI: 10.1016/j.jpedsurg.2024.04.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/11/2024] [Revised: 03/25/2024] [Accepted: 04/03/2024] [Indexed: 05/16/2024]
Abstract
BACKGROUND Social determinants of health (SDoH) influence overall health, although little is known about the SDoH for pediatric patients requiring surgical services. This study aims to describe SDoH for pediatric surgical patients attending out-patient, community, and outreach clinics, as well as demonstrate the feasibility of identifying and addressing SDoH and Adverse Childhood Experiences (ACEs) when appropriate. METHODS A cross-sectional study using surveys evaluating SDoH that were distributed to families attending pediatric surgical clinics over a two-year period. The pilot survey used validated questions and was later refined to a shorter version with questions on: Barriers to care, Economic factors, Adversity, Resiliency and Social capital (BEARS). Data was analyzed with descriptive and inferential statistics. RESULTS 851 families across 13 clinics participated. One third of families reported not having a primary health care provider or being unable to turn to them for additional support. One in four families were found to have a household income less than the Canadian after-tax low-income threshold (<$40,000 CAD). Two-thirds of families answered questions about ACEs, and those with more ACEs were more likely to report a low income. Forty percent of families rarely or only sometimes had adequate social support. CONCLUSION This survey tool enabled discussions between families and care providers, which allowed clinicians to appropriately follow-up with families and refer them to social work for further support when indicated. Addressing concerns around SDoH within a busy surgical clinical is feasible and may positively affect long-term health outcomes and equitable resource allocation. LEVEL OF EVIDENCE IV.
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Affiliation(s)
- Ethan Ponton
- Office of Pediatric Surgical Evaluation and Innovation (OPSEI), BC Children's Hospital, 4480 Oak Street, Vancouver, British Columbia, V6H 3V4, Canada; Department of Surgery, University of British Columbia, BC Children's Hospital, 4480 Oak Street, Vancouver, British Columbia, V6H 3V4, Canada; BC Children's Hospital Research Institute, 938 W 28th Ave, Vancouver, British Columbia, V5Z 4H4, Canada
| | - Tanjot Singh
- Department of Pediatrics, University of British Columbia, BC Children's Hospital, 4480 Oak Street, Vancouver, British Columbia, V6H 3V4, Canada; BC Children's Hospital Research Institute, 938 W 28th Ave, Vancouver, British Columbia, V5Z 4H4, Canada
| | - Matthew Carwana
- Department of Pediatrics, University of British Columbia, BC Children's Hospital, 4480 Oak Street, Vancouver, British Columbia, V6H 3V4, Canada; BC Children's Hospital Research Institute, 938 W 28th Ave, Vancouver, British Columbia, V5Z 4H4, Canada
| | - Damian J Duffy
- Office of Pediatric Surgical Evaluation and Innovation (OPSEI), BC Children's Hospital, 4480 Oak Street, Vancouver, British Columbia, V6H 3V4, Canada; Department of Surgery, University of British Columbia, BC Children's Hospital, 4480 Oak Street, Vancouver, British Columbia, V6H 3V4, Canada; BC Children's Hospital Research Institute, 938 W 28th Ave, Vancouver, British Columbia, V5Z 4H4, Canada
| | - Rebecca Courtemanche
- Division of Plastic Surgery, University of British Columbia, BC Children's Hospital, 4480 Oak Street, Vancouver, British Columbia, V6H 3V4, Canada; BC Children's Hospital Research Institute, 938 W 28th Ave, Vancouver, British Columbia, V5Z 4H4, Canada
| | - Douglas J Courtemanche
- Division of Plastic Surgery, University of British Columbia, BC Children's Hospital, 4480 Oak Street, Vancouver, British Columbia, V6H 3V4, Canada; BC Children's Hospital Research Institute, 938 W 28th Ave, Vancouver, British Columbia, V5Z 4H4, Canada
| | - Christine A Loock
- Department of Pediatrics, University of British Columbia, BC Children's Hospital, 4480 Oak Street, Vancouver, British Columbia, V6H 3V4, Canada; BC Children's Hospital Research Institute, 938 W 28th Ave, Vancouver, British Columbia, V5Z 4H4, Canada
| | - Robert Baird
- Division of Pediatric Surgery, University of British Columbia, BC Children's Hospital, 4480 Oak Street, Vancouver, British Columbia, V6H 3V4, Canada.
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Ben-Asher E, Porter BM, Church JA. Distinct Constellations of Common Risk Factors Differentially Relate to Executive-Function Ability in Children. Psychol Sci 2024:9567976241235931. [PMID: 38513051 DOI: 10.1177/09567976241235931] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/23/2024] Open
Abstract
Executive functioning (EF) has been shown to relate to academic achievement and well-being. Independent bodies of work have aimed to understand what environmental or personal attributes influence EF ability. However, most research has not considered how constellations of risk factors create distinct patterns of influence on EF ability. The current study tested a sample of children aged 9 to 10 years from the United States (N = 10,323, 48.06% female, Mage = 9.9 years, age range = 8.9-11.08 years) using a latent profile analysis (LPA) to detect subgroups that varied in their combinations of various risk factors. Six distinct groups of risk factors for children emerged, which in turn related to different average EF abilities. We found that family socioeconomic measures related to a subgroup having above- or below-average EF ability, but we also found an effect on EF across different risk factors. These results inform our understanding of individual variations in EF ability and highlight the idea that EF interventions should consider risk holistically.
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Laifer LM, Brock RL, Tomaso CC, James TD, Yaroch AL, Hill JL, Huang TT, Nelson JM, Mason WA, Espy KA, Nelson TD. Exploring the Interaction Between Preschool Executive Control and Caregiver Emotion Socialization in Predicting Adolescent Weight Trajectories. J Youth Adolesc 2024; 53:656-668. [PMID: 38117361 PMCID: PMC10872396 DOI: 10.1007/s10964-023-01928-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/06/2023] [Accepted: 12/04/2023] [Indexed: 12/21/2023]
Abstract
There is a critical need for research examining how neural vulnerabilities associated with obesity, including lower executive control, interact with family factors to impact weight trajectories across adolescence. Utilizing a longitudinal design, the present study investigated caregivers' emotion socialization practices as a moderator of the association between preschool executive control and adolescent body mass index (BMI) trajectories. Participants were 229 youth (Mage = 5.24, SD = 0.03; 47.2% assigned female at birth; 73.8% White, 3.9% Black, 0.4% Asian American, 21.8% multiracial; 12.7% Hispanic) enrolled in a longitudinal study. At preschool-age, participants completed performance-based executive control tasks, and their caregivers reported on their typical emotion-related socialization behaviors (i.e., supportive and nonsupportive responses to children's negative emotions). Participants returned for annual laboratory visits at ages 14 through 17, during which their height and weight were measured to calculate BMI. Although neither preschool executive control nor caregiver emotion-related socialization behaviors were directly associated with BMI growth in adolescence, supportive responses moderated the association between executive control and BMI trajectories. The expected negative association between lower preschool executive control and greater BMI growth was present at below average levels of supportive responses, suggesting that external regulation afforded by supportive responses might reduce risk for adolescent overweight and obesity among children with lower internal self-regulatory resources during preschool. Findings highlight the importance of efforts to bolster executive control early in development and targeted interventions to promote effective caregiver emotion socialization (i.e., more supportive responses) for youth with lower internal self-regulatory abilities to mitigate risk for overweight and obesity and promote health across childhood and adolescence.
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Affiliation(s)
- Lauren M Laifer
- Department of Psychology, University of Nebraska-Lincoln, Lincoln, NE, USA.
| | - Rebecca L Brock
- Department of Psychology, University of Nebraska-Lincoln, Lincoln, NE, USA
| | - Cara C Tomaso
- Child Study Center, Yale School of Medicine, New Haven, CT, USA
| | - Tiffany D James
- Office of Research and Economic Development, University of Nebraska-Lincoln, Lincoln, NE, USA
| | - Amy L Yaroch
- Gretchen Swanson Center for Nutrition, Omaha, NE, USA
| | - Jennie L Hill
- Department of Population Health Sciences, University of Utah School of Medicine, Salt Lake City, UT, USA
| | - Terry T Huang
- Center for Systems and Community Design and NYU-CUNY Prevention Research Center, Graduate School of Public Health and Health Policy, City University of New York, New York, NY, USA
| | - Jennifer Mize Nelson
- Department of Psychology, University of Nebraska-Lincoln, Lincoln, NE, USA
- Office of Research and Economic Development, University of Nebraska-Lincoln, Lincoln, NE, USA
| | - W Alex Mason
- Department of Child, Youth, & Family Studies, Nebraska Center for Research on Children, Youth, Families, and Schools, Lincoln, NE, USA
| | - Kimberly Andrews Espy
- Department of Psychiatry and Behavioral Neurosciences, Wayne State University School of Medicine, Detroit, MI, USA
| | - Timothy D Nelson
- Department of Psychology, University of Nebraska-Lincoln, Lincoln, NE, USA
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7
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Maleyeff L, Newburger JW, Wypij D, Thomas NH, Anagnoustou E, Brueckner M, Chung WK, Cleveland J, Cunningham S, Gelb BD, Goldmuntz E, Hagler DJ, Huang H, King E, McQuillen P, Miller TA, Norris‐Brilliant A, Porter GA, Roberts AE, Grant PE, Im K, Morton SU. Association of genetic and sulcal traits with executive function in congenital heart disease. Ann Clin Transl Neurol 2024; 11:278-290. [PMID: 38009418 PMCID: PMC10863927 DOI: 10.1002/acn3.51950] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/12/2023] [Accepted: 11/06/2023] [Indexed: 11/28/2023] Open
Abstract
OBJECTIVE Persons with congenital heart disease (CHD) are at increased risk of neurodevelopmental disabilities, including impairments to executive function. Sulcal pattern features correlate with executive function in adolescents with single-ventricle heart disease and tetralogy of Fallot. However, the interaction of sulcal pattern features with genetic and participant factors in predicting executive dysfunction is unknown. METHODS We studied sulcal pattern features, participant factors, and genetic risk for executive function impairment in a cohort with multiple CHD types using stepwise linear regression and machine learning. RESULTS Genetic factors, including predicted damaging de novo or rare inherited variants in neurodevelopmental disabilities risk genes, apolipoprotein E genotype, and principal components of sulcal pattern features were associated with executive function measures after adjusting for age at testing, sex, mother's education, and biventricular versus single-ventricle CHD in a linear regression model. Using regression trees and bootstrap validation, younger participant age and larger alterations in sulcal pattern features were consistently identified as important predictors of decreased cognitive flexibility with left hemisphere graph topology often selected as the most important predictor. Inclusion of both sulcal pattern and genetic factors improved model fit compared to either alone. INTERPRETATION We conclude that sulcal measures remain important predictors of cognitive flexibility, and the model predicting executive outcomes is improved by inclusion of potential genetic sources of neurodevelopmental risk. If confirmed, measures of sulcal patterning may serve as early imaging biomarkers to identify those at heightened risk for future neurodevelopmental disabilities.
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Affiliation(s)
- Lara Maleyeff
- Department of BiostatisticsHarvard T.H. Chan School of Public HealthBostonMassachusettsUSA
| | - Jane W. Newburger
- Department of PediatricsHarvard Medical SchoolBostonMassachusettsUSA
- Department of CardiologyBoston Children's HospitalBostonMassachusettsUSA
| | - David Wypij
- Department of BiostatisticsHarvard T.H. Chan School of Public HealthBostonMassachusettsUSA
- Department of PediatricsHarvard Medical SchoolBostonMassachusettsUSA
- Department of CardiologyBoston Children's HospitalBostonMassachusettsUSA
| | - Nina H. Thomas
- Department of Child and Adolescent Psychiatry and Behavioral Sciences and Center for Human Phenomic ScienceChildren's Hospital of PhiladelphiaPhiladelphiaPennsylvaniaUSA
- Department of PsychiatryUniversity of PennsylvaniaPhiladelphiaPennsylvaniaUSA
| | - Evdokia Anagnoustou
- Department of PediatricsHolland Bloorview Kids Rehabilitation Hospital, University of TorontoTorontoOntarioCanada
| | - Martina Brueckner
- Department of GeneticsYale University School of MedicineNew HavenConnecticutUSA
- Department of PediatricsYale University School of MedicineNew HavenConnecticutUSA
| | - Wendy K. Chung
- Department of PediatricsColumbia University Medical CenterNew YorkNew YorkUSA
- Department of MedicineColumbia University Medical CenterNew YorkNew YorkUSA
| | - John Cleveland
- Department of Surgery, Keck School of MedicineUniversity of Southern CaliforniaLos AngelesCaliforniaUSA
- Department of Pediatrics, Keck School of MedicineUniversity of Southern CaliforniaLos AngelesCaliforniaUSA
| | - Sean Cunningham
- Division of General Pediatrics, Department of PediatricsUniversity of UtahSalt Lake CityUtahUSA
| | - Bruce D. Gelb
- Mindich Child Health and Development Institute and Department of PediatricsIcahn School of Medicine at Mount SinaiNew YorkNew YorkUSA
| | - Elizabeth Goldmuntz
- Division of Cardiology, Department of PediatricsChildren's Hospital of Philadelphia, Perelman School of Medicine, University of PennsylvaniaPhiladelphiaPennsylvaniaUSA
| | - Donald J Hagler
- Center for Multimodal Imaging and GeneticsUniversity of California San DiegoSan DiegoCaliforniaUSA
- Department of Radiology, School of MedicineUniversity of California San DiegoSan DiegoCaliforniaUSA
| | - Hao Huang
- Department of RadiologyChildren's Hospital of Philadelphia, University of PennsylvaniaPhiladelphiaPennsylvaniaUSA
| | - Eileen King
- Department of PediatricsUniversity of CincinnatiCincinnatiOhioUSA
- Division of Biostatistics and EpidemiologyCincinnati Children's Hospital Medical CenterCincinnatiOhioUSA
| | - Patrick McQuillen
- Department of PediatricsUniversity of CaliforniaSan FranciscoCaliforniaUSA
- Department of NeurologyUniversity of CaliforniaSan FranciscoCaliforniaUSA
| | - Thomas A. Miller
- Department of PediatricsPrimary Children's Hospital, University of UtahSalt Lake CityUtahUSA
- Division of Pediatric CardiologyMaine Medical CenterPortlandMaineUSA
| | - Ami Norris‐Brilliant
- Department of PsychiatryIcahn School of Medicine at Mount SinaiNew YorkNew YorkUSA
| | - George A. Porter
- Department of PediatricsUniversity of Rochester Medical CenterRochesterNew YorkUSA
| | - Amy E. Roberts
- Department of PediatricsHarvard Medical SchoolBostonMassachusettsUSA
- Department of CardiologyBoston Children's HospitalBostonMassachusettsUSA
- Division of Genetics and GenomicsBoston Children's HospitalBostonMassachusettsUSA
| | - P. Ellen Grant
- Department of PediatricsHarvard Medical SchoolBostonMassachusettsUSA
- Division of Newborn Medicine, Department of PediatricsBoston Children's HospitalBostonMassachusettsUSA
- Fetal Neonatal Neuroimaging and Developmental Science CenterBoston Children's HospitalBostonMassachusettsUSA
- Department of RadiologyBoston Children's HospitalBostonMassachusettsUSA
| | - Kiho Im
- Department of PediatricsHarvard Medical SchoolBostonMassachusettsUSA
- Division of Newborn Medicine, Department of PediatricsBoston Children's HospitalBostonMassachusettsUSA
- Fetal Neonatal Neuroimaging and Developmental Science CenterBoston Children's HospitalBostonMassachusettsUSA
| | - Sarah U. Morton
- Department of PediatricsHarvard Medical SchoolBostonMassachusettsUSA
- Division of Newborn Medicine, Department of PediatricsBoston Children's HospitalBostonMassachusettsUSA
- Fetal Neonatal Neuroimaging and Developmental Science CenterBoston Children's HospitalBostonMassachusettsUSA
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8
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Lurie LA, Rosen ML, Weissman DG, Machlin L, Lengua L, Sheridan MA, McLaughlin KA. Cognitive stimulation as a mechanism linking socioeconomic status and neural function supporting working memory: a longitudinal fMRI study. Cereb Cortex 2024; 34:bhad545. [PMID: 38236725 DOI: 10.1093/cercor/bhad545] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/06/2023] [Revised: 12/12/2023] [Accepted: 12/14/2023] [Indexed: 02/06/2024] Open
Abstract
Childhood experiences of low socioeconomic status are associated with alterations in neural function in the frontoparietal network and ventral visual stream, which may drive differences in working memory. However, the specific features of low socioeconomic status environments that contribute to these disparities remain poorly understood. Here, we examined experiences of cognitive deprivation (i.e. decreased variety and complexity of experience), as opposed to experiences of threat (i.e. violence exposure), as a potential mechanism through which family income contributes to alterations in neural activation during working memory. As part of a longitudinal study, 148 youth between aged 10 and 13 years completed a visuospatial working memory fMRI task. Early childhood low income, chronicity of low income in early childhood, and current income-to-needs were associated with task-related activation in the ventral visual stream and frontoparietal network. The association of family income with decreased activation in the lateral occipital cortex and intraparietal sulcus during working memory was mediated by experiences of cognitive deprivation. Surprisingly, however, family income and deprivation were not significantly related to working memory performance, and only deprivation was associated with academic achievement in this sample. Taken together, these findings suggest that early life low income and associated cognitive deprivation are important factors in neural function supporting working memory.
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Affiliation(s)
- Lucy A Lurie
- Department of Psychology and Neuroscience, University of North Carolina, 235 E. Cameron Avenue, Chapel Hill, NC 27514, United States
| | - Maya L Rosen
- Program in Neuroscience, Smith College, 44 College Lane, Northampton, MA 01073, United States
- Department of Psychology, Harvard University, 33 Kirkland Street, Cambridge, MA 02138, United States
| | - David G Weissman
- Department of Psychology, Harvard University, 33 Kirkland Street, Cambridge, MA 02138, United States
| | - Laura Machlin
- Department of Psychology, Harvard University, 33 Kirkland Street, Cambridge, MA 02138, United States
| | - Lilliana Lengua
- Department of Psychology, University of Washington, 3921 W. Stevens Way, Seattle, WA 98195, United States
| | - Margaret A Sheridan
- Department of Psychology and Neuroscience, University of North Carolina, 235 E. Cameron Avenue, Chapel Hill, NC 27514, United States
| | - Katie A McLaughlin
- Department of Psychology, Harvard University, 33 Kirkland Street, Cambridge, MA 02138, United States
- The Ballmer Institute for Children's Behavioral Health, University of Oregon, 2800 NE Liberty Street, Portland, OR 97211, United States
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9
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Tang R, Elman JA, Dale AM, Dorros SM, Eyler LT, Fennema-Notestine C, Gustavson DE, Hagler DJ, Lyons MJ, Panizzon MS, Puckett OK, Reynolds CA, Franz CE, Kremen WS. Childhood Disadvantage Moderates Late Midlife Default Mode Network Cortical Microstructure and Visual Memory Association. J Gerontol A Biol Sci Med Sci 2024; 79:glad114. [PMID: 37096346 DOI: 10.1093/gerona/glad114] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/20/2022] [Indexed: 04/26/2023] Open
Abstract
BACKGROUND Childhood disadvantage is a prominent risk factor for cognitive and brain aging. Childhood disadvantage is associated with poorer episodic memory in late midlife and functional and structural brain abnormalities in the default mode network (DMN). Although age-related changes in DMN are associated with episodic memory declines in older adults, it remains unclear if childhood disadvantage has an enduring impact on this later-life brain-cognition relationship earlier in the aging process. Here, within the DMN, we examined whether its cortical microstructural integrity-an early marker of structural vulnerability that increases the risk for future cognitive decline and neurodegeneration-is associated with episodic memory in adults at ages 56-66, and whether childhood disadvantage moderates this association. METHODS Cortical mean diffusivity (MD) obtained from diffusion magnetic resonance imaging was used to measure microstructural integrity in 350 community-dwelling men. We examined both visual and verbal episodic memory in relation to DMN MD and divided participants into disadvantaged and nondisadvantaged groups based on parental education and occupation. RESULTS Higher DMN MD was associated with poorer visual memory but not verbal memory (β = -0.11, p = .040 vs β = -0.04, p = .535). This association was moderated by childhood disadvantage and was significant only in the disadvantaged group (β = -0.26, p = .002 vs β = -0.00, p = .957). CONCLUSIONS Lower DMN cortical microstructural integrity may reflect visual memory vulnerability in cognitively normal adults earlier in the aging process. Individuals who experienced childhood disadvantage manifested greater vulnerability to cortical microstructure-related visual memory dysfunction than their nondisadvantaged counterparts who exhibited resilience in the face of low cortical microstructural integrity.
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Affiliation(s)
- Rongxiang Tang
- Department of Psychiatry, University of California San Diego, La Jolla, California, USA
- Center for Behavior Genetics of Aging, University of California San Diego, La Jolla, California, USA
| | - Jeremy A Elman
- Department of Psychiatry, University of California San Diego, La Jolla, California, USA
- Center for Behavior Genetics of Aging, University of California San Diego, La Jolla, California, USA
| | - Anders M Dale
- Department of Radiology, University of California San Diego, La Jolla, California, USA
- Department of Neurosciences, University of California San Diego, La Jolla, California, USA
| | - Stephen M Dorros
- Department of Radiology, University of California San Diego, La Jolla, California, USA
| | - Lisa T Eyler
- Department of Psychiatry, University of California San Diego, La Jolla, California, USA
- Desert Pacific Mental Illness Research Education and Clinical Center, VA San Diego Healthcare System, San Diego, California, USA
| | - Christine Fennema-Notestine
- Department of Psychiatry, University of California San Diego, La Jolla, California, USA
- Department of Radiology, University of California San Diego, La Jolla, California, USA
| | - Daniel E Gustavson
- Institute for Behavior Genetics, University of Colorado Boulder, Boulder, Colorado, USA
| | - Donald J Hagler
- Department of Radiology, University of California San Diego, La Jolla, California, USA
| | - Michael J Lyons
- Department of Psychological and Brain Sciences, Boston University, Boston, Massachusetts, USA
| | - Matthew S Panizzon
- Department of Psychiatry, University of California San Diego, La Jolla, California, USA
- Center for Behavior Genetics of Aging, University of California San Diego, La Jolla, California, USA
| | - Olivia K Puckett
- Department of Psychiatry, University of California San Diego, La Jolla, California, USA
- Center for Behavior Genetics of Aging, University of California San Diego, La Jolla, California, USA
| | - Chandra A Reynolds
- Department of Psychology, University of California Riverside, Riverside, California, USA
| | - Carol E Franz
- Department of Psychiatry, University of California San Diego, La Jolla, California, USA
- Center for Behavior Genetics of Aging, University of California San Diego, La Jolla, California, USA
| | - William S Kremen
- Department of Psychiatry, University of California San Diego, La Jolla, California, USA
- Center for Behavior Genetics of Aging, University of California San Diego, La Jolla, California, USA
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10
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Danzer E, Schreiber JE, Hoffman C, Mathew L, Flohr SJ, Eppley E, Land SD, Herkert L, Rintoul NE, Adzick NS, Hedrick HL. Prevalence and patterns of executive function, adaptive function, and behavioral outcomes in preschool and school age children with congenital diaphragmatic hernia. Early Hum Dev 2024; 188:105914. [PMID: 38103310 DOI: 10.1016/j.earlhumdev.2023.105914] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/18/2023] [Revised: 12/04/2023] [Accepted: 12/05/2023] [Indexed: 12/19/2023]
Abstract
BACKGROUND Executive function, adaptive function, and behavioral outcomes in congenital diaphragmatic hernia (CDH) survivors have not been well studied. AIM To evaluate executive and neurobehavioral dysfunction in preschool and early school-aged children with CDH. STUDY DESIGN Retrospective cohort study. SUBJECTS All eligible CDH survivors ages 3 to 7 years enrolled in our follow-up program between February 2020 and February 2021. OUTCOME MEASURES The Behavior Rating Inventory of Executive Function (BRIEF), the Adaptive Behavior Assessment System, 2nd Edition (ABAS-II), and the Child Behavior Checklist (CBCL) were used to assess functional and behavioral outcomes. Summary scores were compared to standard population norms. RESULTS A total of 100 patients were enrolled during the study period. Of those, 73 parents completed at least one of the questionnaires, resulting in completion of the BRIEF, ABAS-II, and CBCL for 63, 68, and 63 patients, respectively. Preschool children had normal executive function (BRIEF-P) while global executive composite (P = 0.012) and the emotional regulation index (P = 0.010) for school age patients (BRIEF-2) were worse. CDH survivors had favorable adaptive functioning (ABAS-II). Mean CBCL scores for preschool attention problems (P = 0.018), school age attention problems (P = 0.001), and attention deficits hyperactivity problems (P = 0.027) were significantly worse. Prematurity, surrogate markers of disease severity, non-white race, and public insurance status were associated with worse neurobehavioral dysfunction in bivariable analysis. CONCLUSIONS The majority of preschool and school age CDH survivors have age-appropriate executive, adaptive and behavioral functioning. CDH survivors, however, have lower executive function and attention scores compared with the general population.
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Affiliation(s)
- Enrico Danzer
- The Richard Wood Jr. Center for Fetal Diagnosis and Treatment, The Children's Hospital of Philadelphia, Philadelphia, PA, USA.
| | - Jane E Schreiber
- The Richard Wood Jr. Center for Fetal Diagnosis and Treatment, The Children's Hospital of Philadelphia, Philadelphia, PA, USA
| | - Casey Hoffman
- The Richard Wood Jr. Center for Fetal Diagnosis and Treatment, The Children's Hospital of Philadelphia, Philadelphia, PA, USA
| | - Leny Mathew
- The Richard Wood Jr. Center for Fetal Diagnosis and Treatment, The Children's Hospital of Philadelphia, Philadelphia, PA, USA
| | - Sabrina J Flohr
- The Richard Wood Jr. Center for Fetal Diagnosis and Treatment, The Children's Hospital of Philadelphia, Philadelphia, PA, USA
| | - Elizabeth Eppley
- The Richard Wood Jr. Center for Fetal Diagnosis and Treatment, The Children's Hospital of Philadelphia, Philadelphia, PA, USA
| | - Sierra D Land
- The Richard Wood Jr. Center for Fetal Diagnosis and Treatment, The Children's Hospital of Philadelphia, Philadelphia, PA, USA
| | - Lisa Herkert
- The Richard Wood Jr. Center for Fetal Diagnosis and Treatment, The Children's Hospital of Philadelphia, Philadelphia, PA, USA
| | - Natalie E Rintoul
- The Richard Wood Jr. Center for Fetal Diagnosis and Treatment, The Children's Hospital of Philadelphia, Philadelphia, PA, USA
| | - N Scott Adzick
- The Richard Wood Jr. Center for Fetal Diagnosis and Treatment, The Children's Hospital of Philadelphia, Philadelphia, PA, USA
| | - Holly L Hedrick
- The Richard Wood Jr. Center for Fetal Diagnosis and Treatment, The Children's Hospital of Philadelphia, Philadelphia, PA, USA
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O'Callaghan L, Foweather L, Crotti M, Oppici L, Pesce C, Boddy L, Fitton Davies K, Rudd J. Associations of physical activity dose and movement quality with executive functions in socioeconomically disadvantaged children aged 5-6 years. PSYCHOLOGY OF SPORT AND EXERCISE 2024; 70:102546. [PMID: 37858876 DOI: 10.1016/j.psychsport.2023.102546] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/10/2023] [Revised: 09/27/2023] [Accepted: 09/29/2023] [Indexed: 10/21/2023]
Abstract
BACKGROUND Growing up in areas of high deprivation can negatively impact children's movement behaviours and cognitive development. Enhancing the quantity and quality of children's movement experiences is believed to enhance cognitive development. This study investigated the association of three different modes of movement assessment, movement proficiency and divergent movement ability (collectively understood as motor competence) and PA dose with executive function in a low socio-economic demographic. Demographics, motor competence, and a combination of motor competence and physical activity were hypothesized to be significantly predictor of executive functions. METHOD In this cross-sectional study, 360 children aged 5-6 years from deprived areas were assessed using three movement assessments: wrist-worn accelerometery for physical activity dose, Test of Gross Motor Development-3 for movement proficiency, and divergent movement assessment. Executive function, including inhibitory control, working memory, and cognitive flexibility, was measured using the NIH Toolbox on an iPad. Multiple linear regression models were designed to evaluate the independent and combined association of demographics, movement competence and physical activity variables with executive function. RESULTS The regression analysis, with demographic factors only, explained 12% of EF variance (r2 = 0.12 95%CI 0.06-0.18). In addition to this demographics the model with divergent movement explained 19% of EF variance (r2 = 0.19 95% CI = 0.12-0.28), the model with movement proficiency explained 16% of EF variance (r2 = 0.16 95% CI = 0.08-0.26) and the model with PA dose explained 13% of EF variance (r2 = 0.13 95% CI = 0.07-0.20). In these models both divergent movement and proficiency were significant predictors, whilst physical activity variables were not. The final models, combining motor competence and physical activity variables, explained 24% and 23% of EF variance (r2 = 0.24 CI = 0.14-0.33 and r2 = 0.23 CI = 0.14-0.32). In these models, motor competence variables were significant predictors, and only vigorous physical activity and Euclidean Norm Minus One emerged as significant PA dose predictors. DISCUSSION These findings emphasise that motor competence and physical activity variables better predict executive functions when they are combined. When considered individually both motor competence variables were significant predictors of executive function whilst physical activity variables were not. Importantly, among the two movement competence facets, divergent movement assessment exhibited the strongest association with executive function. Future interventions should consider how to facilitate both movement and cognitive development in children. Future interventions should consider both the interplay of movement quality and quantity and the importance of environments that invite children's exploratory movement behavior.
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Affiliation(s)
- Laura O'Callaghan
- Faculty of Health and Life Sciences, Oxford Brookes University, Oxford, UK
| | - Lawrence Foweather
- School of Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, UK
| | - Matteo Crotti
- Centre for Sport, Exercise and Life Sciences, Coventry University, Coventry, UK
| | - Luca Oppici
- Department of Teacher Education and Outdoor Studies, Norwegian School of Sport Sciences, Oslo, Norway
| | - Caterina Pesce
- Department of Movement, Human and Health Sciences, University of Rome, Rome, Italy
| | - Lynne Boddy
- School of Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, UK
| | - Katie Fitton Davies
- School of Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, UK
| | - James Rudd
- Department of Teacher Education and Outdoor Studies, Norwegian School of Sport Sciences, Oslo, Norway; Department of Sport, Food and Natural Sciences, Faculty of Education, Arts and Sports, Western Norway University of Applies Sciences, Sogndal, Norway.
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12
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Bonilla-Santos J, González-Hernández A, Cala-Martinez DY, Gómez Morales DF, Padilla-García T. Parental Perception of Remote Education in Pandemic: An Analysis Based on Children's Cognitive Performance. CHILDREN (BASEL, SWITZERLAND) 2023; 10:1689. [PMID: 37892352 PMCID: PMC10605727 DOI: 10.3390/children10101689] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/05/2023] [Revised: 09/25/2023] [Accepted: 09/27/2023] [Indexed: 10/29/2023]
Abstract
The COVID-19 pandemic significantly changed patterns of human interaction, including in the educational sector, which was forced to transform relationships among students, families, and the academic community. The present study sought to establish the interrelationships between performance on cognitive tests during the preschool stage and the perceptions of parents about remote education in school children during the pandemic. The study included 100 preschool children from socially vulnerable sectors who underwent remote and distance learning in 2020 and 2021. The reliability of the applied questionnaire was determined through a confirmatory factor analysis. A structural equation model was constructed to determine the perceptions of parents about remote education based on cognitive performance during the preschool stage. The model fit yielded favorable results for predictive variables (χ2 = 7.734, DF = 9 [p = 0.561], the comparative goodness-of-fit index [CFI] = 1.000, root mean square error of approximation [RMSEA] = 0.000, standardized mean square residual [SRMR] = 0.069), and executive function (χ2 = 3.711, DF = 5 [p > 0.592], CFI = 1.000, RMSEA = 0.000, SRMR = 0.039) as latent variables that affected parents' perceptions. These results indicate that parents' perceptions of remote education are mediated by predictive aspects of learning and executive function during the preschool stage.
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Affiliation(s)
- Jasmin Bonilla-Santos
- Department of Psychology, Universidad Cooperativa de Colombia, Street 11 No. 1-51, Neiva 410010, Colombia;
| | - Alfredis González-Hernández
- Department of Psychology, Universidad Surcolombiana, Avenue Pastrana Borrero, Street 1, Neiva 410001, Colombia; (A.G.-H.); (D.F.G.M.)
| | | | - Duvan Fernando Gómez Morales
- Department of Psychology, Universidad Surcolombiana, Avenue Pastrana Borrero, Street 1, Neiva 410001, Colombia; (A.G.-H.); (D.F.G.M.)
| | - Tatiana Padilla-García
- Department of Psychology, Universidad Surcolombiana, Avenue Pastrana Borrero, Street 1, Neiva 410001, Colombia; (A.G.-H.); (D.F.G.M.)
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13
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Zhao X, Cao W, Maes JHR. Association between adolescents' socioeconomic status and working memory updating functioning: Role of parental educational involvement. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2023; 33:931-942. [PMID: 36994922 DOI: 10.1111/jora.12848] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/31/2022] [Revised: 02/06/2023] [Accepted: 03/15/2023] [Indexed: 06/19/2023]
Abstract
Family socioeconomic status (SES) is positively associated with executive functioning. This study tested whether parental educational involvement mediates this association. Two hundred and sixty, 12-15-year-old adolescents completed working memory updating (WMU) and general intelligence tasks, and questionnaires on SES and parental educational involvement. SES and WMU ability were positively associated; there was no difference between the fathers and mothers for three types of educational involvement. The mothers' behavioural involvement positively mediated the SES-WM updating association, whereas a negative mediation was observed for the mothers' intellectual involvement. The fathers' educational involvement did not play a significant mediating role. These results might inform interventions targeting educational involvement for enhancing the cognitive development of children from low SES families.
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Affiliation(s)
- Xin Zhao
- Behavior Rehabilitation Training Research Institution, School of Psychology, Northwest Normal University, 967 East Anning Road, Lanzhou, 730070, China
| | - Wenjing Cao
- Behavior Rehabilitation Training Research Institution, School of Psychology, Northwest Normal University, 967 East Anning Road, Lanzhou, 730070, China
| | - Joseph H R Maes
- Donders Institute for Brain, Cognition and Behaviour, Centre for Cognition, Radboud University, P.O. Box 9104, Nijmegen, 6500 HE, The Netherlands
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14
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Aoki S, Nagatani F, Kagitani-Shimono K, Ohno Y, Taniike M, Mohri I. Examining normative values using the Cambridge neuropsychological test automated battery and developmental traits of executive functions among elementary school-aged children in Japan. Front Psychol 2023; 14:1141628. [PMID: 37663362 PMCID: PMC10469330 DOI: 10.3389/fpsyg.2023.1141628] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/10/2023] [Accepted: 07/20/2023] [Indexed: 09/05/2023] Open
Abstract
The Cambridge Neuropsychological Test Automated Battery (CANTAB) is a computerized and child-friendly neuropsychological assessment battery that includes subtests aimed at evaluating some aspects of executive functions. Using the CANTAB, this study aims to establish normative values based on the aspects of executive functions among school-aged children in Japan. The participants included 234 children (135 boys and 99 girls aged 6-12 years) enrolled in regular classes, without any clinical records of developmental disorders or educational support. The participants were grouped according to age (6-7, 8-9, and 10-12 years). Four CANTAB subtests, including spatial working memory (SWM) to assess spatial working memory, Stockings of Cambridge (SOC) to evaluate planning, intra/extradimensional set shift (IED) to evaluate attentional set shifting and flexibility, and stop signal task (SST) to evaluate inhibition, were administered to each participant. The results showed that performance in all the CANTAB subtests administered changed with age. Among the subtests, compared with performances in the SOC and IED, those in the SWM and SST improved earlier, thereby indicating that spatial working memory and inhibition develop earlier than planning as well as attentional set shifting and flexibility. Additionally, in the SST subtest, girls made fewer errors than boys did in the 6-7 years group. This study presents normative data of four CANTAB subtests according to age and sex among school-aged children in Japan. We expect that the findings will be used to develop effective tools for the early detection of and support for children with executive dysfunction.
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Affiliation(s)
- Sho Aoki
- Department of Child Development, United Graduate School of Child Development, Osaka University, Osaka, Japan
| | - Fumiyo Nagatani
- Molecular Research Center for Children's Mental Development, United Graduate School of Child Development, Osaka University, Osaka, Japan
| | - Kuriko Kagitani-Shimono
- Department of Child Development, United Graduate School of Child Development, Osaka University, Osaka, Japan
- Molecular Research Center for Children's Mental Development, United Graduate School of Child Development, Osaka University, Osaka, Japan
- Department of Pediatrics, Osaka University Graduate School of Medicine, Osaka, Japan
| | - Yuko Ohno
- Department of Health Sciences, Osaka University Graduate School of Medicine, Osaka, Japan
| | - Masako Taniike
- Department of Child Development, United Graduate School of Child Development, Osaka University, Osaka, Japan
- Molecular Research Center for Children's Mental Development, United Graduate School of Child Development, Osaka University, Osaka, Japan
- Department of Pediatrics, Osaka University Graduate School of Medicine, Osaka, Japan
| | - Ikuko Mohri
- Department of Child Development, United Graduate School of Child Development, Osaka University, Osaka, Japan
- Molecular Research Center for Children's Mental Development, United Graduate School of Child Development, Osaka University, Osaka, Japan
- Department of Pediatrics, Osaka University Graduate School of Medicine, Osaka, Japan
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15
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Lean RE, Gerstein ED, Smyser TA, Smyser CD, Rogers CE. Socioeconomic disadvantage and parental mood/affective problems links negative parenting and executive dysfunction in children born very preterm. Dev Psychopathol 2023; 35:1092-1107. [PMID: 34725016 PMCID: PMC9058043 DOI: 10.1017/s0954579421000961] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
Poverty increases the risk of poorer executive function (EF) in children born full-term (FT). Stressors associated with poverty, including variability in parenting behavior, may explain links between poverty and poorer EF, but this remains unclear for children born very preterm (VPT). We examine socioeconomic and parental psychosocial adversity on parenting behavior, and whether these factors independently or jointly influence EF in children born VPT. At age five years, 154 children (VPT = 88, FT = 66) completed parent-child interaction and EF tasks. Parental sensitivity, intrusiveness, cognitive stimulation, and positive and negative regard were coded with the Parent-Child Interaction Rating Scale. Socioeconomic adversity spanned maternal demographic stressors, Income-to-Needs ratio, and Area Deprivation Index. Parents completed measures of depression, anxiety, inattention/hyperactivity, parenting stress, and social-communication interaction (SCI) problems. Parental SCI problems were associated with parenting behavior in parents of children born VPT, whereas socioeconomic adversity was significant in parents of FT children. Negative parenting behaviors, but not positive parenting behaviors, were related to child EF. This association was explained by parental depression/anxiety symptoms and socioeconomic adversity. Results persisted after adjustment for parent and child IQ. Findings may inform research on dyadic interventions that embed treatment for parental mood/affective symptoms and SCI problems to improve childhood EF.
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Affiliation(s)
- Rachel E Lean
- Psychiatry, Washington University School of Medicine, St. Louis, USA
| | - Emily D Gerstein
- Psychological Sciences, University Missouri-St. Louis, St. Louis, USA
| | - Tara A Smyser
- Psychiatry, Washington University School of Medicine, St. Louis, USA
| | - Christopher D Smyser
- Neurology, Washington University School of Medicine, St. Louis, USA
- Radiology, Washington University School of Medicine, St. Louis, USA
- Pediatrics, Washington University School of Medicine, St. Louis, USA
| | - Cynthia E Rogers
- Psychiatry, Washington University School of Medicine, St. Louis, USA
- Pediatrics, Washington University School of Medicine, St. Louis, USA
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16
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Edgar EV, Eschman B, Todd JT, Testa K, Ramirez B, Bahrick LE. The effects of socioeconomic status on working memory in childhood are partially mediated by intersensory processing of audiovisual events in infancy. Infant Behav Dev 2023; 72:101844. [PMID: 37271061 PMCID: PMC10527496 DOI: 10.1016/j.infbeh.2023.101844] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/15/2022] [Revised: 04/26/2023] [Accepted: 05/19/2023] [Indexed: 06/06/2023]
Abstract
Socioeconomic status (SES) is a well-established predictor of individual differences in childhood language and cognitive functioning, including executive functions such as working memory. In infancy, intersensory processing-selectively attending to properties of events that are redundantly specified across the senses at the expense of non-redundant, irrelevant properties-also predicts language development. Our recent research demonstrates that individual differences in intersensory processing in infancy predict a variety of language outcomes in childhood, even after controlling for SES. However, relations among intersensory processing and cognitive outcomes such as working memory have not yet been investigated. Thus, the present study examines relations between intersensory processing in infancy and working memory in early childhood, and the role of SES in this relation. Children (N = 101) received the Multisensory Attention Assessment Protocol at 12-months to assess intersensory processing (face-voice and object-sound matching) and received the WPPSI at 36-months to assess working memory. SES was indexed by maternal education, paternal education, and income. A variety of novel findings emerged. 1) Individual differences in intersensory processing at 12-months predicted working memory at 36-months of age even after controlling for SES. 2) Individual differences in SES predicted intersensory processing at 12-months of age. 3) The well-established relation between SES and working memory was partially mediated by intersensory processing. Children from families of higher-SES have better intersensory processing skills at 12-months and this combination of factors predicts greater working memory two years later at 36-months. Together these findings reveal the role of intersensory processing in cognitive functioning.
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Affiliation(s)
- Elizabeth V Edgar
- Yale Child Study Center, Yale University School of Medicine, United States.
| | - Bret Eschman
- Department of Psychology, University of Tennessee at Chattanooga, United States
| | | | - Kaitlyn Testa
- Department of Psychology, Florida International University, United States
| | - Bethany Ramirez
- Department of Psychology, Florida International University, United States
| | - Lorraine E Bahrick
- Department of Psychology, Florida International University, United States.
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17
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Walkup TN, Winburn AP, Stock M. Antemortem tooth loss as a biomarker of poverty: Dental evidence of "weathering" in a contemporary U.S. skeletal sample. Forensic Sci Int Synerg 2023; 6:100333. [PMID: 37313393 PMCID: PMC10258239 DOI: 10.1016/j.fsisyn.2023.100333] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/22/2022] [Revised: 05/03/2023] [Accepted: 05/05/2023] [Indexed: 06/15/2023]
Abstract
In societies where resources are unequally distributed, structural inequities can be physically embodied over lifetimes. Lived experiences including racism, sexism, classism, and poverty can lead to chronic stress that prematurely ages body systems. This study tests the hypothesis that members of structurally vulnerable groups will exhibit premature aging in the form of antemortem tooth loss (AMTL). Analyzing Black, Indigenous, and People of Color (BIPOC) and white skeletal donors from the University of Tennessee, we predict that individuals from structurally vulnerable groups will exhibit more AMTL than individuals with more social privilege. We find some evidence for increased AMTL in BIPOC individuals, but significantly more AMTL in low-socioeconomic-status white individuals than either BIPOC or high-SES white individuals. We maintain that high rates of AMTL provide evidence of embodied consequences of social policies and utilize the violence continuum to theorize the ways in which poverty and inequity are normalized in U.S. society.
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Affiliation(s)
- Taylor Nicole Walkup
- University of Tennessee Department of Anthropology, 1621 Cumberland Avenue Strong Hall, Knoxville, TN, 37996, USA
| | - Allysha Powanda Winburn
- University of West Florida Department of Anthropology, 11000 University Parkway Building 13, Pensacola, FL, 32514, USA
| | - Michala Stock
- Metroplitan State University of Denver Department of Sociology and Anthropology, Campus Box 28, P.O. Box 173362, Denver, CO, 80217, USA
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18
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Kotowicz J, Woll B, Herman R. Executive Function in Deaf Native Signing Children. JOURNAL OF DEAF STUDIES AND DEAF EDUCATION 2023:7152319. [PMID: 37141625 DOI: 10.1093/deafed/enad011] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/22/2022] [Revised: 03/31/2023] [Accepted: 04/05/2023] [Indexed: 05/06/2023]
Abstract
The aim of this study is twofold: To examine if deafness is invariably associated with deficits in executive function (EF) and to investigate the relationship between sign language proficiency and EF in deaf children of deaf parents with early exposure to a sign language. It is also the first study of EF in children acquiring Polish Sign Language. Even though the mothers of the deaf children (N = 20) had lower levels of education compared with the mothers of a hearing control group, the children performed similarly to their hearing peers (N = 20) on a variety of EF task-based assessments. Only in the Go/No-go task were weaker inhibition skills observed in younger deaf children (6-9 years) compared with hearing peers, and this difference was not seen in older children (10-12 years). Hence, deafness does not necessarily impair EF; however, attentional and inhibition abilities may be acquired via a different route in deaf children. Sign language receptive skills predicted EF in deaf children. In conclusion, we highlight the importance of deaf parenting building the scaffolding for EF in deaf children.
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Affiliation(s)
- Justyna Kotowicz
- Section for Sign Linguistics, Faculty of Polish Studies, University of Warsaw, Poland
| | - Bencie Woll
- Division of Psychology and Language Sciences, University College London, UK
| | - Rosalind Herman
- Department of Language and Communication Science, City, University of London, UK
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19
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Kim SA, Kasari C. Working memory of school-aged children on the autism spectrum: Predictors for longitudinal growth. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2023; 27:13623613231165599. [PMID: 37086016 PMCID: PMC10576902 DOI: 10.1177/13623613231165599] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/23/2023]
Abstract
LAY ABSTRACT Working memory is an important skill for school success, and it involves holding information in our memory while using it to solve complex problems at the same time. Autistic children often have difficulty with working memory. Because working memory development can be easily influenced by many factors from a young age, it is important to find factors that help with autistic children's development. This study tested the factors that are related to autistic children's working memory when they start kindergarten and the factors that can help with rapid improvement throughout their elementary school. We used a nationally representative data set that followed the same group of children from kindergarten to fifth grade. We found that autistic students from backgrounds with more resources and students with advanced learning approaches such as being organized, being excited to learn, and paying careful attention to their work, started school with strong working memory. Autistic students with advanced learning approaches continued to make rapid improvements during the first 3 years, and then their growth slowed down during the last 3 years. Autistic students who had a good relationship with their teachers made rapid improvements during the last 3 years of their elementary school. In addition, autistic children who struggled with working memory upon school entry were more likely to receive special education services at school. These findings suggest that we need effective ways to teach young autistic children important learning-related behaviors from a very young age through the school system, and teachers must prioritize building positive relationships with their students.
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Fendinger NJ, Dietze P, Knowles ED. Beyond cognitive deficits: how social class shapes social cognition. Trends Cogn Sci 2023; 27:528-538. [PMID: 37031013 DOI: 10.1016/j.tics.2023.03.004] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/10/2023] [Revised: 03/09/2023] [Accepted: 03/14/2023] [Indexed: 04/10/2023]
Abstract
Lower social class is thought to contribute to poorer executive functioning and working memory. Nevertheless, lower social class individuals consistently outperform their higher-class counterparts on social cognitive tasks that rely on similar underlying cognitive processes (e.g., working memory and executive functioning). Why would lower social class inhibit such processes in one domain, but promote them in another? We argue that features of lower-class communities (e.g., resource scarcity) promote social cognition via cultural processes. We then argue that social cognition involves partially unique task and neural demands that are separate from nonsocial cognition. We conclude that unique task and neural demands, together with the distinctive cognitive proclivities of lower- and higher-class cultures, can explain variable associations between social class and cognitive functioning.
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Affiliation(s)
| | - Pia Dietze
- University of California Irvine, Department of Psychological Science, Irvine, CA 92697, USA
| | - Eric D Knowles
- New York University, Department of Psychology, New York, NY 10003, USA
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Working memory training improves children's syntactic ability but not vice versa: A randomized control trial. J Exp Child Psychol 2023; 227:105593. [PMID: 36521202 DOI: 10.1016/j.jecp.2022.105593] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/27/2022] [Revised: 09/20/2022] [Accepted: 11/08/2022] [Indexed: 12/15/2022]
Abstract
We tested several hypotheses about the relation between syntax and working memory (WM). In a pretest/posttest randomized control trial, 104 native Cuban Spanish-speaking children (Mage = 7 years 2 months; 54 girls) took part in syntax training in their first language, syntax training in their second language, WM training, or no training (control). Compared with the control, children in the training conditions showed cognitive transfer from WM to syntax but not from syntax to WM. The result was most striking in the case of their first language, where WM training was as effective as language training in boosting syntactic performance. As well as establishing cognitive transfer at the group level, we also found that individual differences in WM performance, both at baseline and in training, predicted the extent to which children's syntax improved. The directionality of transfer, the group-level and individual-level results, established in the context of a randomized control design, all point to a strong causal role for domain-general cognition in the processes of language acquisition.
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Socio-economic Status Exceeds Executive Function as a Central Role Player in Academic Achievement of Grade 7 Primary School Boys and Girls: the NW-CHILD Study. TRENDS IN PSYCHOLOGY 2023. [DOI: 10.1007/s43076-022-00252-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/24/2023]
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23
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Do Neighborhood Resources Mitigate Family Risk to Preschool Children's Executive Function Skills Growth? PREVENTION SCIENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR PREVENTION RESEARCH 2023; 24:115-125. [PMID: 36602714 DOI: 10.1007/s11121-022-01480-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/14/2022] [Indexed: 01/06/2023]
Abstract
Despite previous studies showing that children's development of executive function (EF) skills is associated with the differing contexts in which children live, evidence about the independent and synergistic effects of families and neighborhoods is limited. Using a sample from a two-cohort longitudinal study of preschoolers from low-income families, we examined whether residential neighborhood resources (measured with the Child Opportunity Index (COI)) moderated the relationship between family cumulative risk and the growth trajectory of children's EF skills. Results from conditional growth curve models indicate family cumulative risk was negatively related to baseline EF skills and the rate of EF skill growth. In contrast, the overall COI and the COI social and economic domain z-score were positively associated with the initial, but not linear, growth of EF skills. We found no evidence of moderator effects. Policies that aim to better target and support the most vulnerable children should consider the unique contribution of family risks and neighborhood resources to child development.
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24
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Nouri A, Panjeh S, Cogo-Moreira H, Pompeia S. Factors that influence morningness-eveningness and daytime sleepiness: A cross-cultural comparison of Iranian and Brazilian adolescents. Chronobiol Int 2022; 40:162-173. [PMID: 36530145 DOI: 10.1080/07420528.2022.2157735] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/23/2022]
Abstract
As adolescents get older, they become more evening oriented and, because they are usually expected to wake early to attend school, they often present daytime sleepiness, which is associated with negative outcomes. It is still unclear if this is similar cross-culturally. Here, we studied morningness-eveningness and daytime sleepiness in early adolescence from two different developing nations (Brazil and Iran). A total sample of 697 Iranian and Brazilian early adolescents (9- to 15-year-old; 358 boys) from Tehran, Iran, and São Paulo, Brazil, varying in age and parental schooling (a proxy of socioeconomic status: SES) completed the Morningness-Eveningness Scale for Children (MESC) and the Pediatric Daytime Sleepiness Scale (PDSS) and reported their total sleep time on school nights. They also filled in the Pubertal Developmental Scale to determine their pubertal status. A negligible cross-cultural difference in morningness-eveningness was found, indicating that Brazilians showed a slight circadian-phase delay compared with Iranians throughout all tested ages. There was also seen a very slight increase in phase delay as early adolescents aged, indicative of more eveningness. However, there were no country differences in daytime sleepiness once total sleep time during school nights was controlled for, which was the only factor that affects PDSS scores.
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Affiliation(s)
- Ali Nouri
- Division of Curriculum and Pedagogy, Department of Education Studies, Faculty of Humanities, Malayer University, Malayer, Iran
| | - Sareh Panjeh
- Department of Psychiatry, Universidade Federal de São Paulo (UNIFESP), São Paulo, Brazil
| | - Hugo Cogo-Moreira
- Department of Education, ICT and Learning, Østfold University College, Østfold, Norway
| | - Sabine Pompeia
- Department of Psychobiology, Universidade Federal de São Paulo (UNIFESP), São Paulo, Brazil
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25
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Diercks CM, Gunther KE, Teti DM, Lunkenheimer E. Ecological validity in measuring parents' executive function. CHILD DEVELOPMENT PERSPECTIVES 2022; 16:208-214. [PMID: 36590076 PMCID: PMC9799100 DOI: 10.1111/cdep.12464] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/05/2023]
Abstract
Parents' executive functions (EFs), or cognitive skills facilitating thought and behavior management, are meaningful correlates of parenting behavior. EFs are theorized to support parents in inhibiting reactive responses, managing information during parent-child interactions, and adapting to novel developmental demands. Less effective EFs associate with risk for harsh parenting and physical abuse, underscoring the importance of research on parental EFs in promoting healthy child development. Yet, despite the strong theory, findings are mixed and reveal only modest effect sizes in relations between EFs and parenting. One explanation may be a lack of ecological validity in measuring parental EFs. Traditional measures of adult EFs have been used, but these are decontextualized and do not reflect the cognitively and emotionally demanding nature of parenting. In this article, we argue that new and adapted measures are needed. We discuss the role of EFs in parenting, review measurement, and offer suggestions for improvements in ecological validity.
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Affiliation(s)
- Catherine M. Diercks
- Department of Psychology, The Pennsylvania State University, University Park, Pennsylvania, USA
| | - Kelley E. Gunther
- Department of Psychology, The Pennsylvania State University, University Park, Pennsylvania, USA
| | - Douglas M. Teti
- Department of Human Development and Family Studies, The Pennsylvania State University, University Park, Pennsylvania, USA
| | - Erika Lunkenheimer
- Department of Psychology, The Pennsylvania State University, University Park, Pennsylvania, USA
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Segura IA, Panjeh S, Cogo-Moreira H, Nouri A, Miranda MC, Esmaeili F, Seyedi H, Pompéia S. Fractionation of executive functions in adolescents from Iran: invariance across age and socioeconomic status. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03974-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/04/2022]
Abstract
AbstractExecutive functions (EFs) are cognitive skills that regulate thoughts and behavior. The seminal EF unity and diversity theoretical framework proposes the existence of three correlated EF latent domains (inhibition, updating, and switching) that become distinguishable from a certain moment during adolescence, but it is unclear how age and socioeconomic status (SES) affect these abilities. Here, we assessed 407 9-15-year-old Iranians of variable SES using an open-access battery of executive function tests that includes two tasks of each EF domain and allows for sociocultural adaptations regarding language and stimuli. Various EF model configurations proposed in the literature were tested (one, two and three EF latent factor, nested and bifactor-S-1 models) using confirmatory factor analyses. In addition, to explore the unbiased effects of age and SES, we performed invariance testing (across age and SES) using multiple indicators multiple causes (MIMIC) model to the best fitting model solution. The three-correlated EF factor model had the best fit and was mostly invariant across age and SES, with all three EF latent traits improving with age, while SES exerted only minimal positive effects on shifting and updating. We concluded that the three separable EF domains, found in adults and adolescents of other ages from different populations, can already be detected from the beginning of adolescence when culturally and psychometrically appropriate EF tasks are used. Additionally, these abilities continue to improve with age and are little affected by SES, suggesting that the unity and diversity framework is useful to study the cross-country generality of EF development.
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27
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Zhao X, Zheng Q, Maes JHR. Educational mobility and older adults' working memory updating ability: association and role of resilience. Aging Ment Health 2022:1-8. [PMID: 36325945 DOI: 10.1080/13607863.2022.2141194] [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] [Indexed: 11/05/2022]
Abstract
OBJECTIVE Previous research revealed that a low childhood socioeconomic status, including low parental education, correlates with impaired executive functioning. However, there is a lack of research on the association of working memory updating (WMU) ability, which is one of the major components of executive functioning, and of resilience with educational mobility. The purpose of the present two studies was to further examine these associations. METHOD In Study 1, 180, 60-88-year old adults with different levels of educational mobility performed a WMU task. In Study 2, 130, 60-89-year old adults that had experienced different levels of upward educational mobility completed a WMU task and a resilience questionnaire. RESULTS Study 1 revealed that extent of educational mobility was significantly positively associated with WMU ability. Study 2 revealed significant positive associations among extent of educational mobility, resilience, and WMU task performance. CONCLUSION The results were discussed in terms of possible causal relations between the variables and implications for interventions that aim to enhance upward educational mobility and cognitive functioning in late adulthood.
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Affiliation(s)
- Xin Zhao
- School of Psychology, Northwest Normal University, Lanzhou, China
| | - Qiaoping Zheng
- School of Psychology, Northwest Normal University, Lanzhou, China
| | - Joseph H R Maes
- Donders Institute for Brain, Cognition and Behaviour, Centre for Cognition, Radboud University, Nijmegen, The Netherlands
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Singh M, Skippen P, He J, Thomson P, Fuelscher I, Caeyenberghs K, Anderson V, Nicholson JM, Hyde C, Silk TJ. Longitudinal developmental trajectories of inhibition and white-matter maturation of the fronto-basal-ganglia circuits. Dev Cogn Neurosci 2022; 58:101171. [PMID: 36372005 PMCID: PMC9660590 DOI: 10.1016/j.dcn.2022.101171] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/30/2022] [Revised: 10/06/2022] [Accepted: 10/29/2022] [Indexed: 01/13/2023] Open
Abstract
Response inhibition refers to the cancelling of planned (or restraining of ongoing) actions and is required in much of our everyday life. Response inhibition appears to improve dramatically in early development and plateau in adolescence. The fronto-basal-ganglia network has long been shown to predict individual differences in the ability to enact response inhibition. In the current study, we examined whether developmental trajectories of fiber-specific white matter properties of the fronto-basal-ganglia network was predictive of parallel developmental trajectories of response inhibition. 138 children aged 9-14 completed the stop-signal task (SST). A subsample of 73 children underwent high-angular resolution diffusion MRI data for up to three time points. Performance on the SST was assessed using a parametric race modelling approach. White matter organization of the fronto-basal-ganglia circuit was estimated using fixel-based analysis. Contrary to predictions, we did not find any significant associations between maturational trajectories of fronto-basal-ganglia white matter and developmental improvements in SST performance. Findings suggest that the development of white matter organization of the fronto-basal-ganglia and development of stopping performance follow distinct maturational trajectories.
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Affiliation(s)
- Mervyn Singh
- Cognitive Neuroscience Unit, School of Psychology, Deakin University, Geelong, Victoria, Australia; Centre for Social and Early Emotional Development, Deakin University, Geelong, Victoria, Australia.
| | - Patrick Skippen
- Neuroscience Research Australia, Randwick, NSW 2031, Australia
| | - Jason He
- Department of Forensic and Neurodevelopmental Sciences, Sackler Institute for Translational Neurodevelopment, Institute of Psychiatry, Psychology, and Neuroscience, King's College London, London, UK
| | - Phoebe Thomson
- Developmental Imaging, Murdoch Children's Research Institute, Melbourne, Victoria, Australia; Department of Paediatrics, University of Melbourne, Melbourne, Victoria, Australia
| | - Ian Fuelscher
- Cognitive Neuroscience Unit, School of Psychology, Deakin University, Geelong, Victoria, Australia; Centre for Social and Early Emotional Development, Deakin University, Geelong, Victoria, Australia
| | - Karen Caeyenberghs
- Cognitive Neuroscience Unit, School of Psychology, Deakin University, Geelong, Victoria, Australia; Centre for Social and Early Emotional Development, Deakin University, Geelong, Victoria, Australia
| | - Vicki Anderson
- Developmental Imaging, Murdoch Children's Research Institute, Melbourne, Victoria, Australia; Department of Paediatrics, University of Melbourne, Melbourne, Victoria, Australia; The Royal Children's Hospital, Melbourne, Australia
| | - Jan M Nicholson
- Judith Lumley Centre, La Trobe University, Melbourne, Australia
| | - Christian Hyde
- Cognitive Neuroscience Unit, School of Psychology, Deakin University, Geelong, Victoria, Australia; Centre for Social and Early Emotional Development, Deakin University, Geelong, Victoria, Australia
| | - Timothy J Silk
- Cognitive Neuroscience Unit, School of Psychology, Deakin University, Geelong, Victoria, Australia; Centre for Social and Early Emotional Development, Deakin University, Geelong, Victoria, Australia; Developmental Imaging, Murdoch Children's Research Institute, Melbourne, Victoria, Australia
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29
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Poon K, Ho MS, Chou KL. Executive functions as mediators between socioeconomic status and academic performance in Chinese school-aged children ☆. Heliyon 2022; 8:e11121. [PMID: 36339996 PMCID: PMC9626878 DOI: 10.1016/j.heliyon.2022.e11121] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/08/2022] [Revised: 06/09/2022] [Accepted: 10/12/2022] [Indexed: 11/06/2022] Open
Abstract
Background It is well-documented that socioeconomic status (SES) and academic performance in school-aged children are closely related. However, little is known about how the three core executive functions (EFs), inhibition, working memory, and cognitive flexibility, mediate the association between the two. Moreover, most previous studies examined SES disparities in Western countries, how such disparities in EF and academic performance manifest in the Chinese context, where a distinctive EF profile and learning experience are observed, remains uncertain. The current study explored: (1) the mediating effects of the three core EFs in the association between SES and academic performance; and (2) the differences in EF and academic performance in three core subjects between Chinese children who are below and above the poverty line. Methods Of the 385 students sampled, 205 are in the low-SES group and 180 are in the middle-high SES group. Results A structural equation model showed that the SES-academic performance relationship was fully mediated by cognitive flexibility and working memory but not inhibition. Working memory was a much stronger mediator than cognitive flexibility, suggesting that working memory may correlate with childhood SES and academic performance in Chinese children. An analysis of covariance suggested that compared to the middle-high SES group, the low-SES group demonstrated poorer working memory and academic performance in all three subjects after controlling for age and IQ. Interestingly, children with low-SES were found to have better cognitive flexibility than children with middle-high SES. Conclusions These findings suggest that interventions targeting working memory may be an important area to improve children's academic performance. This study examined (1) the mediating effects of executive function in the association between socioeconomic status and academic performance; and (2) the differences in executive function and academic performance in three core subjects between Chinese children who are below and above the poverty line. Both socioeconomic status groups exhibited differences in cognitive flexibility, working memory, and academic performance in all three core subjects. The socioeconomic status-achievement relationship was mediated by cognitive flexibility and working memory but not inhibition. Working memory was a stronger mediator than cognitive flexibility in explaining academic performance.
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Affiliation(s)
- Kean Poon
- School of Education, University of New South Wales, Sydney, Australia,Department of Special Education and Counselling, The Education University of Hong Kong, Hong Kong,Corresponding author.
| | - Mimi S.H. Ho
- Department of Special Education and Counselling, The Education University of Hong Kong, Hong Kong
| | - Kee-Lee Chou
- Department of Asian and Policy Studies, The Education University of Hong Kong, Hong Kong
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Medrano J, Crnosija N, Prather RW, Payne-Sturges D. Bridging the environment and neurodevelopment for children's health: Associations between real-time air pollutant exposures and cognitive outcomes. Front Psychol 2022; 13:933327. [PMID: 36329746 PMCID: PMC9623017 DOI: 10.3389/fpsyg.2022.933327] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/30/2022] [Accepted: 09/28/2022] [Indexed: 11/29/2023] Open
Abstract
Research suggests that children's exposure to pollutants may impact their neurocognitive development. While researchers have found associations between air pollutants and cognitive development, these associations remain underspecified. Further, these exposures occur in the context of the built environment and may be exacerbated by local social vulnerability; in this context, individuals may experience a suite of socioenvironmental stressors that lead to increased cumulative risk exposure. In this pilot study, we tested whether real-time-measured personal exposure to PM2.5 relates to children's executive function and mathematical skills, outcomes that may predict later mathematical performance, general academic performance and even employment outcomes. We recruited 30 families to participate in two rounds in Winter 2020 and Summer 2021. We collected children's demographic data, as well as data about their living environment. In each round, children carried a small device that collected real-time ambient air pollution data for 3 days; parents logged their children's activities each day. On the last day, children completed cognitive assessments indexing their working memory (n-back), inhibitory control (Go/No-Go), nonsymbolic math skills (dot comparison), and arithmetic skills (equation verification). Overall, 29 participants had pollutant readings from both rounds, and 21 had a full dataset. Nonparametric statistical analysis revealed no significant differences in ambient air pollution and cognitive performance over time, Spearman's rho correlation assessment found that PM2.5 was not significantly correlated with cognitive outcomes in R1 and R2. However, the correlations suggested that an increase in PM2.5 was associated with worse working memory, inhibitory control, nonsymbolic skills, and arithmetic skills, at least in R1. We used each participant's zip code-aggregated Social Vulnerability Index, which range from 0 to 1, with higher numbers indicating more social vulnerability. Wilcoxon Rank-Sum tests indicated that participants living in higher SVI zip codes (≥0.70; n = 15) were not significantly different from those living in lower SVI zip codes (<0.70; n = 14), in terms of their PM2.5 exposures and cognitive performance in each round. We also found that socioeconomic characteristics mattered, such that children whose parent (s) had at least a Master's degree or earned more than $100,000 a year had lower PM2.5 exposures than children in the other end.
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Affiliation(s)
- Josh Medrano
- Department of Human Development and Quantitative Methodology, University of Maryland, College Park, MD, United States
| | - Natalie Crnosija
- Maryland Institute for Applied Environmental Health, School of Public Health, University of Maryland, College Park, MD, United States
| | - Richard W Prather
- Department of Human Development and Quantitative Methodology, University of Maryland, College Park, MD, United States
| | - Devon Payne-Sturges
- Maryland Institute for Applied Environmental Health, School of Public Health, University of Maryland, College Park, MD, United States
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Reynolds A, Greenfield EA, Moorman S, Reyes L. Race, Childhood Socioeconomic Status, and Region of Childhood Residence as Intersectional Life Course Predictors of Cognitive Aging in the U.S. Innov Aging 2022; 6:igac020. [PMID: 35663274 PMCID: PMC9154061 DOI: 10.1093/geroni/igac020] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/15/2021] [Indexed: 11/15/2022] Open
Abstract
Abstract
Background and Objectives
Race, childhood socioeconomic status (cSES), and region of childhood residence are each associated with later life cognition, but no studies have examined how the confluence of these factors influence later life cognitive performance. Guided by intersectionality theory, we examined individuals’ social positionality across these dimensions as a predictor of cognitive performance in later life among non-Hispanic White (NHW) and Black (NHB) older adults.
Research Design and Methods
We used data from the 2010-2016 waves of the Health and Retirement Study (HRS) with participants ages 65 and older in 2010. We employed growth curve modeling to estimate associations among race, cSES and region of childhood residence, as well as their interactions, and cognitive performance at baseline and over time.
Results
Identifying as NHB, residing in the South, and having lower cSES each were associated with poorer later life cognition at baseline. Childhood residence in the South was an especially strong risk factor for poorer cognition among NHBs. Among NHWs, higher cSES was associated with better baseline cognitive performance, especially among those from the South. NHBs from the South demonstrated a small advantage of higher cSES, but regardless of cSES, NHBs from the South had lower levels of baseline cognitive scores compared to all other subgroups. We found that Southern childhood residence predicted faster rates of change in over a 6-year period.
Discussion and Implications
Our findings suggest that intersectional social positions across race, cSES, and region of childhood residence primarily influence baseline cognition in later life. Results implicate the importance of attention to multiple social positions in the context of racism within social policies and other initiatives to promote equity in life course brain health.
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Affiliation(s)
- Addam Reynolds
- Address correspondence to: Addam Reynolds, MSW, School of Social Work, Rutgers, the State University of New Jersey, 390 George Street, Room 609, New Brunswick, NJ 08901, USA. E-mail:
| | - Emily A Greenfield
- School of Social Work, Rutgers, the State University of New Jersey, New Brunswick, New Jersey, USA
| | - Sara Moorman
- Department of Sociology, Boston College, Chestnut Hill, Massachusetts, USA
| | - Laurent Reyes
- School of Social Welfare, University of California, Berkeley, Berkeley, California, USA
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Mousavi SZ, Farhadi N, Gharibzadeh S. Socioeconomic Status and Childhood Executive Function: Differing Conceptualizations, Diverse Assessments, and Decontextualized Investigations. Integr Psychol Behav Sci 2022:10.1007/s12124-022-09680-w. [PMID: 35260946 DOI: 10.1007/s12124-022-09680-w] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/12/2022] [Indexed: 11/05/2022]
Abstract
Developing the ability to regulate actions, thoughts, and emotions is necessary for successfully engaging in goal-directed activities, which form the essence of success in many life situations. In this regard, executive function (EF), as an aspect of these top-down control processes, has been the subject of inquiry in many developmental studies aiming to identify its link with various other aspects of a child's life, including family socioeconomic status (SES). This article presents a critical look at the association between family SES and childhood EF by reviewing studies that provide contrasting perspectives compared to the generally reported positive correlation between these two constructs. We first address the various aspects of assessing SES and childhood EF, emphasizing their multifaceted nature. Next, we discuss the interplays between different components of these two constructs, especially as it unfolds in various cultural contexts. Finally, we conclude by discussing mainly neglected lines of research that could further improve our understanding of the extent of socioeconomic impacts on child development, specifically regarding executive function. Considering these lines of research is a necessary step to a more accurate analysis of the link between socioeconomic factors and childhood executive function.
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Affiliation(s)
- Seyyedeh Zeinab Mousavi
- Institute for Cognitive and Brain Sciences, Shahid Beheshti University, Daneshjou Boulevard, Tehran, Iran.
| | - Nazanin Farhadi
- Institute for Cognitive and Brain Sciences, Shahid Beheshti University, Daneshjou Boulevard, Tehran, Iran
| | - Shahriar Gharibzadeh
- Institute for Cognitive and Brain Sciences, Shahid Beheshti University, Daneshjou Boulevard, Tehran, Iran
- Basir eye health research center, Sheibani alley, North Jamalzadeh Street, Tehran, Iran
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Parent- and Adolescent-reported Executive Functioning in the Context of Randomized Controlled Trials of Online Family Problem-Solving Therapy. J Int Neuropsychol Soc 2022; 28:123-129. [PMID: 33896436 DOI: 10.1017/s1355617721000308] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/07/2023]
Abstract
OBJECTIVE We examined parent- and adolescent-reported executive functioning (EF) behaviors following pediatric traumatic brain injury (TBI) in the context of Online Family Problem-Solving Therapy (OFPST) and moderators of change in EF behaviors. METHOD In total, 274 families were randomized to OFPST or an internet resource comparison group. Parents and adolescents completed the Behavior Rating Inventory of Executive Function at four time points. Mixed models were used to examine EF behaviors, assessing the effects of visit, treatment group, rater, TBI severity, age, socioeconomic status, and family functioning. RESULTS Parents rated their adolescents' EF as poorer (F(3,1156) = 220.15, p < .001; M = 58.11, SE = 0.73) than adolescents rated themselves (M = 51.81, SE = 0.73). Across raters, EF behaviors were poorer for adolescents whose parents had less education (F(3,1156) = 8.60, p = .003; M = 56.76, SE = 0.98) than for those with more education (M = 53.16, SE = 0.88). Age at baseline interacted with visit (F(3,1156) = 5.05, p = .002), such that families of older adolescents reported improvement in EF behaviors over time. Family functioning also interacted with visit (F(3, 1156) = 2.61, p = .049), indicating more improvement in EF behaviors over time in higher functioning families. There were no effects of treatment or TBI severity. CONCLUSION We identified a discrepancy between parent- and adolescent-reported EF, suggesting reduced awareness of deficits in adolescents with TBI. We also found that poorer family functioning and younger age were associated with poorer recovery after TBI, whereas adolescents of parents with less education were reported as having greater EF deficits across time points.
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Mbewe EG, Kabundula PP, Mwanza-Kabaghe S, Buda A, Adams HR, Schneider C, Potchen MJ, Mweemba M, Mathews M, Menon JA, Wang B, Baseler T, Paciorkowski A, Birbeck GL, Bearden DR. Socioeconomic Status and Cognitive Function in Children With HIV: Evidence From the HIV-Associated Neurocognitive Disorders in Zambia (HANDZ) Study. J Acquir Immune Defic Syndr 2022; 89:56-63. [PMID: 34878435 PMCID: PMC8794014 DOI: 10.1097/qai.0000000000002825] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/07/2021] [Accepted: 09/20/2021] [Indexed: 01/03/2023]
Abstract
BACKGROUND Multiple previous studies have identified a detrimental effect of pediatric HIV on cognitive function. Socioeconomic status (SES) is one of the strongest predictors of cognitive performance and may affect the relationship between HIV and cognition. METHODS As part of the ongoing HIV-Associated Neurocognitive Disorders in Zambia (HANDZ) study, a prospective cohort study, we recruited 208 participants with HIV and 208 HIV-exposed uninfected controls, all aged 8-17 years. A standardized questionnaire was administered to assess SES, and all participants had comprehensive neuropsychological testing. An NPZ8 score was derived as a summary measure of cognitive function. Logistic regression and linear regression were used to model the relationship between SES and cognitive function, and mediation analysis was used to identify specific pathways by which SES may affect cognition. RESULTS Children with HIV performed significantly worse on a composite measure of cognitive function (NPZ8 score -0.19 vs. 0.22, P < 0.001) and were more likely to have cognitive impairment (33% vs. 19%, P = 0.001). Higher SES was associated with reduced risk of cognitive impairment (odds ratio 0.8, 95% confidence interval: 0.75-0.92, P < 0.001) in both groups, with similar effects in children with HIV and HIV-exposed uninfected groups. SES was more strongly correlated with NPZ8 score in children with HIV than in uninfected controls (Pearson's R 0.39 vs. 0.28), but predicted NPZ8 in both groups. Mediation analysis suggested that the effect of SES on cognition was most strongly mediated through malnutrition. CONCLUSIONS Cognitive function is strongly correlated with SES in children with HIV, suggesting a synergistic effect of HIV and poverty on cognitive function.
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Affiliation(s)
- Esau G Mbewe
- Department of Educational Psychology, University of Zambia, Lusaka, Zambia
| | | | | | - Alexandra Buda
- University of Rochester School of Medicine and Dentistry, Rochester, NY
| | - Heather R Adams
- University of Rochester School of Medicine and Dentistry, Rochester, NY
- Division of Child Neurology, Department of Neurology, University of Rochester School of Medicine and Dentistry, Rochester, NY
| | - Colleen Schneider
- University of Rochester School of Medicine and Dentistry, Rochester, NY
| | - Michael J Potchen
- Department of Imaging Sciences, University of Rochester School of Medicine and Dentistry, Rochester, NY
- Lusaka Apex Medical University, Lusaka, Zambia
| | - Milimo Mweemba
- University Teaching Hospital, Neurology Research Office, Lusaka, Zambia
| | - Manoj Mathews
- University Teaching Hospital, Neurology Research Office, Lusaka, Zambia
- University Teaching Hospital Children's Hospital, Lusaka, Zambia
- Directorate of Clinical Care and Diagnostics Services, Ministry of Health, Lusaka, Zambia
| | - J Anitha Menon
- Department of Psychology, University of Zambia, Lusaka, Zambia
| | - Bo Wang
- Department of Population and Quantitative Health Sciences, University of Massachusetts Medical School, Worcester, MA
| | - Travis Baseler
- Department of Economics, University of Rochester, Rochester, NY
| | - Alex Paciorkowski
- Division of Child Neurology, Department of Neurology, University of Rochester School of Medicine and Dentistry, Rochester, NY
| | - Gretchen L Birbeck
- University Teaching Hospital, Neurology Research Office, Lusaka, Zambia
- University of Zambia School of Medicine, Lusaka, Zambia ; and
- Division of Epilepsy, Department of Neurology, Rochester, NY
| | - David R Bearden
- University of Rochester School of Medicine and Dentistry, Rochester, NY
- Division of Child Neurology, Department of Neurology, University of Rochester School of Medicine and Dentistry, Rochester, NY
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Dual Language Learning Predicts Improved Executive Functioning in Youth with Autism. J Autism Dev Disord 2021; 52:5007-5017. [PMID: 34813032 DOI: 10.1007/s10803-021-05356-3] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/01/2021] [Indexed: 10/19/2022]
Abstract
Previous findings show executive functioning advantages associated with dual language learning (DLL) among neurotypical individuals, yet few studies have investigated these effects in youth with autism spectrum disorder (ASD). The present study investigated effects of DLL and socioeconomic status (SES) on parent-reported executive functioning, verbal ability, and social-emotional functioning using a sample of DLL (n = 53) and monolingual (n = 106) youth with ASD without intellectual disability, matched on gender and full-scale IQ scores. After controlling for the effects of SES, results showed that monolingual youth had better outcomes on verbal ability, while DLL youth had fewer parent-reported problems with executive functioning and unusual behaviors. These findings indicate that bilingualism may mitigate executive functioning deficits in youth with ASD.
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Abdullah MNS, Karpudewan M, Tanimale BM. Executive function of the brain and its influences on understanding of physics concept. Trends Neurosci Educ 2021; 24:100159. [PMID: 34412861 DOI: 10.1016/j.tine.2021.100159] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/13/2020] [Revised: 06/20/2021] [Accepted: 07/30/2021] [Indexed: 12/11/2022]
Abstract
Advances in neuroscience studies have brought new insights into the development of Executive Functions (EFs) of the brain and its influence on understanding science concepts. This study was conducted to examine the relationships between three main components of EF: working memory, inhibition, set-shifting and understanding of Force concepts among adolescents. This study also investigated how gender mediates the relationships between the components of EF and understanding. Cambridge Neuropsychological Test Automated Battery was used to assess students' level of working memory, inhibition, and set-shifting. The Force Concept Test measured students understanding. Smart-PLS analysis was employed to examine the relationships between the three components of EF and understanding; and how gender mediates the relationships. The result reveals that working memory significantly relates to students' understanding of Force concepts in a positive direction. On the contrary, both set-shifting and inhibition exhibit non-significant relationships. The findings also demonstrate that gender does not significantly mediate the relationships. The findings are useful for Physics teachers to guide them through designing the curriculum and opting for an appropriate pedagogical strategy considering the role of the components of EF for teaching the lessons on Force.
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Affiliation(s)
- Mohd Nor Syahrir Abdullah
- Department of Mathematics and Science Education, Faculty of Education, University of Malaya, Malaysia.
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Simmons CS, Schmidt AT, Lancaster BD, Van Allen J. Executive function capacity links future thinking and exercise intent. APPLIED NEUROPSYCHOLOGY-CHILD 2021; 11:752-760. [PMID: 34392766 DOI: 10.1080/21622965.2021.1960529] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
OBJECTIVE Environmental barriers limit exercise in adolescents, but the contribution of cognitive barriers are not as well characterized. Previous findings suggest future thinking may predict exercise intent, which has been linked to health and actual exercise. However, these models may be incomplete as they do not systematically incorporate potential cognitive contributions (e.g., executive function capacity) to exercise intent. This study investigated the possible mediating role of executive function capacity in the relation between future thinking and exercise intent. METHODS Data for the mediation models was collected from 101 adolescents aged 11-17 (M = 13.09) in a summer enrichment program. Adolescent participants completed self-report measures including Consideration of Future Consequences Scale (CFCS), Intent to Exercise, and Behavior Rating Inventory of Executive Function, Second Edition (BRIEF-2). RESULTS This study found that self-reported executive function capacity mediated the relation between future thinking and exercise intent even when controlling for age and subjective socioeconomic status. CONCLUSIONS While some exercise interventions aim to increase future thinking, this study provides support for additional research into how interventions may benefit from targeting executive function capacity directly to increase exercise intent and actual exercise.
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Affiliation(s)
| | - Adam T Schmidt
- Psychological Sciences, Texas Tech University, Lubbock, TX, USA
| | | | - Jason Van Allen
- Psychological Sciences, Texas Tech University, Lubbock, TX, USA
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Shokrkon A, Nicoladis E. Absence of a bilingual cognitive flexibility advantage: A replication study in preschoolers. PLoS One 2021; 16:e0255157. [PMID: 34351985 PMCID: PMC8341632 DOI: 10.1371/journal.pone.0255157] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/03/2021] [Accepted: 07/08/2021] [Indexed: 11/18/2022] Open
Abstract
Some studies have found a bilingual advantage in children's executive function and some failed to find a bilingual advantage. For example, the results of a previous study by Bialystok & Martin (2004) indicated that Chinese-English bilingual preschool children outperformed English monolingual children in solving the dimensional change card sort (DCCS). The goal of our study was to replicate this study using the same dimensional change card sort task. We also tested our participants on vocabulary and digit span. Our participants were 40 English monolingual and 40 Mandarin-English bilingual children and were within the same age range as the children in Bialystok & Martin's (2004) study. Our results showed no difference between bilinguals and monolinguals. Both groups of children in the present study performed better than those in Bialystok and Martin (2004), but the bigger difference was between the two groups of monolinguals. These results suggest that it could be important to attend to monolingual children's performance, in addition to bilinguals', when testing for a bilingual advantage. Our replication study is important because it helps with clarifying the validity of studies finding a bilingual advantage and to help future researchers know whether to build on their findings or not.
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Affiliation(s)
- Anahita Shokrkon
- Department of Psychology, University of Alberta, Edmonton, AB, Canada
| | - Elena Nicoladis
- Department of Psychology, University of Alberta, Edmonton, AB, Canada
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Paradela RS, Ferreira NV, Nucci MP, Cabella B, Martino LM, Torres LA, Costa DID, Consolim-Colombo FM, Suemoto CK, Irigoyen MC. Relation of a Socioeconomic Index with Cognitive Function and Neuroimaging in Hypertensive Individuals. J Alzheimers Dis 2021; 82:815-826. [PMID: 34092639 DOI: 10.3233/jad-210143] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2022]
Abstract
BACKGROUND Socioeconomic factors are important contributors to brain health. However, data from developing countries (where social inequalities are the most prominent) are still scarce, particularly about hypertensive individuals. OBJECTIVE To evaluate the relationship between socioeconomic index, cognitive function, and cortical brain volume, as well as determine whether white matter hyperintensities are mediators of the association of the socioeconomic index with cognitive function in hypertensive individuals. METHODS We assessed 92 hypertensive participants (mean age = 58±8.6 years, 65.2%female). Cognitive evaluation and neuroimaging were performed and clinical and sociodemographic data were collected using questionnaires. A socioeconomic index was created using education, income, occupation (manual or non-manual work), and race. The associations of the socioeconomic index with cognitive performance and brain volume were investigated using linear regression models adjusted for age, sex, time of hypertension since diagnosis, and comorbidities. A causal mediation analysis was also conducted. RESULTS Better socioeconomic status was associated with better visuospatial ability, executive function, and global cognition. We found associations between a better socioeconomic index and a higher parietal lobe volume. White matter hyperintensities were also not mediators in the relationship between the socioeconomic index and cognitive performance. CONCLUSION Socioeconomic disadvantages are associated with worse cognitive performance and brain volume in individuals with hypertension.
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Affiliation(s)
- Regina Silva Paradela
- Instituto do Coracao (InCor), Hospital das Clinicas HCFMUSP, Faculdade de Medicina, Universidade de São Paulo, São Paulo, SP, Brazil
| | - Naomi Vidal Ferreira
- Departamento de Clínica Médica, Faculdade de Medicina, Universidade de São Paulo, São Paulo, SP, Brazil.,Adventist University of São Paulo, Engenheiro Coelho, SP, Brazil
| | - Mariana Penteado Nucci
- Laboratory of Medical Investigations on Magnetic Resonance Imaging (LIM-44), Hospital das Clinicas HCFMUSP, Faculdade de Medicina, Universidade de São Paulo, São Paulo, SP, Brazil
| | - Brenno Cabella
- Institute of Theoretical Physics, São Paulo State University (IFT-UNESP), São Paulo, SP, Brazil
| | - Luiza Menoni Martino
- Instituto do Coracao (InCor), Hospital das Clinicas HCFMUSP, Faculdade de Medicina, Universidade de São Paulo, São Paulo, SP, Brazil
| | - Laura Aló Torres
- Instituto do Coracao (InCor), Hospital das Clinicas HCFMUSP, Faculdade de Medicina, Universidade de São Paulo, São Paulo, SP, Brazil
| | - Danielle Irigoyen da Costa
- Brain Institute (InsCer), Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS), Porto Alegre, RS, Brazil
| | | | - Claudia Kimie Suemoto
- Division of Geriatrics, Faculdade de Medicina, Universidade de São Paulo, São Paulo, SP, Brazil
| | - Maria Claudia Irigoyen
- Instituto do Coracao (InCor), Hospital das Clinicas HCFMUSP, Faculdade de Medicina, Universidade de São Paulo, São Paulo, SP, Brazil
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Ji X, Saylor J, Earle FS. Sufficient sleep attenuates COVID-19 pandemic-related executive dysfunction in late adolescents and young adults. Sleep Med 2021; 85:21-24. [PMID: 34271179 PMCID: PMC8240446 DOI: 10.1016/j.sleep.2021.06.027] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/30/2021] [Revised: 06/14/2021] [Accepted: 06/21/2021] [Indexed: 12/03/2022]
Abstract
Purpose To investigate the interaction between (1) sleep and the COVID-19 pandemic; and (2) social cumulative risk and COVID-19 pandemic on executive function (EF). Methods Forty late adolescents/young adults (19.25 ± 1.12 y.o.) completed sleep questionnaires and the Behavior Rating Inventory of Executive Function- Adults (BRIEF-A) before and during the COVID-19 pandemic, yielding 80 observations for data analysis. Multilevel random-effects models with interaction terms were used to estimate the associations. Results Compared to pre-pandemic sleep, participants slept 24 min longer (t = −2.07, p = 0.03) and also had increased sleep latency (t = −1.83, p = 0.07) during COVID-19. Mid-sleep times shifted 40 min later (t = −3.22, p = 0.003), and BRIEF-A scores increased (indicating greater dysfunction), during the pandemic (p < 0.05). The worsening in EF during the pandemic was attenuated by increasing sleep duration (B = -4.38, p = 0.04) and magnified by social cumulative risk (B = 3.19, p = 0.04). Poor sleep quality was independently associated with increase in EF problems (p < 0.05). Conclusion Sufficient sleep may represent a resilience factor against EF decline during this unprecedented crisis.
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Affiliation(s)
- Xiaopeng Ji
- College of Health Sciences, School of Nursing, University of Delaware, Newark, DE, USA.
| | - Jennifer Saylor
- College of Health Sciences, School of Nursing, University of Delaware, Newark, DE, USA
| | - F Sayako Earle
- College of Health Sciences, Communication Sciences and Disorders, University of Delaware, Newark, DE, USA.
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41
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Roukoz C, Guerra A, Le Gall D, Ghazi M, Roy A. Development of executive functions in Lebanese children. Dev Neuropsychol 2021; 46:121-135. [PMID: 33678077 DOI: 10.1080/87565641.2021.1897592] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
The current study focused on adapting EF tests for children to the Arabic language and examine the developmental trajectories of a sample of school-aged Lebanese children in four domains of EF (inhibition, flexibility, working memory, and planning). It also focused on examining the effects of gender and parental education level on EF performance. The study population included 100 Lebanese children aged from 6 to 12-years old who were grouped and comparable for age, gender, and parental level of education. Results revealed a main effect of age and level of education of parents while the effect of gender was non-significant.
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Affiliation(s)
- Cynthia Roukoz
- Psychiatry Department, American University of Beirut Medical Center, Beirut, Lebanon
| | - Amanda Guerra
- Laboratoire de Psychologie des Pays de La Loire, Angers University, Angers, France
| | - Didier Le Gall
- Laboratoire de Psychologie des Pays de La Loire, Angers University, Angers, France
| | - Maria Ghazi
- Department of Psychology, Saint-Joseph University of Beirut, Beirut, Lebanon
| | - Arnaud Roy
- Laboratoire de Psychologie des Pays de La Loire, Angers University, Angers, France
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Differences in inhibitory control and motor fitness in children practicing open and closed skill sports. Sci Rep 2021; 11:4033. [PMID: 33597630 PMCID: PMC7889632 DOI: 10.1038/s41598-021-82698-z] [Citation(s) in RCA: 15] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/17/2020] [Accepted: 01/13/2021] [Indexed: 01/19/2023] Open
Abstract
The aim of the present study was to investigate the differences between types of sport (i.e., closed vs. open skills sport) on inhibitory control and motor fitness in children. Forty-nine children were allocated into three groups based on their sports participation, which comprised an open skill sport group, a closed skill sport group, and a sedentary group. Participants were tested on cognitive performance (inhibitory control by the Flanker task) and motor fitness (reaction time, speed, agility, power, balance). Open skill sport group appeared to display higher inhibitory control (response time and accuracy of incongruent condition of the Flanker task) and motor fitness performance (reaction time, speed, agility, power) than sedentary group, whereas its superiority over closed skill sport group was found only in speed and agility. Moreover, closed skill sport group had only a better reaction time than sedentary group. Our data supports the framework according to which cognitive demands in complex motor actions may contribute to explain the beneficial effects of exercise on inhibitory control. This might suggest that the complexity of the environment (typical in open skill sports) in which sport training is performed plays a key role for both cognitive and motor development in children.
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43
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Vernucci S, Canet-Juric L, Zamora EV, Richard’s MM. The structure of working memory during childhood: a systematic review. JOURNAL OF COGNITIVE PSYCHOLOGY 2021. [DOI: 10.1080/20445911.2021.1887199] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Affiliation(s)
- Santiago Vernucci
- Instituto de Psicología Básica, Aplicada y Tecnología (IPSIBAT), Universidad Nacional de Mar del Plata (UNMDP), Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Mar del Plata, Argentina
| | - Lorena Canet-Juric
- Instituto de Psicología Básica, Aplicada y Tecnología (IPSIBAT), Universidad Nacional de Mar del Plata (UNMDP), Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Mar del Plata, Argentina
| | - Eliana V. Zamora
- Instituto de Psicología Básica, Aplicada y Tecnología (IPSIBAT), Universidad Nacional de Mar del Plata (UNMDP), Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Mar del Plata, Argentina
| | - María M. Richard’s
- Instituto de Psicología Básica, Aplicada y Tecnología (IPSIBAT), Universidad Nacional de Mar del Plata (UNMDP), Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Mar del Plata, Argentina
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England-Mason G, Liu J, Martin JW, Giesbrecht GF, Letourneau N, Dewey D. Postnatal BPA is associated with increasing executive function difficulties in preschool children. Pediatr Res 2021; 89:686-693. [PMID: 32408341 PMCID: PMC7666018 DOI: 10.1038/s41390-020-0922-6] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/16/2019] [Revised: 03/30/2020] [Accepted: 04/09/2020] [Indexed: 11/09/2022]
Abstract
BACKGROUND Early bisphenol exposure may have consequences for executive function development, but less is known about potential sex effects. We hypothesized that early bisphenol A (BPA) and bisphenol S (BPS) exposures would be associated with sex-dependent changes in preschool executive function. METHODS A subsample of the Alberta Pregnancy Outcomes and Nutrition (APrON) cohort (n = 312) provided maternal second trimester (prenatal) and 3-month postpartum (postnatal) urine samples, from which BPA and BPS concentrations were quantified. When children were age 2 and 4, mothers completed the Behavior Rating Inventory of Executive Function-Preschool Version (BRIEF-P). Changes in standardized T scores on the BRIEF-P indexes of inhibitory self-control, flexibility, and emergent metacognition were investigated. RESULTS Adjusted multivariate regression analyses showed that child sex modified the associations between maternal postnatal BPA and changes in executive function. Higher maternal postnatal BPA concentrations predicted increasing difficulties from age 2 to 4 in the domains of inhibitory self-control and emergent metacognition in female, but not male children. The other bisphenol concentrations were not associated with changes in executive function. CONCLUSION Due to the ubiquity of BPA exposure among breastfeeding women, these findings justify further investigation on the effects of postnatal bisphenol exposure on child cognitive development. IMPACT Higher concentrations of maternal BPA at 3-month postpartum were associated with increasing difficulties in inhibitory self-control and emergent metacognition from age 2 to 4 in girls, but not boys. Prenatal BPA and prenatal/postnatal BPS were not significant predictors of changes in executive function in boys and girls. The current study extends previous research to show that maternal postnatal BPA could also impact child executive function. Due to the ubiquity of BPA exposure among breastfeeding women, the current findings suggest that additional precautions may be needed to protect infants' neurodevelopment from indirect exposure to BPA.
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Affiliation(s)
- Gillian England-Mason
- Department of Pediatrics, Cumming School of Medicine, University of Calgary, Calgary, Canada,Owerko Centre, Alberta Children’s Hospital Research Institute, University of Calgary, Calgary, Canada
| | - Jiaying Liu
- Department of Laboratory Medicine and Pathology, University of Alberta, Edmonton, Canada
| | - Jonathan W. Martin
- Department of Laboratory Medicine and Pathology, University of Alberta, Edmonton, Canada,Science for Life Laboratory, Department of Analytical Chemistry and Environmental Sciences, Stockholm University, Stockholm, Sweden
| | - Gerald F. Giesbrecht
- Department of Pediatrics, Cumming School of Medicine, University of Calgary, Calgary, Canada,Owerko Centre, Alberta Children’s Hospital Research Institute, University of Calgary, Calgary, Canada,Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, Calgary, Canada,Department of Psychology, Faculty of Arts, University of Calgary, Calgary, Canada
| | - Nicole Letourneau
- Department of Pediatrics, Cumming School of Medicine, University of Calgary, Calgary, Canada,Owerko Centre, Alberta Children’s Hospital Research Institute, University of Calgary, Calgary, Canada,Faculty of Nursing, University of Calgary, Calgary, Canada,Department of Psychiatry, Cumming School of Medicine, University of Calgary, Calgary, Canada
| | - Deborah Dewey
- Department of Pediatrics, Cumming School of Medicine, University of Calgary, Calgary, AB, Canada. .,Owerko Centre, Alberta Children's Hospital Research Institute, University of Calgary, Calgary, AB, Canada. .,Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, Calgary, AB, Canada. .,Hotchkiss Brain Institute, University of Calgary, Calgary, AB, Canada.
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Ibáñez-Alfonso JA, Company-Córdoba R, García de la Cadena C, Sianes A, Simpson IC. How Living in Vulnerable Conditions Undermines Cognitive Development: Evidence from the Pediatric Population of Guatemala. CHILDREN-BASEL 2021; 8:children8020090. [PMID: 33572817 PMCID: PMC7912439 DOI: 10.3390/children8020090] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 12/01/2020] [Revised: 01/15/2021] [Accepted: 01/22/2021] [Indexed: 12/20/2022]
Abstract
Low-socioeconomic backgrounds represent a risk factor for children’s cognitive development and well-being. Evidence from many studies highlights that cognitive processes may be adversely affected by vulnerable contexts. The aim of this study was to determine if living in vulnerable conditions affects childhood cognitive development. To achieve this, we assessed the performance of a sample of 347 Guatemalan children and adolescents aged from 6 to 17 years (M = 10.8, SD = 3) in a series of 10 neuropsychological tasks recently standardized for the pediatric population of this country. Two-fifths of the sample (41.5%) could be considered to have vulnerable backgrounds, coming from families with low-socioeconomic status or having had a high exposure to violence. As expected, results showed lower scores in language and attention for the vulnerable group. However, contrary to expectations, consistent systematic differences were not found in the executive function tasks. Vulnerable children obtained lower scores in cognitive flexibility compared to the non-vulnerable group, but higher scores in inhibition and problem-solving tasks. These results suggest the importance of developing pediatric standards of cognitive performance that take environmental vulnerable conditions into consideration. These findings, one of the first obtained in the Guatemalan population, also provide relevant information for specific educational interventions and public health policies which will enhance vulnerable children and adolescent cognitive development.
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Affiliation(s)
- Joaquín A. Ibáñez-Alfonso
- Department of Psychology, Human Neuroscience Lab, Universidad Loyola Andalucía, 41704 Sevilla, Spain; (J.A.I.-A.); (R.C.-C.); (I.C.S.)
- ETEA Foundation, Development Institute of Universidad Loyola Andalucía, 14004 Córdoba, Spain
| | - Rosalba Company-Córdoba
- Department of Psychology, Human Neuroscience Lab, Universidad Loyola Andalucía, 41704 Sevilla, Spain; (J.A.I.-A.); (R.C.-C.); (I.C.S.)
- ETEA Foundation, Development Institute of Universidad Loyola Andalucía, 14004 Córdoba, Spain
| | | | - Antonio Sianes
- Research Institute on Policies for Social Transformation, Universidad Loyola Andalucía, 14004 Córdoba, Spain
- Correspondence:
| | - Ian Craig Simpson
- Department of Psychology, Human Neuroscience Lab, Universidad Loyola Andalucía, 41704 Sevilla, Spain; (J.A.I.-A.); (R.C.-C.); (I.C.S.)
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Perera-W.A. H, Salehuddin K, Khairudin R, Schaefer A. The Relationship Between Socioeconomic Status and Scalp Event-Related Potentials: A Systematic Review. Front Hum Neurosci 2021; 15:601489. [PMID: 33584228 PMCID: PMC7873529 DOI: 10.3389/fnhum.2021.601489] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/01/2020] [Accepted: 01/04/2021] [Indexed: 01/11/2023] Open
Abstract
Several decades of behavioral research have established that variations in socioeconomic status (SES) are related to differences in cognitive performance. Neuroimaging and psychophysiological techniques have recently emerged as a method of choice to better understand the neurobiological processes underlying this phenomenon. Here we present a systematic review of a particular sub-domain of this field. Specifically, we used the PICOS approach to review studies investigating potential relationships between SES and scalp event-related brain potentials (ERP). This review found evidence that SES is related to amplitude variations in a diverse range of ERPs: P1, N1, N2, Error-Related Negativities (ERN), N400, auditory evoked potentials, negative difference waves (Nd), P3 and slow waves (SW). These ERPs include early, mid-latency and late potentials that reflect a broad range of cognitive processes (e.g., automatic attentional processes, overt attention, language, executive function, etc.). In this review, all SES effects on ERPs appeared to reflect an impairment or a less efficient form of task-related neural activity for low-SES compared to high-SES individuals. Overall, these results confirm that a wide variety of distinct neural processes with different functional meanings are sensitive to SES differences. The findings of this review also suggest that the relationship between SES and some ERP components may depend on the developmental stage of study participants. Results are further discussed in terms of the current limitations of this field and future avenues of research.
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Affiliation(s)
- Hiran Perera-W.A.
- Faculty of Social Sciences and Humanities, Universiti Kebangsaan Malaysia, Bangi, Malaysia
| | - Khazriyati Salehuddin
- Faculty of Social Sciences and Humanities, Universiti Kebangsaan Malaysia, Bangi, Malaysia
| | - Rozainee Khairudin
- Faculty of Social Sciences and Humanities, Universiti Kebangsaan Malaysia, Bangi, Malaysia
| | - Alexandre Schaefer
- Jeffrey Cheah School of Medicine and Health Sciences, Department of Psychology, Monash University Malaysia, Subang Jaya, Malaysia
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Evans GW, Farah MJ, Hackman DA. Early childhood poverty and adult executive functioning: Distinct, mediating pathways for different domains of executive functioning. Dev Sci 2021; 24:e13084. [PMID: 33475221 DOI: 10.1111/desc.13084] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/25/2020] [Revised: 12/29/2020] [Accepted: 01/13/2021] [Indexed: 11/30/2022]
Abstract
Executive functioning in adulthood is associated with early-in-life disadvantage. Furthermore, distinct and independent underlying processes account for differences in specific domains of adult executive functioning. The duration of poverty from birth to age 9 is associated with reduced adult inhibitory control assessed by the Flanker task (n = 233, M = 23.52 years). This effect is largely explained by lower levels of maternal responsiveness in adolescence. Early poverty also related to worse working memory in adulthood, and this effect is partially explained by elevated allostatic load during adolescence, an index of chronic physiological stress.
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Affiliation(s)
- Gary W Evans
- Departments of Design & Environmental Analysis and of Human Development, Cornell University, Ithaca, NY, USA
| | - Martha J Farah
- Department of Psychology, University of Pennsylvania, Philadelphia, PA, USA
| | - Daniel A Hackman
- USC Suzanne Dworak-Peck School of Social Work, University of Southern California, Los Angeles, CA, USA
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48
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Webb EK, Weis CN, Huggins AA, Parisi EA, Bennett KP, Miskovich T, Krukowski J, deRoon-Cassini TA, Larson CL. Neighborhood disadvantage is associated with stable deficits in neurocognitive functioning in traumatically-injured adults. Health Place 2021; 67:102493. [PMID: 33321457 PMCID: PMC7854519 DOI: 10.1016/j.healthplace.2020.102493] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/01/2020] [Revised: 10/09/2020] [Accepted: 10/26/2020] [Indexed: 01/08/2023]
Abstract
BACKGROUND In trauma-exposed adults, the relationship between an individual's socioeconomic position (SEP) and post-traumatic stress disorder (PTSD) has been well demonstrated. One potential mechanism by which the stress associated with lower SEPs may impact trauma outcomes is through changes in neurocognition. In both healthy and clinical samples, area-level factors also appear to be independently related to neurocognition. Far less is known about how neighborhood socioeconomic disadvantage, may impact cognition in traumatically-injured adults. The current study employed hierarchical linear modeling to longitudinally investigate whether neighborhood disadvantage was associated with neurocognitive functioning in five domains: processing speed, sustained attention, controlled attention, cognitive flexibility, and response inhibition. METHODS One-hundred and ninety-five socioeconomically diverse traumatically-injured subjects (mean age = 32.8, 52.8% female) were recruited from an Emergency Department. Two-weeks, three-months, and six-months post-trauma, participants completed self-report measures and a computerized test battery to evaluate neurocognition. An Area Deprivation Index (ADI) score, a measure of a neighborhood's socioeconomic disadvantage, was derived from each participants' home address. RESULTS Greater neighborhood disadvantage was significantly related to lower scores in all domains. Results of hierarchical linear models revealed neighborhood disadvantage was significantly associated with processing speed, controlled attention, cognitive flexibility, and response inhibition across time, even after adjusting for individual annual household income, baseline PTSD symptoms, and previous adverse life experiences. This relationship was stable for all domains except sustained attention, which varied across time. CONCLUSION These findings indicate neighborhood disadvantage contributes uniquely to neurocognitive functioning and, for the majority of domains, these contributions are stable across time. The relationship between area-level variables and cognitive function may underlie individual vulnerability to developing psychiatric disorders. Future work should continue to examine the interaction between socioenvironmental stressors and PTSD symptoms longitudinally.
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Affiliation(s)
- E Kate Webb
- University of Wisconsin-Milwaukee, Department of Psychology, Milwaukee, WI, USA.
| | - Carissa N Weis
- University of Wisconsin-Milwaukee, Department of Psychology, Milwaukee, WI, USA
| | - Ashley A Huggins
- University of Wisconsin-Milwaukee, Department of Psychology, Milwaukee, WI, USA
| | - Elizabeth A Parisi
- University of Wisconsin-Milwaukee, Department of Psychology, Milwaukee, WI, USA
| | | | - Tara Miskovich
- VA Northern California Healthcare System, Martinez, CA, USA
| | | | - Terri A deRoon-Cassini
- Medical College of Wisconsin, Department of Surgery, Division of Trauma & Acute Care Surgery, Milwaukee, WI, USA
| | - Christine L Larson
- University of Wisconsin-Milwaukee, Department of Psychology, Milwaukee, WI, USA
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Korous KM, Causadias JM, Bradley RH, Luthar SS, Levy R. A Systematic Overview of Meta-Analyses on Socioeconomic Status, Cognitive Ability, and Achievement: The Need to Focus on Specific Pathways. Psychol Rep 2020; 125:55-97. [PMID: 33356895 DOI: 10.1177/0033294120984127] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/08/2023]
Abstract
Meta-analyses on the relation between socioeconomic status (SES) and performance on measures of cognitive ability and achievement arrive at the same general conclusion of a small to medium association. Advancements in methods make possible for meta-analyses to examine specific pathways linking SES to cognitive ability and achievement, as well as the moderators of these pathways. In this study, we conducted a systematic overview of meta-analyses on SES to address three research questions: 1) what is the direction and overall strength of association between SES and performance on measures of cognitive ability and achievement, and how precise are the effect sizes reported? 2) to what extent have meta-analyses examined moderation by components of SES, age, sex, and race/ethnicity? and 3) to what extent have meta-analyses examined mechanisms linking SES to cognitive ability and achievement? We conducted a systematic search using online archives (i.e., PsycINFO, ERIC, PubMed, Sociological Abstracts, and Web of Science), searching issues in Psychological Bulletin and Review of Educational Research, and examining references and citations. We identified 14 meta-analyses published between 1982 and 2019. These meta-analyses consistently reported positive associations of small to medium magnitude, indicating that SES is a meaningful contributor to the development of cognitive ability and achievement. Fewer meta-analyses reported evidence of moderation by age, sex, and race/ethnicity. None of the meta-analyses directly examined mechanisms, but provided evidence of possible mechanisms for future research. We suggest that meta-analyses can increase their contribution to future research, interventions, and policy by narrowing their focus on specific pathways.
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Affiliation(s)
| | - José M Causadias
- School of Social and Family Dynamics, 7864Arizona State University, Tempe, AZ, USA
| | - Robert H Bradley
- School of Social and Family Dynamics, 7864Arizona State University, Tempe, AZ, USA; Department of Psychology, Arizona State University, Tempe, AZ, USA
| | | | - Roy Levy
- School of Social and Family Dynamics, 7864Arizona State University, Tempe, AZ, USA
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50
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Parental Education, Household Income, Race, and Children's Working Memory: Complexity of the Effects. Brain Sci 2020; 10:brainsci10120950. [PMID: 33297546 PMCID: PMC7762416 DOI: 10.3390/brainsci10120950] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/07/2020] [Revised: 11/01/2020] [Accepted: 12/04/2020] [Indexed: 12/20/2022] Open
Abstract
Background. Considerable research has linked social determinants of health (SDoHs) such as race, parental education, and household income to school performance, and these effects may be in part due to working memory. However, a growing literature shows that these effects may be complex: while the effects of parental education may be diminished for Blacks than Whites, household income may explain such effects. Purpose. Considering race as sociological rather than a biological construct (race as a proxy of racism) and built on Minorities' Diminished Returns (MDRs), this study explored complexities of the effects of SDoHs on children's working memory. Methods. We borrowed data from the Adolescent Brain Cognitive Development (ABCD) study. The total sample was 10,418, 9- and 10-year-old children. The independent variables were race, parental education, and household income. The primary outcome was working memory measured by the NIH Toolbox Card Sorting Test. Age, sex, ethnicity, and parental marital status were the covariates. To analyze the data, we used mixed-effect regression models. Results. High parental education and household income were associated with higher and Black race was associated with lower working memory. The association between high parental education but not household income was less pronounced for Black than White children. This differential effect of parental education on working memory was explained by household income. Conclusions. For American children, parental education generates unequal working memory, depending on race. This means parental education loses some of its expected effects for Black families. It also suggests that while White children with highly educated parents have the highest working memory, Black children report lower working memory, regardless of their parental education. This inequality is mainly because of differential income in highly educated White and Black families. This finding has significant public policy and economic implications and suggests we need to do far more than equalizing education to eliminate racial inequalities in children's cognitive outcomes. While there is a need for multilevel policies that reduce the effect of racism and social stratification for middle-class Black families, equalizing income may have more returns than equalizing education.
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