1
|
Wang S, Yang A, Wei X, Qian R, Chen Y, Bi W, Hu B, Wen C. Influence of rhythmic-movement activity intervention on hot executive function of 5- to 6-year-old children. Front Psychol 2024; 15:1291353. [PMID: 38495417 PMCID: PMC10941801 DOI: 10.3389/fpsyg.2024.1291353] [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: 09/09/2023] [Accepted: 01/24/2024] [Indexed: 03/19/2024] Open
Abstract
Hot Executive Function (hot EF) refers to cognitive process involved in high emotion or motivation, and the operation of this function is related to the activities of the ventromedial prefrontal lobe and orbitofrontal lobe. Meanwhile, rhythmic-movement activity is a musical activity in which one expresses and feels music with one's own body movements which involves cognitive abilities such as adjusting and understanding emotions among children. To explore how rhythmic-movement activity with rewards influences the development of hot EF in children of 5-6 years old, the organization principles of rhythmic-movement activity with rewards intervention on hot EF were designed, and 62 children of 5-6 years old in a kindergarten in Yantai of China were selected as research participants (M = 5.80 years old, SD = 0.37 years old) for pre-test and post-test experimental design. The experimental group received rhythmic-movement activity with rewards three times a week for 6 weeks, while the control group did not. The gift delay task and the children's gambling task were used to measure two sub-components of hot EF before and after the intervention, and the results show that rhythmic-movement activity with rewards has a significant effect on gratification delay and affective decision-making ability of children. Finally, the effects and enlightenment of rhythmic-movement activity with rewards on hot EF are discussed.
Collapse
Affiliation(s)
- Suxia Wang
- College of Elementary Education, Ludong University, Yantai, China
- Zhejiang Normal University, Hangzhou City, Zhejiang Province, China
- Zhejiang Beima Education and Technology Co., LTD. Enterprise Postdoctoral Workstation, Hangzhou City, Zhejiang Province, China
| | - Anning Yang
- College of Elementary Education, Ludong University, Yantai, China
| | - Xuefeng Wei
- College of Elementary Education, Ludong University, Yantai, China
| | - Ruohan Qian
- College of Elementary Education, Ludong University, Yantai, China
| | - Ying Chen
- College of Elementary Education, Ludong University, Yantai, China
| | - WenJing Bi
- College of Elementary Education, Ludong University, Yantai, China
| | - Bisheng Hu
- Zhejiang Beima Education and Technology Co., LTD., Hangzhou City, Zhejiang Province, China
| | - Cheng Wen
- College of Elementary Education, Ludong University, Yantai, China
| |
Collapse
|
2
|
Zhou Y, Tolmie A. Associations between Gross and Fine Motor Skills, Physical Activity, Executive Function, and Academic Achievement: Longitudinal Findings from the UK Millennium Cohort Study. Brain Sci 2024; 14:121. [PMID: 38391696 PMCID: PMC10887312 DOI: 10.3390/brainsci14020121] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/10/2023] [Revised: 01/13/2024] [Accepted: 01/23/2024] [Indexed: 02/24/2024] Open
Abstract
Accumulating evidence from behavioral studies and neuroscience suggests that motor and cognitive development are intrinsically intertwined. To explore the underlying mechanisms of this motor-cognition link, our study examined the longitudinal relationship of early motor skills and physical activity with later cognitive skills. The sample was 3188 children from the United Kingdom Millennium Cohort Study, followed at 9 months and 5, 7, and 11 years. Early motor skills were examined at 9 months. Children's daily physical activity level was measured using accelerometers at 7 years and a questionnaire was conducted at 11 years. Cognitive skills, including executive function and academic achievement, were measured at age 11. The results suggest that gross motor skills were positively associated with spatial working memory, whereas fine motor skills were predictive of good English and science outcomes. Moderate-to-vigorous activity was found to be negatively associated with English performance, although self-reported activity frequency was positively linked to math. Our results highlight the significant role of both gross and fine motor skills in cognitive development. This study also elucidates the limitations of using activity intensity to assess the impact of motor activity on children's cognitive development, suggesting that attention to the effects of specific types of physical activity would better elucidate the motor/cognition link.
Collapse
Affiliation(s)
- Yuxi Zhou
- Motor-Executive Control Interaction Lab, Department of Psychology and Human Development, UCL Institute of Education, University College London, London WC1E 6BT, UK
| | - Andrew Tolmie
- Motor-Executive Control Interaction Lab, Department of Psychology and Human Development, UCL Institute of Education, University College London, London WC1E 6BT, UK
| |
Collapse
|
3
|
Marson F, Zampieri M, Verdone L, Bacalini MG, Ravaioli F, Morandi L, Chiarella SG, Vetriani V, Venditti S, Caserta M, Raffone A, Dotan Ben-Soussan T, Reale A. Quadrato Motor Training (QMT) is associated with DNA methylation changes at DNA repeats: A pilot study. PLoS One 2023; 18:e0293199. [PMID: 37878626 PMCID: PMC10599555 DOI: 10.1371/journal.pone.0293199] [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: 01/26/2023] [Accepted: 10/07/2023] [Indexed: 10/27/2023] Open
Abstract
The control of non-coding repeated DNA by DNA methylation plays an important role in genomic stability, contributing to health and healthy aging. Mind-body practices can elicit psychophysical wellbeing via epigenetic mechanisms, including DNA methylation. However, in this context the effects of movement meditations have rarely been examined. Consequently, the current study investigates the effects of a specifically structured movement meditation, called the Quadrato Motor Training (QMT) on psychophysical wellbeing and on the methylation level of repeated sequences. An 8-week daily QMT program was administered to healthy women aged 40-60 years and compared with a passive control group matched for gender and age. Psychological well-being was assessed within both groups by using self-reporting scales, including the Meaning in Life Questionnaire [MLQ] and Psychological Wellbeing Scale [PWB]). DNA methylation profiles of repeated sequences (ribosomal DNA, LINE-1 and Alu) were determined in saliva samples by deep-sequencing. In contrast to controls, the QMT group exhibited increased Search for Meaning, decreased Presence of Meaning and increased Positive Relations, suggesting that QMT may lessen the automatic patterns of thinking. In the QMT group, we also found site-specific significant methylation variations in ribosomal DNA and LINE-1 repeats, consistent with increased genome stability. Finally, the correlations found between changes in methylation and psychometric indices (MLQ and PWB) suggest that the observed epigenetic and psychological changes are interrelated. Collectively, the current results indicate that QMT may improve psychophysical health trajectories by influencing the DNA methylation of specific repetitive sequences.
Collapse
Affiliation(s)
- Fabio Marson
- Research Institute for Neuroscience, Education and Didactics, Fondazione Patrizio Paoletti, Assisi, Italy
- Neuroimaging Laboratory, Department of Physiology and Pharmacology, Sapienza University of Rome, Rome, Italy
| | - Michele Zampieri
- Department of Experimental Medicine, Sapienza University of Rome, Rome, Italy
| | - Loredana Verdone
- CNR Institute of Molecular Biology and Pathology, National Council of Research (CNR), Rome, Italy
| | - Maria Giulia Bacalini
- Brain Aging Laboratory, IRCCS Istituto Delle Scienze Neurologiche di Bologna, Bologna, Italy
| | - Francesco Ravaioli
- Dep. of Experimental, Diagnostic and Specialty Medicine (DIMES), University of Bologna, Bologna, Italy
| | - Luca Morandi
- Dep. of Biomedical and Neuromotor Sciences, University of Bologna, Bologna, Italy
- Functional and Molecular Neuroimaging Unit, IRCCS Istituto Delle Scienze Neurologiche di Bologna, Bologna, Italy
| | - Salvatore Gaetano Chiarella
- Institute of Sciences and Technologies of Cognition (ISTC), National Council of Research (CNR), Rome, Italy
- Department of Psychology, Sapienza University of Rome, Rome, Italy
| | - Valerio Vetriani
- Dept. of Biology and biotechnologies “Charles Darwin”, Sapienza University of Rome, Rome, Italy
| | - Sabrina Venditti
- Dept. of Biology and biotechnologies “Charles Darwin”, Sapienza University of Rome, Rome, Italy
| | - Micaela Caserta
- CNR Institute of Molecular Biology and Pathology, National Council of Research (CNR), Rome, Italy
| | - Antonino Raffone
- Department of Psychology, Sapienza University of Rome, Rome, Italy
| | - Tal Dotan Ben-Soussan
- Research Institute for Neuroscience, Education and Didactics, Fondazione Patrizio Paoletti, Assisi, Italy
| | - Anna Reale
- Department of Experimental Medicine, Sapienza University of Rome, Rome, Italy
| |
Collapse
|
4
|
Paoletti P, Pellegrino M, Ben-Soussan TD. A Three-Fold Integrated Perspective on Healthy Development: An Opinion Paper. Brain Sci 2023; 13:857. [PMID: 37371337 DOI: 10.3390/brainsci13060857] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/19/2023] [Revised: 05/17/2023] [Accepted: 05/23/2023] [Indexed: 06/29/2023] Open
Abstract
Mental health and wellbeing are increasingly threatened in the current post-pandemic times, with stress, especially in students, reaching preoccupying levels. In addition, while many educational programs are unidimensional (i.e., lacking integration between physical, emotional and cognitive elements), there are ways to promote physical, social and mental health in children and adolescents. In this opinion paper, we will discuss the importance of an integrative approach for health development and examine relevant factors, such as awareness and emotional intelligence. We will highlight evidence ranging from behavioral to electrophysiological, structural and molecular, and report several recent studies supporting the effectiveness of a holistic approach in supporting wellbeing and creativity in children and adults, and detailing a specific paradigm named the Quadrato Motor Training (QMT). QMT is a specifically structured movement meditation, involving cognitive, motor and affective components. Finally, we will support a holistic view on education, integrating motion, emotion and cognition to develop a person-centered, or in this case student-centered, approach to wellbeing and health.
Collapse
Affiliation(s)
- Patrizio Paoletti
- Research Institute for Neuroscience, Education and Didactics, Patrizio Paoletti Foundation for Development and Communication, 06081 Assisi, Italy
| | - Michele Pellegrino
- Research Institute for Neuroscience, Education and Didactics, Patrizio Paoletti Foundation for Development and Communication, 06081 Assisi, Italy
| | - Tal Dotan Ben-Soussan
- Research Institute for Neuroscience, Education and Didactics, Patrizio Paoletti Foundation for Development and Communication, 06081 Assisi, Italy
| |
Collapse
|
5
|
Miller AL, Palmer KK, Wang L, Wang C, Riley HO, McClelland MM, Robinson LE. Mastery-oriented motor competence intervention improves behavioral but not cognitive self-regulation in head start preschoolers: Randomized controlled trial results. Scand J Med Sci Sports 2023; 33:725-736. [PMID: 36577657 PMCID: PMC10441036 DOI: 10.1111/sms.14294] [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: 04/27/2022] [Revised: 12/10/2022] [Accepted: 12/19/2022] [Indexed: 12/30/2022]
Abstract
Motor competence and self-regulation develop rapidly in early childhood; emerging work suggests motor competence interventions as a promising way to promote self-regulation (e.g., behavioral inhibition; cognitive flexibility) in young children. We tested the impact of a mastery-focused motor competence intervention (Children's Health Activity Motor Program [CHAMP])1 on behavioral and cognitive aspects of self-regulation among children attending Head Start. Grounded in Achievement Goal Theory, CHAMP encourages children's autonomy to navigate a mastery-oriented motor skill learning environment. Children (M age = 53.4 months, SD = 3.2) were cluster-randomized by classroom (6 per condition) to an intervention (n = 67) or control condition (n = 45). Behavioral self-regulation skills were assessed using the Head-Toes-Knees-Shoulders task (HTKS). Cognitive self-regulation skills were assessed using working memory and dimensional card-sorting executive function tasks. Random-effects hurdle models accounting for zero-inflated distributions indicated that children receiving CHAMP, versus not, were almost 3 times more likely to have non-zero HTKS scores at post-test; OR: 2.98 (CI 1.53, 5.81); however, there were no effects on any cognitive aspects of self-regulation (all p's > 0.05). Mastery climate motor competence interventions are an ecologically valid strategy that may have a greater impact on preschoolers' behavioral than cognitive aspects of self-regulation.
Collapse
Affiliation(s)
- Alison L. Miller
- University of Michigan School of Public Health, Ann Arbor, Michigan, USA
| | - Kara K. Palmer
- University of Michigan School of Kinesiology, Ann Arbor, Michigan, USA
| | - Lu Wang
- University of Michigan School of Public Health, Ann Arbor, Michigan, USA
| | - Chang Wang
- University of Michigan School of Public Health, Ann Arbor, Michigan, USA
| | - Hurley O. Riley
- University of Michigan School of Public Health, Ann Arbor, Michigan, USA
| | - Megan M. McClelland
- Oregon State University College of Public Health and Human Sciences, Corvallis, Oregon, USA
| | - Leah E. Robinson
- University of Michigan School of Kinesiology, Ann Arbor, Michigan, USA
| |
Collapse
|
6
|
Holistic Functioning from a Developmental Perspective: A New Synthesis with a Focus on a Multi-tiered System Support Structure. Clin Child Fam Psychol Rev 2023; 26:343-361. [PMID: 36826703 DOI: 10.1007/s10567-023-00428-5] [Citation(s) in RCA: 7] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/02/2023] [Indexed: 02/25/2023]
Abstract
While research in specific academic disciplines has individually advanced knowledge and practice for promoting multiple aspects of health and well-being in children and adolescents, still missing is an understanding of the interconnectedness of many critical aspects of development and how to intentionally weave these factors to advance a more holistic approach. The need for a more holistic and inclusive approach to child and adolescent development is increasingly evident to promote long-term health and well-being as the overall percentage of children, adolescents, and adults who suffer from mental health disorders is increasing. To address this issue, our authorship team consists of researchers in the areas of developmental psychology, neuroscience, motor development, exercise science, and mental health. The collective ideas outlined in this paper are aligned to address the need to remove disciplinary-specific boundaries and elucidate synergistic linkages across multiple research domains that support holistic development and lifespan health and wellness. We propose a conceptual framework that comprehensively addresses the integration of physical, cognitive, psychological, social, and emotional domains of child and adolescent development. In addition, we also provide a holistic preventative approach that is aligned with a contemporary intervention structure (i.e., Multi-tiered Systems of Support) to promote, from a developmental perspective, positive trajectories of health and well-being across childhood and adolescence.
Collapse
|
7
|
Pellegrino M, Ben-Soussan TD, Paoletti P. A Scoping Review on Movement, Neurobiology and Functional Deficits in Dyslexia: Suggestions for a Three-Fold Integrated Perspective. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:3315. [PMID: 36834011 PMCID: PMC9966639 DOI: 10.3390/ijerph20043315] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/23/2022] [Revised: 02/08/2023] [Accepted: 02/12/2023] [Indexed: 06/18/2023]
Abstract
Developmental dyslexia is a common complex neurodevelopmental disorder. Many theories and models tried to explain its symptomatology and find ways to improve poor reading abilities. The aim of this scoping review is to summarize current findings and several approaches and theories, focusing on the interconnectedness between motion, emotion and cognition and their connection to dyslexia. Consequently, we present first a brief overview of the main theories and models regarding dyslexia and its proposed neural correlates, with a particular focus on cerebellar regions and their involvement in this disorder. After examining different types of intervention programs and remedial training, we highlight the effects of a specific structured sensorimotor intervention named Quadrato Motor Training (QMT). QMT utilizes several cognitive and motor functions known to be relevant in developmental dyslexia. We introduce its potential beneficial effects on reading skills, including working memory, coordination and attention. We sum its effects ranging from behavioral to functional, structural and neuroplastic, especially in relation to dyslexia. We report several recent studies that employed this training technique with dyslexic participants, discussing the specific features that distinguish it from other training within the specific framework of the Sphere Model of Consciousness. Finally, we advocate for a new perspective on developmental dyslexia integrating motion, emotion and cognition to fully encompass this complex disorder.
Collapse
Affiliation(s)
- Michele Pellegrino
- Research Institute for Neuroscience, Education and Didactics, Patrizio Paoletti Foundation for Development and Communication, 06081 Assisi, Italy
| | - Tal Dotan Ben-Soussan
- Research Institute for Neuroscience, Education and Didactics, Patrizio Paoletti Foundation for Development and Communication, 06081 Assisi, Italy
| | | |
Collapse
|
8
|
Quadrato motor training (QMT) influences IL-1β expression and creativity: Implications for inflammatory state reduction and cognitive enhancement. PROGRESS IN BRAIN RESEARCH 2023. [DOI: 10.1016/bs.pbr.2022.12.008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/04/2023]
|
9
|
Frehner SS, Dooley KT, Palumbo MC, Smith AL, Goodman MM, Bales KL, Freeman SM. Effect of sex and autism spectrum disorder on oxytocin receptor binding and mRNA expression in the dopaminergic pars compacta of the human substantia nigra. Philos Trans R Soc Lond B Biol Sci 2022; 377:20210118. [PMID: 35858098 PMCID: PMC9272142 DOI: 10.1098/rstb.2021.0118] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/22/2022] Open
Abstract
Oxytocin is an endogenous neuropeptide hormone that influences social behaviour and bonding in mammals. Variations in oxytocin receptor (OXTR) expression may play a role in the social deficits seen in autism spectrum disorder. Previous studies from our laboratory found a dense population of OXTR in the human substantia nigra (SN), a basal ganglia structure in the midbrain that is important in both movement and reward pathways. Here, we explore whether differences in OXTR can be identified in the dopaminergic SN pars compacta of individuals with autism. Postmortem human brain tissue specimens were processed for OXTR autoradiography from four groups: males with autism, females with autism, typically developing (TD) males and TD females. We found that females with autism had significantly lower levels of OXTR than the other groups. To examine potential gene expression differences, we performed
in situ
hybridization in adjacent slides to visualize and quantify OXTR mRNA as well as mRNA for tyrosine hydroxylase. We found no differences in mRNA levels for either gene across the four groups. These results suggest that a dysregulation in local OXTR protein translation or increased OXTR internalization/recycling may contribute to the differences in social symptoms seen in females with autism.
This article is part of the theme issue ‘Interplays between oxytocin and other neuromodulators in shaping complex social behaviours’.
Collapse
Affiliation(s)
- Sage S. Frehner
- Department of Biology, Utah State University, Logan, UT 84322, USA
| | - Kip T. Dooley
- Department of Biology, Utah State University, Logan, UT 84322, USA
| | - Michelle C. Palumbo
- California National Primate Research Center, University of California Davis, Davis, CA 95616, USA
- Department of Behavioral Neuroscience, Oregon Health Sciences University, Portland, OR 97239, USA
| | - Aaron L. Smith
- Department of Radiology, Emory University, Atlanta, GA 30322, USA
| | - Mark M. Goodman
- Department of Radiology, Emory University, Atlanta, GA 30322, USA
| | - Karen L. Bales
- California National Primate Research Center, University of California Davis, Davis, CA 95616, USA
| | - Sara M. Freeman
- Department of Biology, Utah State University, Logan, UT 84322, USA
- California National Primate Research Center, University of California Davis, Davis, CA 95616, USA
| |
Collapse
|
10
|
Paoletti P, Leshem R, Pellegrino M, Ben-Soussan TD. Tackling the Electro-Topography of the Selves Through the Sphere Model of Consciousness. Front Psychol 2022; 13:836290. [PMID: 35664179 PMCID: PMC9161303 DOI: 10.3389/fpsyg.2022.836290] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/15/2021] [Accepted: 03/11/2022] [Indexed: 11/13/2022] Open
Abstract
In the current hypothesis paper, we propose a novel examination of consciousness and self-awareness through the neuro-phenomenological theoretical model known as the Sphere Model of Consciousness (SMC). Our aim is to create a practical instrument to address several methodological issues in consciousness research. We present a preliminary attempt to validate the SMC via a simplified electrophysiological topographic map of the Self. This map depicts the gradual shift from faster to slower frequency bands that appears to mirror the dynamic between the various SMC states of Self. In order to explore our hypothesis that the SMC's different states of Self correspond to specific frequency bands, we present a mini-review of studies examining the electrophysiological activity that occurs within the different states of Self and in the context of specific meditation types. The theoretical argument presented here is that the SMC's hierarchical organization of three states of the Self mirrors the hierarchical organization of Focused Attention, Open Monitoring, and Non-Dual meditation types. This is followed by testable predictions and potential applications of the SMC and the hypotheses derived from it. To our knowledge, this is the first integrated electrophysiological account that combines types of Self and meditation practices. We suggest this electro-topographic framework of the Selves enables easier, clearer conceptualization of the connections between meditation types as well as increased understanding of wakefulness states and altered states of consciousness.
Collapse
Affiliation(s)
- Patrizio Paoletti
- Research Institute for Neuroscience, Education and Didactics, Patrizio Paoletti Foundation, Assisi, Italy
| | - Rotem Leshem
- Department of Criminology, Bar-Ilan University, Ramat Gan, Israel
| | - Michele Pellegrino
- Research Institute for Neuroscience, Education and Didactics, Patrizio Paoletti Foundation, Assisi, Italy
| | - Tal Dotan Ben-Soussan
- Research Institute for Neuroscience, Education and Didactics, Patrizio Paoletti Foundation, Assisi, Italy
| |
Collapse
|
11
|
Vazou S, Mavilidi MF. Cognitively Engaging Physical Activity for Targeting Motor, Cognitive, Social, and Emotional Skills in the Preschool Classroom: The Move for Thought preK-K Program. Front Psychol 2021; 12:729272. [PMID: 34912267 PMCID: PMC8666441 DOI: 10.3389/fpsyg.2021.729272] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/22/2021] [Accepted: 10/22/2021] [Indexed: 11/13/2022] Open
Abstract
Despite the growing body of research indicating that integrated physical activity with learning benefits children both physically and cognitively, preschool curricula with integrated physical activities are scarce. The "Move for Thought (M4T) preK-K" program provides activities on fundamental motor skills that are integrated with academic concepts, executive function, and social-emotional skills in the preschool environment. The aim of this study was to evaluate the feasibility, usability, and effectiveness of the M4T preK-K program over an eight-week period in 16 preschool centers (N=273; M age=4.22 SD=0.61) that were randomly assigned to the intervention (8 M4T; n=138; M age=4.31 SD=0.61) and the control (8 traditional; n=135; M age=4.13 SD=0.60) group. In both groups, teacher ratings of children's attention, behavioral control, and social skills (i.e., cooperation, assertion, and self-control) in the classroom, as well as children's perceived motor skill competence and executive functions, were collected before and after the intervention. A daily teacher log measured intervention fidelity and perceived experiences with the program. Results showed a significant improvement on attention scores for children in the M4T preK-K group, compared to the control group. No significant differences emerged for behavioral control, social skills, executive functions, and perceived motor competence among groups. A significant time effect was evident for executive functions, with both groups improving over time. Further, the program was well-received, easy to implement in the preschool classroom and with high rates of satisfaction for both children and teachers. The M4T preK-K program is promising in helping teachers prepare preschool children for future educational success.
Collapse
Affiliation(s)
- Spyridoula Vazou
- Department of Kinesiology, Iowa State University, Ames, IA, United States
| | - Myrto F Mavilidi
- Early Start/School of Education, University of Wollongong, Keiraville, NSW, Australia
| |
Collapse
|
12
|
Chen HY, Meng LF, Yu Y, Chen CC, Hung LY, Lin SC, Chi HJ. Developmental Traits of Impulse Control Behavior in School Children under Controlled Attention, Motor Function, and Perception. CHILDREN-BASEL 2021; 8:children8100922. [PMID: 34682188 PMCID: PMC8534984 DOI: 10.3390/children8100922] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 08/15/2021] [Revised: 10/01/2021] [Accepted: 10/12/2021] [Indexed: 11/16/2022]
Abstract
This research surveyed the characteristics of the developmental traits of impulse control behavior in children through parent-report questionnaires. After matching for gender and attention behavior, as well as controlling for variables (motor and perception) which might confound impulse control, 710 participants (355 girls and 355 boys; grade, 1–5; age, 7–12 years) were recruited from a database of 1763 children. Results demonstrated that there was a significant difference between grade 1 and grade 5 in impulse control. Conversely, no significant differences were found when comparing other grades. The present findings indicate that a striking development of impulse control occurs from grade 4 to 5. Moreover, the plateau of impulse control development from grade 1 to 4 implies that a long transition period is needed to prepare children to develop future impulse control. In conclusion, the age-dependent maturation associated with stage-wise development is a critical characteristic of impulse control development in school age children. Further discussions are made regarding this characteristic, such as from the perspective of frontal lobe development.
Collapse
Affiliation(s)
- Hsin-Yung Chen
- Department of Occupational Therapy & Graduate Institute of Clinical Behavioral Sciences, College of Medicine, Chang Gung University, Taoyuan City 33302, Taiwan;
- Department of Neurology and Dementia Center, Taoyuan Chang Gung Memorial Hospital, Taoyuan City 33378, Taiwan;
| | - Ling-Fu Meng
- Department of Occupational Therapy & Graduate Institute of Clinical Behavioral Sciences, College of Medicine, Chang Gung University, Taoyuan City 33302, Taiwan;
- Division of Occupational Therapy, Department of Physical Medicine and Rehabilitation, Chiayi Chang Gung Memorial Hospital, Puzi City 613016, Taiwan;
- Correspondence:
| | - Yawen Yu
- Department of Occupational Therapy, Colorado State University, Fort Collins, CO 80523-1573, USA;
| | - Chen-Chi Chen
- Health Center, Taipei Fushing Private School, Taipei City 106343, Taiwan;
| | - Li-Yu Hung
- Department of Special Education, National Taiwan Normal University, Taipei City 106308, Taiwan;
- College of Teacher Education, National Taiwan Normal University, Taipei City 106308, Taiwan
| | - Shih-Che Lin
- Division of Occupational Therapy, Department of Physical Medicine and Rehabilitation, Chiayi Chang Gung Memorial Hospital, Puzi City 613016, Taiwan;
| | - Huang-Ju Chi
- Department of Neurology and Dementia Center, Taoyuan Chang Gung Memorial Hospital, Taoyuan City 33378, Taiwan;
| |
Collapse
|
13
|
Age-Related Differential Effects of School-Based Sitting and Movement Meditation on Creativity and Spatial Cognition: A Pilot Study. CHILDREN-BASEL 2021; 8:children8070583. [PMID: 34356562 PMCID: PMC8303844 DOI: 10.3390/children8070583] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/01/2021] [Revised: 06/28/2021] [Accepted: 07/06/2021] [Indexed: 11/17/2022]
Abstract
Psychophysical well-being can be supported during development by the integration of extra-curricular activities in scholastic settings. These activities can be implemented in different forms, ranging from physical activities to sitting meditation practices. Considering that both such activities are thought to affect children’s psychophysical development, a movement-based meditation that combines the two approaches−in the form of a short daily activity−could represent a powerful tool to promote healthy physical and mental development. Consequently, the current pilot study aimed to examine the effect of short daily school-based sitting and movement meditation trainings on creativity and spatial cognition. Utilizing a crossover design, we evaluated their feasibility and efficacy at different ages among children (n = 50) in 5th to 8th grade. We observed that 5 weeks of daily training in sitting and movement meditation techniques improved children’s cognition differently. Specifically, younger children showed greater creativity and better spatial cognition following the movement-based meditation, while older children showed greater enhancement in these areas following sitting meditation training. This suggests that training can affect children’s cognition differently depending on their developmental stage. We discuss these results within the framework of embodied and grounded cognition theories. Information on feasibility and age-related effect sizes derived from the current study paves the way for future well-powered larger-scale efficacy studies on different forms of school-based interventions to cognitive development promotion.
Collapse
|
14
|
Jung Y, Dingwell JB, Baker B, Chopra P, Castelli DM. Cross-Sectional Study Using Virtual Reality to Measure Cognition. Front Sports Act Living 2021; 2:543676. [PMID: 33644747 PMCID: PMC7904866 DOI: 10.3389/fspor.2020.543676] [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: 03/17/2020] [Accepted: 12/15/2020] [Indexed: 11/13/2022] Open
Abstract
Dual-task research is limited in its transferability to authentic contexts because laboratory conditions do not replicate real-world physical activity and decision-making scenarios. Creating valid, reliable methodologies to assess physiological and behavioral responses under varying physical and cognitive demands using virtual reality (VR) environment addresses this limitation. This study determined the feasibility of using VR to investigate the effects of dual-tasking on healthy young adults' cognitive performance. Three dual-tasking conditions (i.e., standing, preferred-paced walking, and fast-paced walking, each with blocked congruent and incongruent tasks) were developed. Using a within-subjects, randomized design, thirty-two young adults (17 female, mean age = 21.03 ± 2.86) were randomly assigned to a starting condition but experienced all three conditions. Physiological responses of heart rate (HR) and accelerometry data measured energy expenditure as the physical demand. Behavioral responses of reaction time and error rate quantified cognitive performance. Results indicated that (a) each condition verified independent physiological and behavioral responses; (b) reaction time and error rate during preferred walking or fast-paced walking dual-tasking conditions was significantly lower than standing condition; and surprisingly, (c) congruent tasks showed lower reaction time than the incongruent tasks. These findings suggest that it is feasible to use VR to assess the effects of dual-task conditions. Specifically, walking can optimize the motor-cognitive dual-task performance, compared to standing. These findings may be attributed to the dose-response effects of exercise intensity. Future studies should incorporate advanced technology such as the VR exercise.
Collapse
Affiliation(s)
- Yeonhak Jung
- Department of Kinesiology & Health Education, The University of Texas at Austin, Austin, TX, United States.,Department of Curriculum & Instruction, The University of Texas at Austin, Austin, TX, United States
| | - Jonathan B Dingwell
- Department of Kinesiology & Health Education, The University of Texas at Austin, Austin, TX, United States.,Department of Kinesiology, The Pennsylvania State University, State College, PA, United States
| | - Brett Baker
- Department of Kinesiology & Health Education, The University of Texas at Austin, Austin, TX, United States
| | - Preeti Chopra
- Department of Kinesiology & Health Education, The University of Texas at Austin, Austin, TX, United States
| | - Darla M Castelli
- Department of Kinesiology & Health Education, The University of Texas at Austin, Austin, TX, United States
| |
Collapse
|