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Savarimuthu A, Ponniah RJ. Cognition and Cognitive Reserve. Integr Psychol Behav Sci 2024; 58:483-501. [PMID: 38279076 DOI: 10.1007/s12124-024-09821-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/19/2024] [Indexed: 01/28/2024]
Abstract
Cognition is a mental process that provides the ability to think, know, and learn. Though cognitive skills are necessary to do daily tasks and activities, cognitive aging causes changes in various cognitive functions. Cognitive abilities that are preserved and strengthened by experience can be kept as a reserve and utilized when necessary. The concept of reserving cognition was found when people with Alzheimer's disease had differences in clinical manifestations and cognitive functions. The cognitive reserve builds resilience against cognitive decline and improves the quality of life. Also, several lines of studies have found that the plasticity between neurons has a significant impact on cognitive reserve and acts against cognitive decline. To extend the findings, the present study provides a comprehensive understanding of cognitive reserve and the variables that are involved in maintaining cognition. The study also considers reading as one of the cognitive proxies that develops and maintains cognitive reserve.
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Affiliation(s)
- Anisha Savarimuthu
- Department of Humanities and Social Sciences, National Institute of Technology, Tiruchirappalli, India
- Department of English, PSG College of Arts and Science, Coimbatore, India
| | - R Joseph Ponniah
- Department of Humanities and Social Sciences, National Institute of Technology, Tiruchirappalli, India.
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Yang A, Jing Lu H, Chang L. The impacts of early environmental adversity on cognitive functioning, body mass, and life-history behavioral profiles. Brain Cogn 2024; 177:106159. [PMID: 38593638 DOI: 10.1016/j.bandc.2024.106159] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/15/2024] [Revised: 03/16/2024] [Accepted: 04/03/2024] [Indexed: 04/11/2024]
Abstract
Early adverse experiences or exposures have a profound impact on neurophysiological, cognitive, and somatic development. Evidence across disciplines uncovers adversity-induced alternations in cortical structures, cognitive functions, and related behavioral manifestations, as well as an energetic trade-off between the brain and body. Based on the life history (LH) framework, the present research aims to explore the adversity-adapted cognitive-behavioral mechanism and investigate the relation between cognitive functioning and somatic energy reserve (i.e., body mass index; BMI). A structural equation modeling (SEM) analysis was performed with longitudinal self-reported, anthropometric, and task-based data drawn from a cohort of 2,607 8- to 11-year-old youths and their primary caregivers recruited by the Adolescent Brain Cognitive Development (ABCDSM) study. The results showed that early environmental adversity was positively associated with fast LH behavioral profiles and negatively with cognitive functioning. Moreover, cognitive functioning mediated the relationship between adversity and fast LH behavioral profiles. Additionally, we found that early environmental adversity positively predicted BMI, which was inversely correlated with cognitive functioning. These results revealed an adversity-adapted cognitive-behavioral mechanism and energy-allocation pathways, and add to the existing knowledge of LH trade-off and developmental plasticity.
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Affiliation(s)
- Anting Yang
- Department of Psychology, Faculty of Social Sciences Building E21-G003, University of Macau, Macau.
| | - Hui Jing Lu
- Department of Applied Social Sciences, Faculty of Health and Social Sciences GH413, The Hong Kong Polytechnic University, Hum Hong, Kowloon, Hong Kong, China.
| | - Lei Chang
- Department of Psychology, Faculty of Social Sciences Building E21-G003, University of Macau, Macau; Department of Applied Social Sciences, Faculty of Health and Social Sciences GH413, The Hong Kong Polytechnic University, Hum Hong, Kowloon, Hong Kong, China.
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Oh Y, Baek JH, Joung YS. Intelligence-Dependent Differential Effects of Media Exposure on Executive Function Changes in Children: A Population-Based Cohort Study With a Longitudinal Design. J Korean Med Sci 2023; 38:e411. [PMID: 38084030 PMCID: PMC10713440 DOI: 10.3346/jkms.2023.38.e411] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/04/2023] [Accepted: 09/12/2023] [Indexed: 12/18/2023] Open
Abstract
BACKGROUND Excessive media use is known to be associated with executive dysfunction in children, but it's unclear whether this exposure can lead to long-term changes of executive function. This study aimed to investigate the association between media exposure and longitudinal changes in executive function within a population-based study, while considering the potential influence of intelligence. METHODS This study used data from 1,209 participants in the Panel Korea Study for Children. The children's media exposure was measured at ages 7 and 8, and executive function was evaluated annually from ages 7 to 10 using the Executive Function Difficulty Screening Questionnaire. Participants were grouped by media exposure level (low, medium, or high), and longitudinal changes in executive function were analyzed using linear mixed effects models. Subgroup analysis was conducted to investigate how executive function changes varied based on intelligence within each media exposure group. RESULTS Children with high media exposure (n = 97) had severer executive function difficulties than those with low (n = 141) or medium (n = 971) exposure in all waves. The high exposure group demonstrated persistent higher executive function difficulties up to age 10 after controlling for child gender, intelligence, parental education level and maternal depression. Children with intelligence quotient (IQ) ≤ 100 in the medium to high media exposure group had significantly more severe executive function difficulties than those with IQ > 100. CONCLUSION This study provided evidence of a longitudinal negative association between media exposure and executive function. The findings suggest that excessive media exposure may lead to long-term changes in executive function in children and highlight the importance of implementing targeted interventions and educational strategies to mitigate the potential negative effects of excessive media use, particularly for children with lower cognitive abilities.
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Affiliation(s)
- Yunhye Oh
- Department of Psychiatry, Hallym University Sacred Heart Hospital, Anyang, Korea
| | - Ji Hyun Baek
- Department of Psychiatry, Samsung Medical Center, Sungkyunkwan University School of Medicine, Seoul, Korea
| | - Yoo-Sook Joung
- Department of Psychiatry, Samsung Medical Center, Sungkyunkwan University School of Medicine, Seoul, Korea.
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Abstract
Threats to the health of our environment are numerous. Much research in science and engineering is devoted to documenting, understanding, and attempting to mitigate the harm itself. The root challenge for sustainability, however, is human behavior. As such, changes to human behaviors and the internal processes that drive them are also essential. Critical to understanding sustainability-related behaviors is the individual's conceptualization of the natural world and its components and processes. The papers in this topiCS issue address these conceptualizations by drawing from anthropological, linguistic, educational, philosophical, and social cognitive perspectives as well as traditional psychological approaches to the study of concepts and their development in children. They engage with many domains bearing on environmental sustainability including climate change, biodiversity, land and water conservation, resource use, and design of the built environment. They coalesce around four broad themes: (a) What people know (or believe) about nature broadly and about specific aspects of nature, and how they acquire and use this knowledge; (b) how knowledge is expressed and shared via language; (c) how knowledge and beliefs interact with affective, social, and motivational influences to yield attitudes and behaviors; and (d) how members of different cultures and speakers of different languages differ in these ways. The papers also point to lessons for advancing sustainability via public policy and public messaging, education, conservation and nature management, and design of the built environment.
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Affiliation(s)
| | - Asifa Majid
- Department of Experimental Psychology, University of Oxford
- Radcliffe Institute for Advanced Study, Harvard University
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Abstract
Self-recognition emerges during the second year of life and represents the emergence of a reflective self, a metacognition which underlies self-conscious emotions such as embarrassment and shame, perspective taking, and emotional knowledge of others. In a longitudinal study of 171 children, two major questions were explored from an extant database: 1) Do early factors, including IQ, general environmental risk, mother-child attachment interaction, drug exposure, gender, and neonatal risk, relate to self-recognition?; 2) Does self-recognition, along with these earlier factors, predict the child's subsequent emotional knowledge? Consistent with previous data, 39% of children exhibited self-recognition by 18-months and few early factors explored were related to this ability. Moreover, path analysis revealed few effects of the earlier factors predicting self-recognition on children's emotional knowledge. Self-recognition did predict emotional knowledge at 4.5 years, such that children who showed early self-recognition showed greater emotional knowledge. Children from high risk environments also showed lower emotional knowledge. These findings indicate that self-recognition and environmental risk are related to children's later knowledge of emotions.
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Affiliation(s)
- Michael Lewis
- Institute for the Study of Child Development, Rutgers Robert Wood Johnson Medical School, New Brunswick, NJ,Corresponding Author: Michael Lewis, Institute for the Study of Child Development, Department of Pediatrics, Rutgers Robert Wood Johnson Medical School, 89 French Street, Suite 1200, New Brunswick, NJ 08901, Phone: 732-235-7700,
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Essex C, Gliga T, Singh M, Smith TJ. Understanding the differential impact of children's TV on executive functions: a narrative-processing analysis. Infant Behav Dev 2021; 66:101661. [PMID: 34784571 DOI: 10.1016/j.infbeh.2021.101661] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/09/2021] [Revised: 10/25/2021] [Accepted: 10/28/2021] [Indexed: 11/28/2022]
Abstract
Evidence from multiple empirical studies suggests children's Executive Functions are depleted immediately after viewing some types of TV content but not others. Correlational evidence suggests any such effects may be most problematic during the pre-school years. To establish whether "screen-time" is developmentally appropriate at this age we believe a nuanced approach must be taken to the analysis of individual pieces of media and their potential demands on viewer cognition. To this end we apply a cognitive theory of visual narrative processing, the Scene Perception and Event Comprehension Theory (SPECT; Loschky, Larson, Smith, & Magliano, 2020) to the analysis of TV shows previously used to investigate short-term effects of TV viewing. A theoretical formalisation of individual content properties, together with a quantitative content-based analysis of previously used children's content (Lillard & Peterson, 2011; Lillard et al., 2015b) is presented. This analysis found a pattern of greater stimulus saliency, increased situational change and a greater combined presence of cognitively demanding features for videos previously shown to reduce children's EF after viewing. Limitations of this pilot application of SPECT are presented and proposals for future empirical investigations of the psychological mechanisms activated by specific TV viewing content are considered.
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Affiliation(s)
- Claire Essex
- Centre for Brain and Cognitive Development, Birkbeck, University of London, UK.
| | | | - Maninda Singh
- School of Psychology, University of Surrey, Guildford, Surrey, UK
| | - Tim J Smith
- Department of Psychological Sciences, Birkbeck, University of London, UK
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Lew-Levy S, Pope SM, Haun DBM, Kline MA, Broesch T. Out of the empirical box: A mixed-methods study of tool innovation among Congolese BaYaka forager and Bondongo fisher-farmer children. J Exp Child Psychol 2021; 211:105223. [PMID: 34273734 DOI: 10.1016/j.jecp.2021.105223] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/14/2021] [Revised: 06/03/2021] [Accepted: 06/03/2021] [Indexed: 11/25/2022]
Abstract
Tool innovation has played a crucial role in human adaptation. Yet, this capacity seems to arise late in development. Before 8 years of age, many children struggle to solve the hook task, a common measure of tool innovation that requires modification of a straight pipe cleaner into a hook to extract a prize. Whether these findings are generalizable beyond postindustrialized Western children remains unclear. In many small-scale subsistence societies, children engage in daily tool use and modification, experiences that theoretically could enhance innovative capabilities. Although two previous studies found no differences in innovative ability between children from Western and small-scale subsistence societies, these did not account for the latter's inexperience with pipe cleaners. Thus, the current study investigated how familiarity with pipe cleaners affected hook task success in 132 Congolese BaYaka foragers (57 girls) and 59 Bondongo fisher-farmers (23 girls) aged 4-12 years. We contextualized these findings within children's interview responses and naturalistic observations of how pipe cleaners were incorporated into daily activities. Counter to our expectation, prior exposure did not improve children's performance during the hook task. Bondongo children innovated significantly more hooks than BaYaka children, possibly because they participate in hook-and-line fishing. Observations and interviews showed that children imagined and innovated novel uses for pipe cleaners outside the experimental context, including headbands, bracelets, and suspenders. We relate our findings to ongoing debates regarding systematic versus unsystematic tool innovation, the importance of prior experience for the ontogeny of tool innovation, and the external validity of experimental paradigms.
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Affiliation(s)
- Sheina Lew-Levy
- Department of Psychology, Simon Fraser University, Burnaby, British Columbia V5A 1S6, Canada; Aarhus University, Moesgård Allé 20 8270 Højbjerg, Denmark
| | - Sarah M Pope
- Department of Cultural and Comparative Psychology, Max Planck Institute for Evolutionary Anthropology, 04103 Leipzig, Germany.
| | - Daniel B M Haun
- Department of Cultural and Comparative Psychology, Max Planck Institute for Evolutionary Anthropology, 04103 Leipzig, Germany
| | - Michelle A Kline
- Centre for Culture and Evolution, Department of Psychology, Brunel University London, London, Uxbridge UB8 3PH, UK
| | - Tanya Broesch
- Department of Psychology, Simon Fraser University, Burnaby, British Columbia V5A 1S6, Canada
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Aydin E, Ilgaz H, Allen JWP. Preschoolers' learning of information from fantastical narrative versus expository books. J Exp Child Psychol 2021; 209:105170. [PMID: 33962106 DOI: 10.1016/j.jecp.2021.105170] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2020] [Revised: 03/24/2021] [Accepted: 03/29/2021] [Indexed: 10/21/2022]
Abstract
This study investigated preschool children's learning from expository and fantastical narrative books and whether the children would show a tendency for learning from expository books in cases of conflicting information. Over three testing sessions, 71 3- and 5-year-olds were individually read one expository book and one fantastical narrative book. These books contained four types of information units: narrative-only, expository-only, conflicting, and consistent. Children were asked questions that tapped these information units. Results showed a main effect of age, with 5-year-olds learning more information from both books than 3-year-olds. When the information in the narrative and expository books conflicted, 5-year-olds showed a tendency to report information from the expository book, but 3-year-olds were at chance level for prioritizing information learned from either book.
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Affiliation(s)
- Emre Aydin
- Department of Psychology, Simon Fraser University, Burnaby, British Columbia V5A 1S6, Canada
| | - Hande Ilgaz
- Department of Psychology, Bilkent University, 06800 Ankara, Turkey.
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Wong TTY, Leung COY, Kwan KT. Multifaceted assessment of children's inversion understanding. J Exp Child Psychol 2021; 207:105121. [PMID: 33756277 DOI: 10.1016/j.jecp.2021.105121] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/10/2020] [Revised: 12/03/2020] [Accepted: 01/21/2021] [Indexed: 11/19/2022]
Abstract
The current study was aimed at examining various theoretical issues concerning children's inversion understanding (i.e., its factor structure, development, and relation with mathematics achievement) using a multifaceted assessment. A sample of 110 fourth to sixth graders was evaluated in three different measures of inversion understanding: evaluation of examples, explicit recognition, and application of procedures. The participants were also evaluated on their mathematics achievement. A one-factor structure best explains inversion understanding involving different arithmetic operations. Grade-related improvements were observed in some facets of inversion understanding. Latent profile analysis using the three inversion measures revealed seven classes of children with different inversion profiles. Furthermore, classes with better inversion understanding also had higher mathematics achievers. The current findings provide evidence to support the multifaceted nature of inversion understanding, grade-related improvements in children's inversion understanding as well as the relation between inversion understanding and mathematics achievement.
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Affiliation(s)
- Terry Tin-Yau Wong
- Department of Psychology, The University of Hong Kong, Pok Fu Lam, Hong Kong.
| | - Chloe Oi-Ying Leung
- Department of Psychology, The University of Hong Kong, Pok Fu Lam, Hong Kong
| | - Kam-Tai Kwan
- Department of Psychology, The Education University of Hong Kong, Tai Po, New Territories, Hong Kong
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Remer J, Dean DC, Chen K, Reiman RA, Huentelman MJ, Reiman EM, Deoni SCL. Longitudinal white matter and cognitive development in pediatric carriers of the apolipoprotein ε4 allele. Neuroimage 2020; 222:117243. [PMID: 32822813 PMCID: PMC7779366 DOI: 10.1016/j.neuroimage.2020.117243] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/06/2020] [Revised: 07/01/2020] [Accepted: 08/05/2020] [Indexed: 01/14/2023] Open
Abstract
We have previously demonstrated cross-sectional differences in magnetic resonance imaging (MRI) measurements of white matter myelin and gray matter in infants with or without the apolipoprotein ε4 allele, a major genetic risk factor for late-onset Alzheimer's disease (AD). In this study, we sought to compare longitudinal MRI white matter myelin and cognitive-behavioral changes in infants and young children with and without this allele. Serial MRI and cognitive tests were obtained on 223 infants and young children, including 74 ε4 carriers and 149 non-carriers, 2–68 months of age, matched for age, gestational duration, birth weight, sex ratio, maternal age, education, and socioeconomic status. Automated brain mapping algorithms and non-linear mixed models were used to characterize and compare trajectories of white matter myelin and cognitive-behavioral test scores. The APOE ε4 carriers had statistically significant differences in white matter myelin development, in the uncinate fasciculus, temporal lobe, internal capsule and occipital lobe. Additionally, ε4 carriers had a slightly greater rate of development in early learning composite a surrogate measure of IQ representative of expressive language, receptive language, fine motor, and visual skills, but displayed slightly lower non verbal development quotient scores a composite measure of fine motor and visual skills across the entire age range. This study supports the possibility that ε4 carriers have slightly altered rates of white matter and cognitive development in childhood. It continues to raise questions about the role of APOE in human brain development and the relevance of these developmental differences to the predisposition to AD.
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Affiliation(s)
- Justin Remer
- Advanced Baby Imaging Lab, Rhode Island Hospital, Providence, RI, USA; Department of Pediatrics, Warren Alpert Medical School at Brown University, Providence RI, USA.
| | - Douglas C Dean
- Department of Pediatrics, University of Wisconsin-Madison, Madison WI 53705 USA; Department of Medical Physics, University of Wisconsin-Madison, Madison WI 5305 USA; Waisman Center, University of Wisconsin-Madison, Madison WI 53705 USA
| | - Kewei Chen
- Arizona Alzheimer's Consortium, University of Arizona School of Medicine, Tucson and Phoenix AZ, USA; Banner Alzheimer's Institute, Phoenix, AZ, USA; University of Arizona College of Medicine, Phoenix, AZ, USA; Arizona State University, Phoenix, AZ, USA
| | - Rebecca A Reiman
- Banner Alzheimer's Institute, Phoenix, AZ, USA; Neurogenomics Division, Translational Genomics Research Institute (TGen), Phoenix, AZ, USA
| | - Matthew J Huentelman
- Banner Alzheimer's Institute, Phoenix, AZ, USA; Neurogenomics Division, Translational Genomics Research Institute (TGen), Phoenix, AZ, USA
| | - Eric M Reiman
- Arizona Alzheimer's Consortium, University of Arizona School of Medicine, Tucson and Phoenix AZ, USA; Banner Alzheimer's Institute, Phoenix, AZ, USA; University of Arizona College of Medicine, Phoenix, AZ, USA; Arizona State University, Phoenix, AZ, USA; Neurogenomics Division, Translational Genomics Research Institute (TGen), Phoenix, AZ, USA
| | - Sean C L Deoni
- Advanced Baby Imaging Lab, Rhode Island Hospital, Providence, RI, USA; Department of Pediatrics, Warren Alpert Medical School at Brown University, Providence RI, USA; Maternal, Newborn, and Child Health Discovery and Tools, Bill and Melinda Gates Foundation; Seattle WA, USA
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Flynn ME, Guba TP, Fyfe ER. ABBABB or 1212: Abstract language facilitates children's early patterning skills. J Exp Child Psychol 2020; 193:104791. [PMID: 32001381 DOI: 10.1016/j.jecp.2019.104791] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/09/2019] [Revised: 11/14/2019] [Accepted: 12/09/2019] [Indexed: 11/20/2022]
Abstract
Emerging research demonstrates a central role of early patterning skills in supporting cognitive development. This study focused on the labels used to describe patterns. Children (N = 90; Mage = 5.4 years) solved and explained 10 pattern abstraction tasks (i.e., recreated a model pattern using novel materials). Using a between-participants design, children were taught using one of four labels: letters (AAB, AAB), numbers (112, 112), quantitative grouping labels (two one, two one), or no labels (this part, this part). All three forms of abstract language were beneficial relative to no labels. Grouping labels, which conveyed information about quantity, also aided performance on posttest items. Children's speech and gesture provided further insights into how abstract language may support early patterning skills and attention to structure.
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Affiliation(s)
- Philip D Harvey
- Department of Psychiatry and Behavioral Sciences, University of Miami Miller School of Medicine; and Research Service, Bruce W. Carter Miami VA Medical Center
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13
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Robinson CW, Sloutsky VM. Two mechanisms underlying auditory dominance: Overshadowing and response competition. J Exp Child Psychol 2019; 178:317-340. [PMID: 30384968 PMCID: PMC6261665 DOI: 10.1016/j.jecp.2018.10.001] [Citation(s) in RCA: 16] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/01/2018] [Revised: 10/02/2018] [Accepted: 10/03/2018] [Indexed: 11/29/2022]
Abstract
There are occasions when infants and children have difficulty in processing arbitrary auditory-visual pairings, with auditory input sometimes attenuating visual processing (i.e., auditory dominance). The current research examined possible mechanisms underlying these auditory dominance effects in infants and 4-year-olds. Do auditory dominance effects stem from auditory input attenuating encoding of visual input, from the difficulty of inhibiting auditory-based responses, or from a combination of these factors? In five reported experiments, 4-year-olds (Experiments 1A, 1B, 2A, and 2B) and 14- and 22-month-olds (Experiment 3) were presented with a variety of tasks that required simultaneous processing of auditory and visual input, and then we assessed memory for the visual items at test. Auditory dominance in young children resulted from response competition that children could not resolve. Infants' results were not as robust, but they provided some evidence that nonlinguistic sounds and possibly spoken words may attenuate encoding of visual input. The current findings shed light on mechanisms underlying cross-modal processing and auditory dominance and have implications for many tasks that hinge on the processing of arbitrary auditory-visual pairings.
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Affiliation(s)
| | - Vladimir M Sloutsky
- Department of Psychology, The Ohio State University, Columbus, OH 43210, USA
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Morin JFG, Afzali MH, Bourque J, Stewart SH, Séguin JR, O'Leary-Barrett M, Conrod PJ. A Population-Based Analysis of the Relationship Between Substance Use and Adolescent Cognitive Development. Am J Psychiatry 2019; 176:98-106. [PMID: 30278790 DOI: 10.1176/appi.ajp.2018.18020202] [Citation(s) in RCA: 73] [Impact Index Per Article: 14.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
OBJECTIVE Alcohol and cannabis misuse are related to impaired cognition. When inferring causality, four nonexclusive theoretical models can account for this association: 1) a common underlying vulnerability model; 2) a neuroplasticity model in which impairment is concurrent with changes in substance use but temporary because of neuroplastic brain processes that restore function; 3) a neurotoxicity model of long-term impairment consequential to substance use; and 4) a developmental sensitivity hypothesis of age-specific effects. Using a developmentally sensitive design, the authors investigated relationships between year-to-year changes in substance use and cognitive development. METHOD A population-based sample of 3,826 seventh-grade students from 31 schools consisting of 5% of all students entering high school in 2012 and 2013 in the Greater Montreal region were assessed annually for 4 years on alcohol and cannabis use, recall memory, perceptual reasoning, inhibition, and working memory, using school-based computerized assessments. Multilevel regression models, performed separately for each substance, were used to simultaneously test vulnerability (between-subject) and concurrent and lagged within-subject effects on each cognitive domain. RESULTS Common vulnerability effects were detected for cannabis and alcohol on all domains. Cannabis use, but not alcohol consumption, showed lagged (neurotoxic) effects on inhibitory control and working memory and concurrent effects on delayed memory recall and perceptual reasoning (with some evidence of developmental sensitivity). Cannabis effects were independent of any alcohol effects. CONCLUSIONS Beyond the role of cognition in vulnerability to substance use, the concurrent and lasting effects of adolescent cannabis use can be observed on important cognitive functions and appear to be more pronounced than those observed for alcohol.
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Affiliation(s)
- Jean-François G Morin
- From the Departments of Psychology and Psychiatry, University of Montreal, Montreal; Centre Hospitalier Universitaire Sainte-Justine, Montreal; and the Departments of Psychiatry, Psychology, and Community Health and Epidemiology, Dalhousie University, Halifax, Nova Scotia, Canada
| | - Mohammad H Afzali
- From the Departments of Psychology and Psychiatry, University of Montreal, Montreal; Centre Hospitalier Universitaire Sainte-Justine, Montreal; and the Departments of Psychiatry, Psychology, and Community Health and Epidemiology, Dalhousie University, Halifax, Nova Scotia, Canada
| | - Josiane Bourque
- From the Departments of Psychology and Psychiatry, University of Montreal, Montreal; Centre Hospitalier Universitaire Sainte-Justine, Montreal; and the Departments of Psychiatry, Psychology, and Community Health and Epidemiology, Dalhousie University, Halifax, Nova Scotia, Canada
| | - Sherry H Stewart
- From the Departments of Psychology and Psychiatry, University of Montreal, Montreal; Centre Hospitalier Universitaire Sainte-Justine, Montreal; and the Departments of Psychiatry, Psychology, and Community Health and Epidemiology, Dalhousie University, Halifax, Nova Scotia, Canada
| | - Jean R Séguin
- From the Departments of Psychology and Psychiatry, University of Montreal, Montreal; Centre Hospitalier Universitaire Sainte-Justine, Montreal; and the Departments of Psychiatry, Psychology, and Community Health and Epidemiology, Dalhousie University, Halifax, Nova Scotia, Canada
| | - Maeve O'Leary-Barrett
- From the Departments of Psychology and Psychiatry, University of Montreal, Montreal; Centre Hospitalier Universitaire Sainte-Justine, Montreal; and the Departments of Psychiatry, Psychology, and Community Health and Epidemiology, Dalhousie University, Halifax, Nova Scotia, Canada
| | - Patricia J Conrod
- From the Departments of Psychology and Psychiatry, University of Montreal, Montreal; Centre Hospitalier Universitaire Sainte-Justine, Montreal; and the Departments of Psychiatry, Psychology, and Community Health and Epidemiology, Dalhousie University, Halifax, Nova Scotia, Canada
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Mac Giollabhui N, Nielsen J, Seidman S, Olino TM, Abramson LY, Alloy LB. The Development of Future Orientation is Associated with Faster Decline in Hopelessness during Adolescence. J Youth Adolesc 2018; 47:2129-2142. [PMID: 29305672 PMCID: PMC6033687 DOI: 10.1007/s10964-017-0803-4] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/21/2017] [Accepted: 12/20/2017] [Indexed: 11/24/2022]
Abstract
Hopelessness is implicated in multiple psychological disorders. Little is known, however, about the trajectory of hopelessness during adolescence or how emergent future orientation may influence its trajectory. Parallel process latent growth curve modelling tested whether (i) trajectories of future orientation and hopelessness and (ii) within-individual change in future orientation and hopelessness were related. The study was comprised of 472 adolescents [52% female, 47% Caucasian, 47% received free lunch] recruited at ages 12-13 who completed measures of future orientation and hopelessness at five annual assessments. The results indicate that a general decline in hopelessness across adolescence occurs quicker for those experiencing faster development of future orientation, when controlling for age, sex, low socio-economic status in addition to stressful life events in childhood and adolescence. Stressful childhood life events were associated with worse future orientation at baseline and negative life events experienced during adolescence were associated with both an increase in the trajectory of hopelessness as well as a decrease in the trajectory of future orientation. This study provides compelling evidence that the development of future orientation during adolescence is associated with a faster decline in hopelessness.
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Affiliation(s)
- Naoise Mac Giollabhui
- Department of Psychology, Temple University, Weiss Hall, 1701 N. 13th St., Philadelphia, PA, 19122, USA
| | - Johanna Nielsen
- Department of Psychology, Temple University, Weiss Hall, 1701 N. 13th St., Philadelphia, PA, 19122, USA
| | - Sam Seidman
- Department of Psychology, Temple University, Weiss Hall, 1701 N. 13th St., Philadelphia, PA, 19122, USA
| | - Thomas M Olino
- Department of Psychology, Temple University, Weiss Hall, 1701 N. 13th St., Philadelphia, PA, 19122, USA
| | - Lyn Y Abramson
- Department of Psychology, University of Wisconsin-Madison, Madison, USA
| | - Lauren B Alloy
- Department of Psychology, Temple University, Weiss Hall, 1701 N. 13th St., Philadelphia, PA, 19122, USA.
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16
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Kominsky JF, Zamm AP, Keil FC. Knowing When Help Is Needed: A Developing Sense of Causal Complexity. Cogn Sci 2018; 42:491-523. [PMID: 28675496 PMCID: PMC5754261 DOI: 10.1111/cogs.12509] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/24/2015] [Revised: 04/21/2017] [Accepted: 05/02/2017] [Indexed: 11/29/2022]
Abstract
Research on the division of cognitive labor has found that adults and children as young as age 5 are able to find appropriate experts for different causal systems. However, little work has explored how children and adults decide when to seek out expert knowledge in the first place. We propose that children and adults rely (in part) on "mechanism metadata," information about mechanism information. We argue that mechanism metadata is relatively consistent across individuals exposed to similar amounts of mechanism information, and it is applicable to a wide range of causal systems. In three experiments, we show that adults and children as young as 5 years of age have a consistent sense of the causal complexity of different causal systems, and that this sense of complexity is related to decisions about when to seek expert knowledge, but over development there is a shift in focus from procedural information to internal mechanism information.
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17
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Strand TA, Ulak M, Chandyo RK, Kvestad I, Hysing M, Shrestha M, Basnet S, Ranjitkar S, Shrestha L, Shrestha PS. The effect of vitamin B 12 supplementation in Nepalese infants on growth and development: study protocol for a randomized controlled trial. Trials 2017; 18:187. [PMID: 28431557 PMCID: PMC5399862 DOI: 10.1186/s13063-017-1937-0] [Citation(s) in RCA: 23] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/27/2016] [Accepted: 04/11/2017] [Indexed: 01/30/2023] Open
Abstract
BACKGROUND Vitamin B12 deficiency is one of the most common micronutrient deficiencies and is associated with poor cognitive development and growth. Vitamin B12 is crucial for normal cell division and differentiation, and it is necessary for the development and myelination of the central nervous system. The aim of the present study is to measure the effect of daily supplementation of vitamin B12 on the neurodevelopment and growth of young children in Nepal. METHODS/DESIGN We are conducting an individually randomized, double-blind, placebo-controlled trial with 600 marginally stunted children 6-11 months old (length for age less than -1 z-score). Children are randomized to receive a lipid-based paste containing vitamin B12 or placebo daily for 12 months. The main outcomes are changes in growth (z-scores) and in neurodevelopment measured by the Bayley Scales of Infant and Toddler Development, Third Edition, from baseline until the end of the study. DISCUSSION If vitamin B12 supplementation benefits early child development and growth, this will have consequences for dietary recommendations for malnourished children worldwide. TRIAL REGISTRATIONS ClinicalTrials.gov Identifier: NCT02272842 . Registered on 21 October 2014. Universal Trial Number: U1111-1161-5187. Registered on 8 September 2014.
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Affiliation(s)
- Tor A Strand
- Department of Research, Innlandet Hospital Trust, 2629, Lillehammer, Norway. .,Centre for International Health, University of Bergen, P.O. Box 7800, 5020, Bergen, Norway.
| | - Manjeswori Ulak
- Department of Child Health, Institute of Medicine, Tribhuvan University, Maharajgunj, P.O. Box 1524, Kathmandu, Nepal
| | - Ram K Chandyo
- Department of Child Health, Institute of Medicine, Tribhuvan University, Maharajgunj, P.O. Box 1524, Kathmandu, Nepal
| | - Ingrid Kvestad
- Regional Center for Child and Youth Mental Health and Child Welfare West, Uni Research Health, Bergen, Norway
| | - Mari Hysing
- Regional Center for Child and Youth Mental Health and Child Welfare West, Uni Research Health, Bergen, Norway
| | - Merina Shrestha
- Department of Child Health, Institute of Medicine, Tribhuvan University, Maharajgunj, P.O. Box 1524, Kathmandu, Nepal
| | - Sudha Basnet
- Department of Child Health, Institute of Medicine, Tribhuvan University, Maharajgunj, P.O. Box 1524, Kathmandu, Nepal
| | - Suman Ranjitkar
- Department of Child Health, Institute of Medicine, Tribhuvan University, Maharajgunj, P.O. Box 1524, Kathmandu, Nepal
| | - Laxman Shrestha
- Department of Child Health, Institute of Medicine, Tribhuvan University, Maharajgunj, P.O. Box 1524, Kathmandu, Nepal
| | - Prakash S Shrestha
- Department of Child Health, Institute of Medicine, Tribhuvan University, Maharajgunj, P.O. Box 1524, Kathmandu, Nepal
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18
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Abstract
We examined apprenticeship, in the form of interaction with a more capable other, as a mechanism of development of higher-order reasoning skills, specifically argumentation. Over a 1-year period, middle school students engaged in twice-weekly electronic dialogs with a sequence of different peers on a series of social issues. In one group, unbeknownst to participants, a highly capable adult substituted for peers in half of their dialogs. Beginning immediately, increasing with time, and extending to peer-only dialogs on a new topic, the quality of argumentation shown by the experimental group exceeded that of a comparison peer-only group, highlighting the power of apprenticeship as a mechanism in the development of reasoning, a demonstration of both theoretical and applied significance.
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Affiliation(s)
- Lia Papathomas
- Teachers College, Columbia University, New York, NY 10027, USA
| | - Deanna Kuhn
- Teachers College, Columbia University, New York, NY 10027, USA.
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19
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Bhang SY, Ha E, Park H, Ha M, Hong YC, Kim BN, Lee SJ, Lee KY, Kim JH, Jeong J, Jeong KS, Lee B, Kim Y. Maternal Stress and Depressive Symptoms and Infant Development at Six Months: the Mothers and Children's Environmental Health (MOCEH) Prospective Study. J Korean Med Sci 2016; 31:843-51. [PMID: 27247491 PMCID: PMC4853661 DOI: 10.3346/jkms.2016.31.6.843] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/08/2015] [Accepted: 03/04/2016] [Indexed: 11/20/2022] Open
Abstract
Our objective is to evaluate the relationships between prenatal maternal stress and depressive symptoms, respectively, and infant neurodevelopment at 6 months, adjusted for heavy metals and oxidative stress. This research is a part of a multi-center birth cohort study in South Korea. Information on stress and depressive symptoms was collected during the first trimester using Psychosocial Well-Being Index Short Form (PWI-SF) and Center for Epidemiological Studies Depression Scale (CES-D). The Korean Bayley Scales of Infant Development-II assessment (BSID-II), which includes the standardized mental development index (MDI) and psychomotor developmental index (PDI), and Korean Ages & Stages Questionnaires (K-ASQ) were applied to infants at six months of age. A higher index score indicates better development. Among 641 babies, 320 were female (50%). Maternal PWI ≥ 29 (vs. PWI ≤ 18) during early pregnancy was associated with a decrease in MDI scores of 5.37 points (P = 0.02) after adjusting for socioeconomic factors. Maternal CES-D ≥ 26 (vs. CES-D ≤ 10) during early pregnancy was associated with a decrease in MDI scores of 8.18 points (P = 0.01). The associations remained significant even after adjustment for lead, cadmium, and MDA levels (P < 0.05). However, no association was found between maternal PWI/CES-D and PDI score. No interaction was observed between stress and lead exposure. We found an inverse association between prenatal maternal stress and depressive symptoms, and MDI scores in 6-month-old infants after adjustment for prenatal lead exposure, which is known to affect cognitive function negatively.
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Affiliation(s)
- Soo-young Bhang
- Department of Child and Adolescent Psychiatry, Eulji General Hospital, School of Medicine, Eulji University, Seoul, Korea
| | - Eunhee Ha
- Department of Occupational and Environmental Medicine, School of Medicine, Ewha Womans University, Seoul, Korea
- Medical Research Institute, Ewha Global Challenge Center, Ewha Womans University, Seoul, Korea
| | - Hyesook Park
- Department of Preventive Medicine, School of Medicine, Ewha Womans University, Seoul, Korea
| | - Mina Ha
- Department of Preventive Medicine, College of Medicine, Dankook University, Cheonan, Korea
| | - Yun-Chul Hong
- Institute of Environmental Medicine, Medical Research Center, Seoul National University, Seoul, Korea
| | - Boong-Nyun Kim
- Division of Child & Adolescent Psychiatry, Department of Psychiatry and Institute of Human Behavioral Medicine, College of Medicine, Seoul National University, Seoul, Korea
| | - Soo-Jeong Lee
- Department of Obstetrics and Gynecology, Ulsan University Hospital, University of Ulsan College of Medicine, Ulsan, Korea
| | - Kyung Yeon Lee
- Department of Pediatrics, Ulsan University Hospital, University of Ulsan College of Medicine, Ulsan, Korea
| | - Ja Hyeong Kim
- Department of Pediatrics, Ulsan University Hospital, University of Ulsan College of Medicine, Ulsan, Korea
| | - Joseph Jeong
- Department of Laboratory Medicine, Ulsan University Hospital, University of Ulsan College of Medicine, Ulsan, Korea
| | - Kyoung Sook Jeong
- Department of Occupational and Environmental Medicine, College of Medicine, Dongguk University, Dongguk University Ilsan Hospital, Goyang, Korea
| | - Boeun Lee
- Environmental Health Research Division, National Institute of Environmental Research, Incheon, Korea
| | - Yangho Kim
- Department of Occupational and Environmental Medicine, Ulsan University Hospital, University of Ulsan College of Medicine, Ulsan, Korea
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20
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Abstract
The study of children's social learning is a topic of central importance to our understanding of human development. Learning from others allows children to acquire information efficiently; however, not all information conveyed by others is accurate or worth learning. A large body of research conducted over the past decade has shown that preschoolers learn selectively from some individuals over others. In the present article we summarize our work and that of others on the developmental origins of selective social learning during infancy. The results of these studies indicate that infants are sensitive to a number of cues, including competence, age, and confidence, when deciding from whom to learn. We highlight the important implications of this research in improving our understanding of the cognitive and social skills necessary for selective learning, and point out promising avenues for future research.
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Berry D, Blair C, Willoughby M, Garrett-Peters P, Vernon-Feagans L, Mills-Koonce WR. Household Chaos and Children's Cognitive and Socio-Emotional Development in Early Childhood: Does Childcare Play a Buffering Role? Early Child Res Q 2016; 34:115-127. [PMID: 29720785 PMCID: PMC5926246 DOI: 10.1016/j.ecresq.2015.09.003] [Citation(s) in RCA: 46] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/04/2023]
Abstract
Evidence suggests that household chaos is associated with less optimal child outcomes. Yet, there is an increasing indication that children's experiences in childcare may buffer them against the detrimental effects of such environments. Our study aims were to test: (1) whether children's experiences in childcare mitigated relations between household chaos and children's cognitive and social development, and (2) whether these (conditional) chaos effects were mediated by links between chaos and executive functioning. Using data from The Family Life Project (n = 1,235)-a population-based sample of families from low-income, rural contexts-our findings indicated that household disorganization in early childhood was predictive of worse cognitive and social outcomes at approximately age five. However, these relations were substantially attenuated for children attending greater childcare hours. Subsequent models indicated that the conditional associations between household disorganization and less optimal outcomes at age five were mediated by conditional links between disorganization and less optimal executive functioning.
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Affiliation(s)
- Daniel Berry
- Department of Educational Psychology, Division of Child Development, College of Education #230B, University of Illinois, Urbana-Champaign, 1310. S. Sixth St. Champaign, IL 61820
| | - Clancy Blair
- Department of Applied Psychology, 246 Greene St, Kimball Hall, 8 floor New York University, New York, NY 10003
| | | | - Patricia Garrett-Peters
- Frank Porter Graham Child Development Center, 521 S. Greensboro Street, CB 8185, University of North Carolina at Chapel Hill, Chapel Hill, NC 27599
| | - Lynne Vernon-Feagans
- Frank Porter Graham Child Development Center, 521 S. Greensboro Street, CB 8185, University of North Carolina at Chapel Hill, Chapel Hill, NC 27599
| | - W Roger Mills-Koonce
- Frank Porter Graham Child Development Center, 521 S. Greensboro Street, CB 8185, University of North Carolina at Chapel Hill, Chapel Hill, NC 27599
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22
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Gustafsson HC, Coffman JL, Cox MJ. Intimate Partner Violence, Maternal Sensitive Parenting Behaviors, and Children's Executive Functioning. Psychol Violence 2015; 5:266-274. [PMID: 26185731 PMCID: PMC4500124 DOI: 10.1037/a0037971] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/16/2023]
Abstract
OBJECTIVE Despite knowledge that intimate partner violence (IPV) can negatively affect children's socioemotional and behavioral development, less is known about the impact of IPV on children's cognitive development, including whether it influences their executive functioning (EF). The goal of the current study was to address this gap in the literature, by examining the association between IPV that occurs early in life and EF at school entry. This study also allowed for the investigation of maternal sensitive parenting behaviors as a possible mediator of this relation. METHOD Using longitudinal data from a socioeconomically and racially diverse sample of families (n = 154), we investigated the association between IPV measured when children were 24, 30, and 36 months old and their EF when they were 60 months old. We also tested whether maternal sensitive parenting behaviors (measured when children were 24, 36, and 60 months old) mediated this association. RESULTS Results indicate that, even after controlling for a number of family- and child-level covariates, IPV occurring early in children's lives was negatively associated with their EF at school entry. This relation was mediated by maternal sensitive parenting behaviors, such that higher levels of IPV were associated with lower levels of sensitive parenting behaviors, which in turn were positively associated with children's EF. CONCLUSIONS These findings add to a limited body of literature that links IPV and children's cognitive functioning, and suggest that intervention efforts aimed at improving children's EF may want to simultaneously consider IPV and maternal sensitive parenting behaviors.
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Affiliation(s)
- Hanna C Gustafsson
- Department of Psychiatry, Division of Behavioral Medicine, Columbia University
| | - Jennifer L Coffman
- Department of Psychology, The University of North Carolina at Chapel Hill
| | - Martha J Cox
- Department of Psychology, The University of North Carolina at Chapel Hill
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23
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Alcauter S, Lin W, Smith JK, Goldman BD, Reznick JS, Gilmore JH, Gao W. Frequency of spontaneous BOLD signal shifts during infancy and correlates with cognitive performance. Dev Cogn Neurosci 2014; 12:40-50. [PMID: 25459875 PMCID: PMC4830279 DOI: 10.1016/j.dcn.2014.10.004] [Citation(s) in RCA: 33] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2014] [Revised: 10/20/2014] [Accepted: 10/24/2014] [Indexed: 01/17/2023] Open
Abstract
Peak-frequency of spontaneous BOLD signal increases during infancy. Increments of power at the peak-frequency showed spatially dependent patterns. Power at the peak-frequency in 1-year olds correlates with cognitive performance.
Numerous studies have been conducted to delineate the early development of different functional networks, based on measuring the temporal synchronization of spontaneous blood oxygenation level-dependent (BOLD) signals acquired using resting state functional MRI (rsfMRI). However, little attention has been paid to the change of the frequency properties of these signals during early brain development. Such frequency properties may reflect important physiological changes and potentially have significant cognitive consequences. In this study, leveraging a large (N = 86 subjects), longitudinal sample of human infants scanned during the first two years of life, we aimed to specifically delineate the developmental changes of the frequency characteristics of spontaneous BOLD signals. Both whole-brain and network-level examinations were carried out and the frequency–behavior relationship was explored. Our results revealed a clear right-ward shift of BOLD signal frequency during the first year of life. Moreover, the power at the peak-frequency for sensorimotor and lateral visual networks correlates with domain-specific Mullen Scales in 1-year-olds, suggesting the behavioral significance of the BOLD signal frequency during infancy. Findings from this study shed light into early functional brain development and provide a new perspective for future searches for functional developmental abnormalities.
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Affiliation(s)
- Sarael Alcauter
- Department of Radiology and Biomedical Research Imaging Center, University of North Carolina at Chapel Hill, N.C., USA
| | - Weili Lin
- Department of Radiology and Biomedical Research Imaging Center, University of North Carolina at Chapel Hill, N.C., USA
| | - J Keith Smith
- Department of Radiology, University of North Carolina at Chapel Hill, N.C., USA
| | - Barbara D Goldman
- Frank Porter Graham Child Development Institute and Department of Psychology, University of North Carolina at Chapel Hill, N.C., USA
| | - J Steven Reznick
- Frank Porter Graham Child Development Institute and Department of Psychology, University of North Carolina at Chapel Hill, N.C., USA
| | - John H Gilmore
- Department of Psychiatry, University of North Carolina at Chapel Hill, N.C., USA
| | - Wei Gao
- Department of Radiology and Biomedical Research Imaging Center, University of North Carolina at Chapel Hill, N.C., USA.
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Geerdts MS, Van de Walle GA, LoBue V. Daily animal exposure and children's biological concepts. J Exp Child Psychol 2014; 130:132-46. [PMID: 25462037 DOI: 10.1016/j.jecp.2014.10.001] [Citation(s) in RCA: 29] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/19/2013] [Revised: 10/03/2014] [Accepted: 10/03/2014] [Indexed: 10/24/2022]
Abstract
A large body of research has focused on the developmental trajectory of children's acquisition of a theoretically coherent naive biology. However, considerably less work has focused on how specific daily experiences shape the development of children's knowledge about living things. In the current research, we investigated one common experience that might contribute to biological knowledge development during early childhood-pet ownership. In Study 1, we investigated how children interact with pets by observing 24 preschool-aged children with their pet cats or dogs and asking parents about their children's daily involvement with the pets. We found that most of young children's observed and reported interactions with their pets are reciprocal social interactions. In Study 2, we tested whether children who have daily social experiences with animals are more likely to attribute biological properties to animals than children without pets. Both 3- and 5-year-olds with pets were more likely to attribute biological properties to animals than those without pets. Similarly, both older and younger children with pets showed less anthropocentric patterns of extension of novel biological information. The results suggest that having pets may facilitate the development of a more sophisticated, human-inclusive representation of animals.
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Affiliation(s)
- Megan S Geerdts
- Department of Psychology, University of North Carolina at Greensboro, Greensboro, NC 27402, USA.
| | | | - Vanessa LoBue
- Department of Psychology, Rutgers University - Newark, Newark, NJ 07102, USA
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26
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Abstract
Children whose parents have higher education enjoy greater age-linked gains in cognitive abilities and academic achievement. Different researchers have typically focused on different outcomes, and the extent to which parental education relates to multiple child outcomes via a single developmental pathway has received little empirical attention. This issue was examined by applying common factor structural equation models to a large (N = 4,810) nationally representative sample of kindergarten through 12th grade children, who were measured on 6 distinct cognitive abilities and 5 distinct forms of knowledge and academic achievement. Results indicated that a single pathway accounted for the relations between parental education and age differences in children's cognitive abilities. However, additional unique pathways were necessary to account for the relations between parental education and age differences in academic knowledge and mathematics. These results suggest that while socioeconomic differences are largely manifest in global aspects of cognitive development, they have incremental relations with some forms of academic achievement.
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Affiliation(s)
- Elliot M Tucker-Drob
- Department of Psychology & Population Research Center, University of Texas at Austin
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27
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Kilroy E, Liu CY, Yan L, Kim YC, Dapretto M, Mendez MF, Wang DJ. Relationships between Cerebral Blood Flow and IQ in Typically Developing Children and Adolescents. J Cogn Sci (Seoul) 2011; 12:151-170. [PMID: 23976891 PMCID: PMC3749787 DOI: 10.17791/jcs.2011.12.2.151] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/02/2023]
Abstract
The objective of this study was to explore the relationships between IQ and cerebral blood flow (CBF) measured by arterial spin labeling (ASL) in children and adolescents. ASL was used to collect perfusion MRI data on 39 healthy participants aged 7 to 17. The Wechsler Abbreviated Intelligence Scale was administered to determine IQ scores. Multivariate regression was applied to reveal correlations between CBF and IQ scores, accounting for age, sex and global mean CBF. Voxel Based Morphometry (VBM) analysis, which measures regional cortical volume, was performed as a control. Regression analyses were further performed on CBF data with adjustment of regional gray matter density (GMD). A positive correlation between CBF and IQ scores was primarily seen in the subgenual/anterior cingulate, right orbitofrontal, superior temporal and right inferior parietal regions. An inverse relationship between CBF and IQ was mainly observed in bilateral posterior temporal regions. After adjusting for regional GMD, the correlations between CBF and IQ in the subgenual/anterior cingulate cortex, right orbitofrontal, superior temporal regions and left insula remained significant. These findings support the Parieto-Frontal Integration Theory of intelligence, especially the role of the subgenual/anterior cingulate cortex in the neural networks associated with intelligence. The present study also demonstrates the unique value of CBF in assessing brain-behavior relationships, in addition to structural morphometric measures.
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Affiliation(s)
| | - Collin Y. Liu
- University of California Los Angeles
- VA Greater Los Angeles Healthcare System
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