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Mathew J, Tumin D, Beng-Ongey H. Predictors of academic delay post-pediatric kidney transplant in the USA. Pediatr Nephrol 2024; 39:3309-3316. [PMID: 38963554 DOI: 10.1007/s00467-024-06445-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/19/2024] [Revised: 06/02/2024] [Accepted: 06/17/2024] [Indexed: 07/05/2024]
Abstract
BACKGROUND Pediatric patients with kidney failure often experience cognitive delays. However, academic delay (being more than one grade level below age-appropriate grade, or in special education) after pediatric kidney transplantation (KTx) has not been explored. We sought to identify patient characteristics associated with a higher risk of academic delay 1 year post-KTx. METHODS We used the United Network for Organ Sharing (UNOS) database to identify children aged 6-17 years who received a primary KTx between 2014 and 2021 and had a functioning graft 1 year after KTx. The primary outcome was the patient's academic progress at 1 year post-transplant. The secondary outcome was change in academic progress between transplant and 1-year follow-up: onset of new delay, resolution of pre-existing delay, persistence of delay, or no delay at either timepoint. Binomial and multinomial mixed effects logistic regression models were used to predict each outcome based on patient characteristics. RESULTS The study included 2197 patients, of whom 14% demonstrated academic delay at 1 year post-KTx, 4% demonstrated a new onset of academic delay, 5% demonstrated a resolution of academic delay, and 10% demonstrated persistent academic delay. Patients undergoing transplantation at a younger age, receiving a deceased donor kidney, experiencing longer waitlist times, and undergoing KTx for vascular or other disease indications for KTx were more likely to experience academic delays, including new-onset academic delays. CONCLUSIONS Academic delays are frequently reported among pediatric KTx recipients. Additional academic support may help resolving or preventing academic delay for at-risk subgroups of children undergoing KTx.
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Affiliation(s)
- Joanna Mathew
- East Carolina University, E 5thSt, Greenville, NC, 27858, USA.
| | - Dmitry Tumin
- Department of Pediatrics, Brody School of Medicine at East, Carolina University, Greenville, NC, USA
- Department of Academic Affairs, Brody School of Medicine at East, Carolina University, Greenville, NC, USA
| | - Hostensia Beng-Ongey
- Department of Pediatrics, Brody School of Medicine at East, Carolina University, Greenville, NC, USA
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2
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Daugirdiene A, Cesnaviciene J, Brandisauskiene A. Insights from the Active Use of Neuroscience Findings in Teaching and Learning. Behav Sci (Basel) 2024; 14:639. [PMID: 39199035 PMCID: PMC11352151 DOI: 10.3390/bs14080639] [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: 06/22/2024] [Revised: 07/22/2024] [Accepted: 07/23/2024] [Indexed: 09/01/2024] Open
Abstract
The aim of this paper is to show how teachers apply teaching and learning strategies related to the principles of the nervous system's functions. In our view, understanding what constitutes good teaching is about identifying how it engages the underlying cognitive and neurosystemic processes within the human brain in relation to learning. Using a student self-assessment questionnaire, we have investigated several key processes involved in neurodidactics (excitation, perception, memory, and the use, transfer, and adaptation of information and/or actions). The sample consisted of 884 7-10th grade students. The results showed that students' excitation, understanding, and consolidation of educational material are directly related to the work of the teacher and the teaching strategies they apply to attract and stimulate the student's attention and to help the student to understand and remember information. The learning strategies used by the students reflect the learner's learning activity, i.e., the use and application of strategies that allow internal knowledge to emerge. The consolidation of the learning material and the learning strategies used by the students was statistically significantly higher among the female participants. There are significant differences between low- and high-achieving students in terms of the effectiveness of teaching strategies for consolidation and the learning strategies applied by learners. The paper provides practical recommendations for teachers.
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Affiliation(s)
- Ausra Daugirdiene
- Education Research Institute, Education Academy, Vytautas Magnus University, K. Donelaičio Str. 52, LT-44244 Kaunas, Lithuania;
- Institute of Psychology, Vilnius University, Universiteto St. 9, LT-01513 Vilnius, Lithuania
| | - Jurate Cesnaviciene
- Teacher Training Institute, Education Academy, Vytautas Magnus University, K. Donelaičio Str. 52, LT-44244 Kaunas, Lithuania;
| | - Agne Brandisauskiene
- Education Research Institute, Education Academy, Vytautas Magnus University, K. Donelaičio Str. 52, LT-44244 Kaunas, Lithuania;
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3
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Gaynor AM, Gazes Y, Haynes CR, Babukutty RS, Habeck C, Stern Y, Gu Y. Childhood engagement in cognitively stimulating activities moderates relationships between brain structure and cognitive function in adulthood. Neurobiol Aging 2024; 138:36-44. [PMID: 38522385 PMCID: PMC11363693 DOI: 10.1016/j.neurobiolaging.2024.02.010] [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: 06/30/2023] [Revised: 02/16/2024] [Accepted: 02/21/2024] [Indexed: 03/26/2024]
Abstract
Greater engagement in cognitively stimulating activities (CSA) during adulthood has been shown to protect against neurocognitive decline, but no studies have investigated whether CSA during childhood protects against effects of brain changes on cognition later in life. The current study tested the moderating role of childhood CSA in the relationships between brain structure and cognitive performance during adulthood. At baseline (N=250) and 5-year follow-up (N=204) healthy adults aged 20-80 underwent MRI to assess four structural brain measures and completed neuropsychological tests to measure three cognitive domains. Participants were categorized into low and high childhood CSA based on self-report questionnaires. Results of multivariable linear regressions analyzing interactions between CSA, brain structure, and cognition showed that higher childhood CSA was associated with a weaker relationship between cortical thickness and memory at baseline, and attenuated the effects of change in cortical thickness and brain volume on decline in processing speed over time. These findings suggest higher CSA during childhood may mitigate the effects of brain structure changes on cognitive function later in life.
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Affiliation(s)
- Alexandra M Gaynor
- Taub Institute for Research on Alzheimer's Disease and the Aging Brain, Columbia University, New York, NY, United States; Cognitive Neuroscience Division, Department of Neurology, Columbia University, New York, NY, United States; Montclair State University, Department of Psychology, Montclair, NJ, United States
| | - Yunglin Gazes
- Taub Institute for Research on Alzheimer's Disease and the Aging Brain, Columbia University, New York, NY, United States; Cognitive Neuroscience Division, Department of Neurology, Columbia University, New York, NY, United States; Gertrude H. Sergievsky Center, Columbia University, New York, NY, United States
| | - Caleb R Haynes
- Taub Institute for Research on Alzheimer's Disease and the Aging Brain, Columbia University, New York, NY, United States; Cognitive Neuroscience Division, Department of Neurology, Columbia University, New York, NY, United States
| | - Reshma S Babukutty
- Taub Institute for Research on Alzheimer's Disease and the Aging Brain, Columbia University, New York, NY, United States; Cognitive Neuroscience Division, Department of Neurology, Columbia University, New York, NY, United States
| | - Christian Habeck
- Taub Institute for Research on Alzheimer's Disease and the Aging Brain, Columbia University, New York, NY, United States; Cognitive Neuroscience Division, Department of Neurology, Columbia University, New York, NY, United States; Gertrude H. Sergievsky Center, Columbia University, New York, NY, United States
| | - Yaakov Stern
- Taub Institute for Research on Alzheimer's Disease and the Aging Brain, Columbia University, New York, NY, United States; Cognitive Neuroscience Division, Department of Neurology, Columbia University, New York, NY, United States; Gertrude H. Sergievsky Center, Columbia University, New York, NY, United States; Department of Psychiatry, Columbia University, New York, NY, United States
| | - Yian Gu
- Taub Institute for Research on Alzheimer's Disease and the Aging Brain, Columbia University, New York, NY, United States; Cognitive Neuroscience Division, Department of Neurology, Columbia University, New York, NY, United States; Gertrude H. Sergievsky Center, Columbia University, New York, NY, United States; Department of Epidemiology, Joseph P. Mailman School of Public Health, Columbia University, New York, NY, United States.
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4
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Schneider JM, Behboudi MH, Maguire MJ. The Necessity of Taking Culture and Context into Account When Studying the Relationship between Socioeconomic Status and Brain Development. Brain Sci 2024; 14:392. [PMID: 38672041 PMCID: PMC11048655 DOI: 10.3390/brainsci14040392] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/25/2024] [Revised: 04/11/2024] [Accepted: 04/12/2024] [Indexed: 04/28/2024] Open
Abstract
Decades of research has revealed a relationship between childhood socioeconomic status (SES) and brain development at the structural and functional levels. Of particular note is the distinction between income and maternal education, two highly correlated factors which seem to influence brain development through distinct pathways. Specifically, while a families' income-to-needs ratio is linked with physiological stress and household chaos, caregiver education influences the day-to-day language environment a child is exposed to. Variability in either one of these environmental experiences is related to subsequent brain development. While this work has the potential to inform public policies in a way that benefits children, it can also oversimplify complex factors, unjustly blame low-SES parents, and perpetuate a harmful deficit perspective. To counteract these shortcomings, researchers must consider sociodemographic differences in the broader cultural context that underlie SES-based differences in brain development. This review aims to address these issues by (a) identifying how sociodemographic mechanisms associated with SES influence the day-to-day experiences of children, in turn, impacting brain development, while (b) considering the broader cultural contexts that may differentially impact this relationship.
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Affiliation(s)
- Julie M. Schneider
- Department of Communication Sciences and Disorders, Louisiana State University, 72 Hatcher Hall, Field House Drive, Baton Rouge, LA 70803, USA;
| | - Mohammad Hossein Behboudi
- Callier Center for Communication Disorders, The University of Texas at Dallas, 1966 Inwood Road, Dallas, TX 75235, USA;
| | - Mandy J. Maguire
- Callier Center for Communication Disorders, The University of Texas at Dallas, 1966 Inwood Road, Dallas, TX 75235, USA;
- Center for Children and Families, The University of Texas at Dallas, 800 W Campbell Road, Dallas, TX 75080, USA
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5
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Meredith WJ, Silvers JA. Experience-dependent neurodevelopment of self-regulation in adolescence. Dev Cogn Neurosci 2024; 66:101356. [PMID: 38364507 PMCID: PMC10878838 DOI: 10.1016/j.dcn.2024.101356] [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: 08/31/2023] [Revised: 12/18/2023] [Accepted: 02/06/2024] [Indexed: 02/18/2024] Open
Abstract
Adolescence is a period of rapid biobehavioral change, characterized in part by increased neural maturation and sensitivity to one's environment. In this review, we aim to demonstrate that self-regulation skills are tuned by adolescents' social, cultural, and socioeconomic contexts. We discuss adjacent literatures that demonstrate the importance of experience-dependent learning for adolescent development: environmental contextual influences and training paradigms that aim to improve regulation skills. We first highlight changes in prominent limbic and cortical regions-like the amygdala and medial prefrontal cortex-as well as structural and functional connectivity between these areas that are associated with adolescents' regulation skills. Next, we consider how puberty, the hallmark developmental milestone in adolescence, helps instantiate these biobehavioral adaptations. We then survey the existing literature demonstrating the ways in which cultural, socioeconomic, and interpersonal contexts drive behavioral and neural adaptation for self-regulation. Finally, we highlight promising results from regulation training paradigms that suggest training may be especially efficacious for adolescent samples. In our conclusion, we highlight some exciting frontiers in human self-regulation research as well as recommendations for improving the methodological implementation of developmental neuroimaging studies and training paradigms.
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Affiliation(s)
- Wesley J Meredith
- Department of Psychology, University of California, Los Angeles, 1285 Franz Hall, Los Angeles, CA, USA.
| | - Jennifer A Silvers
- Department of Psychology, University of California, Los Angeles, 1285 Franz Hall, Los Angeles, CA, USA
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Jeong HJ, Reimann GE, Durham EL, Archer C, Stier AJ, Moore TM, Pines JR, Berman MG, Kaczkurkin AN. Early life stress and functional network topology in children. Dev Cogn Neurosci 2024; 66:101367. [PMID: 38518431 PMCID: PMC10979136 DOI: 10.1016/j.dcn.2024.101367] [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: 09/01/2023] [Revised: 02/25/2024] [Accepted: 03/16/2024] [Indexed: 03/24/2024] Open
Abstract
Brain networks are continuously modified throughout development, yet this plasticity can also make functional networks vulnerable to early life stress. Little is currently known about the effect of early life stress on the functional organization of the brain. The current study investigated the association between environmental stressors and network topology using data from the Adolescent Brain Cognitive DevelopmentSM (ABCD®) Study. Hierarchical modeling identified a general factor of environmental stress, representing the common variance across multiple stressors, as well as four subfactors including familial dynamics, interpersonal support, neighborhood SES deprivation, and urbanicity. Functional network topology metrics were obtained using graph theory at rest and during tasks of reward processing, inhibition, and affective working memory. The general factor of environmental stress was associated with less specialization of networks, represented by lower modularity at rest. Local metrics indicated that general environmental stress was also associated with less efficiency in the subcortical-cerebellar and visual networks while showing greater efficiency in the default mode network at rest. Subfactors of environmental stress were associated with differences in specialization and efficiency in select networks. The current study illustrates that a wide range of stressors in a child's environment are associated with differences in brain network topology.
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Affiliation(s)
- Hee Jung Jeong
- Department of Psychology, Vanderbilt University, Nashville, TN 37240, USA
| | | | - E Leighton Durham
- Department of Psychology, Vanderbilt University, Nashville, TN 37240, USA
| | - Camille Archer
- Department of Psychology, Vanderbilt University, Nashville, TN 37240, USA
| | - Andrew J Stier
- Department of Psychology, University of Chicago, Chicago, IL 60637, USA
| | - Tyler M Moore
- Department of Psychiatry, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA 19104, USA
| | - Julia R Pines
- The Columbia Center for Eating Disorders, New York State Psychiatric Institute, New York, NY 10032, USA
| | - Marc G Berman
- Department of Psychology, University of Chicago, Chicago, IL 60637, USA; The University of Chicago Neuroscience Institute, University of Chicago, Chicago, IL 60637, USA
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Ding W, Xu Y, Kondracki AJ, Sun Y. Childhood adversity and accelerated reproductive events: a systematic review and meta-analysis. Am J Obstet Gynecol 2024; 230:315-329.e31. [PMID: 37820985 DOI: 10.1016/j.ajog.2023.10.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/08/2023] [Revised: 09/18/2023] [Accepted: 10/02/2023] [Indexed: 10/13/2023]
Abstract
OBJECTIVE Accelerated female reproductive events represent the early onset of reproductive events involving puberty, menarche, pregnancy loss, first sexual intercourse, first birth, parity, and menopause. This study aimed to explore the association between childhood adversity and accelerated female reproductive events. DATA SOURCES PubMed, Web of Science, and Embase were systematically searched from September 22, 2022 to September 23, 2022. STUDY ELIGIBILITY CRITERIA Observational cohort, cross-sectional, and case-control studies in human populations were included if they reported the time of reproductive events for female individuals with experience of childhood adversity and were published in English. METHODS Two reviewers independently screened studies, obtained data, and assessed study quality, and conflicts were resolved by a third reviewer. Dichotomous outcomes were evaluated using meta-analysis, and pooled odds ratios and 95% confidence intervals were generated using random-effects models. Moderation analysis and meta-regression were used to investigate heterogeneity. RESULTS In total, 21 cohort studies, 9 cross-sectional studies, and 3 case-control studies were identified. Overall, female individuals with childhood adversity were nearly 2 times more likely to report accelerated reproductive events than those with no adversity exposure (odds ratio, 1.91; 95% confidence interval, 1.33-2.76; I2=99.6%; P<.001). Moderation analysis indicated that effect sizes for the types of childhood adversity ranged from an odds ratio of 1.61 (95% confidence interval, 1.23-2.09) for low socioeconomic status to 2.13 (95% confidence interval, 1.14-3.99) for dysfunctional family dynamics. Among the 7 groups based on different reproductive events, including early onset of puberty, early menarche, early sexual initiation, teenage childbirth, preterm birth, pregnancy loss, and early menopause, early sexual initiation had a nonsignificant correlation with childhood adversity (odds ratio, 2.70; 95% confidence interval, 0.88-8.30; I2=99.9%; P<.001). Considerable heterogeneity (I2>75%) between estimates was observed for over half of the outcomes. Age, study type, and method of data collection could explain 35.9% of the variance. CONCLUSION The literature tentatively corroborates that female individuals who reported adverse events in childhood are more likely to experience accelerated reproductive events. This association is especially strong for exposure to abuse and dysfunctional family dynamics. However, the heterogeneity among studies was high, requiring caution in interpreting the findings and highlighting the need for further evaluation of the types and timing of childhood events that influence accelerated female reproductive events.
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Affiliation(s)
- Wenqin Ding
- Department of Maternal, Child and Adolescent Health, School of Public Health, Anhui Medical University, Hefei, China
| | - Yuxiang Xu
- Department of Maternal, Child and Adolescent Health, School of Public Health, Anhui Medical University, Hefei, China
| | - Anthony J Kondracki
- Department of Community Medicine, Mercer University School of Medicine, Macon, GA
| | - Ying Sun
- Department of Maternal, Child and Adolescent Health, School of Public Health, Anhui Medical University, Hefei, China; Key Laboratory of Population Health Across Life Cycle, Anhui Medical University, Ministry of Education of the People's Republic of China, Hefei, China; Anhui Provincial Key Laboratory of Population Health and Aristogenics, Anhui Medical University, Hefei, China.
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8
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Lurie LA, Rosen ML, Weissman DG, Machlin L, Lengua L, Sheridan MA, McLaughlin KA. Cognitive stimulation as a mechanism linking socioeconomic status and neural function supporting working memory: a longitudinal fMRI study. Cereb Cortex 2024; 34:bhad545. [PMID: 38236725 DOI: 10.1093/cercor/bhad545] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/06/2023] [Revised: 12/12/2023] [Accepted: 12/14/2023] [Indexed: 02/06/2024] Open
Abstract
Childhood experiences of low socioeconomic status are associated with alterations in neural function in the frontoparietal network and ventral visual stream, which may drive differences in working memory. However, the specific features of low socioeconomic status environments that contribute to these disparities remain poorly understood. Here, we examined experiences of cognitive deprivation (i.e. decreased variety and complexity of experience), as opposed to experiences of threat (i.e. violence exposure), as a potential mechanism through which family income contributes to alterations in neural activation during working memory. As part of a longitudinal study, 148 youth between aged 10 and 13 years completed a visuospatial working memory fMRI task. Early childhood low income, chronicity of low income in early childhood, and current income-to-needs were associated with task-related activation in the ventral visual stream and frontoparietal network. The association of family income with decreased activation in the lateral occipital cortex and intraparietal sulcus during working memory was mediated by experiences of cognitive deprivation. Surprisingly, however, family income and deprivation were not significantly related to working memory performance, and only deprivation was associated with academic achievement in this sample. Taken together, these findings suggest that early life low income and associated cognitive deprivation are important factors in neural function supporting working memory.
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Affiliation(s)
- Lucy A Lurie
- Department of Psychology and Neuroscience, University of North Carolina, 235 E. Cameron Avenue, Chapel Hill, NC 27514, United States
| | - Maya L Rosen
- Program in Neuroscience, Smith College, 44 College Lane, Northampton, MA 01073, United States
- Department of Psychology, Harvard University, 33 Kirkland Street, Cambridge, MA 02138, United States
| | - David G Weissman
- Department of Psychology, Harvard University, 33 Kirkland Street, Cambridge, MA 02138, United States
| | - Laura Machlin
- Department of Psychology, Harvard University, 33 Kirkland Street, Cambridge, MA 02138, United States
| | - Lilliana Lengua
- Department of Psychology, University of Washington, 3921 W. Stevens Way, Seattle, WA 98195, United States
| | - Margaret A Sheridan
- Department of Psychology and Neuroscience, University of North Carolina, 235 E. Cameron Avenue, Chapel Hill, NC 27514, United States
| | - Katie A McLaughlin
- Department of Psychology, Harvard University, 33 Kirkland Street, Cambridge, MA 02138, United States
- The Ballmer Institute for Children's Behavioral Health, University of Oregon, 2800 NE Liberty Street, Portland, OR 97211, United States
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9
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Merz EC, Myers B, Hansen M, Simon KR, Strack J, Noble KG. Socioeconomic Disparities in Hypothalamic-Pituitary-Adrenal Axis Regulation and Prefrontal Cortical Structure. BIOLOGICAL PSYCHIATRY GLOBAL OPEN SCIENCE 2024; 4:83-96. [PMID: 38090738 PMCID: PMC10714216 DOI: 10.1016/j.bpsgos.2023.10.004] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/14/2023] [Revised: 10/13/2023] [Accepted: 10/17/2023] [Indexed: 02/01/2024] Open
Abstract
Socioeconomic disadvantage during childhood predicts an increased risk for mental health problems across the life span. Socioeconomic disadvantage shapes multiple aspects of children's proximal environments and increases exposure to chronic stressors. Drawing from multiple literatures, we propose that childhood socioeconomic disadvantage may lead to adaptive changes in the regulation of stress response systems including the hypothalamic-pituitary-adrenal (HPA) axis. These changes, in turn, affect the development of prefrontal cortical (PFC) circuitry responsible for top-down control over cognitive and emotional processes. Translational findings indicate that chronic stress reduces dendritic complexity and spine density in the medial PFC and anterior cingulate cortex, in part through altered HPA axis regulation. Socioeconomic disadvantage has frequently been associated with reduced gray matter in the dorsolateral and ventrolateral PFC and anterior cingulate cortex and lower fractional anisotropy in the superior longitudinal fasciculus, cingulum bundle, and uncinate fasciculus during middle childhood and adolescence. Evidence of socioeconomic disparities in hair cortisol concentrations in children has accumulated, although null findings have been reported. Coupled with links between cortisol levels and reduced gray matter in the PFC and anterior cingulate cortex, these results support mechanistic roles for the HPA axis and these PFC circuits. Future longitudinal studies should simultaneously consider multiple dimensions of proximal factors, including cognitive stimulation, while focusing on epigenetic processes and genetic moderators to elucidate how socioeconomic context may influence the HPA axis and PFC circuitry involved in cognitive and emotional control. These findings, which point to modifiable factors, can be harnessed to inform policy and more effective prevention strategies.
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Affiliation(s)
- Emily C. Merz
- Department of Psychology, Colorado State University, Fort Collins, Colorado
| | - Brent Myers
- Department of Biomedical Sciences, Colorado State University, Fort Collins, Colorado
| | - Melissa Hansen
- Department of Psychology, Colorado State University, Fort Collins, Colorado
| | - Katrina R. Simon
- Department of Biobehavioral Sciences, Teachers College, Columbia University, New York, New York
| | - Jordan Strack
- Department of Psychology, Colorado State University, Fort Collins, Colorado
| | - Kimberly G. Noble
- Department of Biobehavioral Sciences, Teachers College, Columbia University, New York, New York
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Wang S, Yang D. The Effect of Socioeconomically Disadvantaged Stereotype Threat on Inhibitory Control in Individuals with Different Household Incomes. Behav Sci (Basel) 2023; 13:1016. [PMID: 38131872 PMCID: PMC10740926 DOI: 10.3390/bs13121016] [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: 10/28/2023] [Revised: 12/10/2023] [Accepted: 12/12/2023] [Indexed: 12/23/2023] Open
Abstract
Previous studies have discussed the impact of the socioeconomically disadvantaged stereotype threat (SDST) on inhibitory control. But the specific influences of the SDST on inhibitory control in different household income groups are not clear. We hypothesized that the SDST had different effects on inhibitory control in individuals with distinct household income, and the attribution of stimuli would influence it as well, especially the currency value of the stimuli. To investigate it, two studies were conducted, which required inhibiting their motor responses. Specifically, Study 1 explored the influence of the SDST on basic inhibitory control. Study 2 analyzed the influence of the SDST on inhibitory control when the input stimuli included currency values and monetary conception. The results revealed that the inhibitory control ability was worse in the lower income group but not during the processing of stimuli with currency value. For the effect of the SDST, it found that there was a negative effect on those with a lower household income and a positive effect on those with a higher household income. Based on the findings, the effect of the SDST on inhibitory control in human beings is not stable; instead, it varies depending on the traits of the stimuli in different tasks and of the individuals themselves.
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Affiliation(s)
- Shanshan Wang
- School of Psychology, Hainan Normal University, Haikou 571158, China
| | - Dong Yang
- Department of Psychology, Southwest University, Chongqing 400700, China
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11
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Peters A, Zeytinoglu S, Leerkes EM, Isbell E. Component-specific developmental trajectories of ERP indices of cognitive control in early childhood. Dev Cogn Neurosci 2023; 64:101319. [PMID: 37907010 PMCID: PMC10632416 DOI: 10.1016/j.dcn.2023.101319] [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: 05/12/2023] [Revised: 09/25/2023] [Accepted: 10/22/2023] [Indexed: 11/02/2023] Open
Abstract
Early childhood is characterized by robust developmental changes in cognitive control. However, our understanding of intra-individual change in neural indices of cognitive control during this period remains limited. Here, we examined developmental changes in event-related potential (ERP) indices of cognitive control from preschool through first grade, in a large and diverse sample of children (N = 257). We recorded ERPs during a visual Go/No-Go task. N2 and P3b mean amplitudes were extracted from the observed waveforms (Go and No-Go) and the difference wave (No-Go minus Go, or ∆). Latent growth curve modeling revealed that while N2 Go and No-Go amplitudes showed no linear change, P3b Go and No-Go amplitudes displayed linear decreases in magnitude (became less positive) over time. ∆N2 amplitude demonstrated a linear increase in magnitude (became more negative) over time whereas ∆P3b amplitude was more positive in kindergarten compared to preschool. Younger age in preschool predicted greater rates of change in ∆N2 amplitude, and higher maternal education predicted larger initial P3b Go and No-Go amplitudes in preschool. Our findings suggest that observed waveforms and difference waves are not interchangeable for indexing neurodevelopment, and the developmental trajectories of different ERP indices of cognitive control are component-specific in early childhood.
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Affiliation(s)
- Amanda Peters
- Department of Psychological Sciences, University of California Merced, Merced, CA 95343, USA.
| | - Selin Zeytinoglu
- Human Development and Quantitative Methodology Department, University of Maryland College Park, College Park, MD 20742, USA
| | - Esther M Leerkes
- Department of Human Development and Family Studies, University of North Carolina Greensboro, Greensboro, NC 27412, USA
| | - Elif Isbell
- Department of Psychological Sciences, University of California Merced, Merced, CA 95343, USA
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12
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Taylor EK, Abdurokhmonova G, Romeo RR. Socioeconomic Status and Reading Development: Moving from "Deficit" to "Adaptation" in Neurobiological Models of Experience-Dependent Learning. MIND, BRAIN AND EDUCATION : THE OFFICIAL JOURNAL OF THE INTERNATIONAL MIND, BRAIN, AND EDUCATION SOCIETY 2023; 17:324-333. [PMID: 38148924 PMCID: PMC10750966 DOI: 10.1111/mbe.12351] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/10/2022] [Accepted: 02/23/2023] [Indexed: 12/28/2023]
Abstract
Childhood socioeconomic status (SES) is one of the strongest predictors of student reading outcomes, and these disparities have persisted for decades. Relatedly, two underlying skills that are required for successful reading-oral language and executive function (EF)-are also the two neurocognitive domains most affected by SES. In this review, we summarize current knowledge on how SES influences the neurobiology of language, EF, and their intersection, including the proximal factors that drive these relationships. We then consider the burgeoning evidence that SES systematically moderates certain brain-behavior relationships for language and EF, underscoring the importance of considering context in investigations of the neurobiological underpinnings of reading development. Finally, we discuss how disparities in reading may be conceptualized as neurobiological adaptations to adversity rather than deficit models. We conclude by suggesting that by harnessing children's stress-adapted relative strengths to support reading development, we may address opportunity gaps both ethically and efficaciously.
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Weissman DG, Baum GL, Sanders A, Rosen ML, Barch DM, McLaughlin KA, Somerville LH. Family income is not significantly associated with T1w/T2w ratio in the Human Connectome Project in Development. IMAGING NEUROSCIENCE (CAMBRIDGE, MASS.) 2023; 1:10.1162/imag_a_00021. [PMID: 39006919 PMCID: PMC11242614 DOI: 10.1162/imag_a_00021] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 07/16/2024]
Abstract
Growing evidence indicates that brain development varies as a function of family socioeconomic status (SES). Numerous studies have demonstrated that children from low-SES backgrounds have thinner cortex than children from higher-SES backgrounds. A recent study in a large developmental sample found widespread associations between lower SES and greater cortical T1w/T2w ratio-thought to be an indirect proxy for cortical myelin. We evaluated the association of family income with cortical T1w/T2w ratio as a function of age in the Human Connectome Project in Development sample of 989 youth aged 8-21 years. We observed no associations between family income and T1w/T2w ratio that were significant after corrections for multiple comparisons at the region, network, or whole-brain level. Region of practical equivalence (ROPE) analyses were also consistent with the absence of an association between family income and T1w/T2w ratio. We discuss potential methodological sources of inconsistency between this and the previous study examining the same question. While the question of whether family income may influence cortical myelin development remains, these null results may indicate that the association between SES and cortical myelin development may not be as strong as with other aspects of brain structure.
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Affiliation(s)
- David G. Weissman
- Department of Psychology, Harvard University, Cambridge, MA, United States
| | - Graham L. Baum
- Department of Psychology, Harvard University, Cambridge, MA, United States
| | - Ashley Sanders
- Department of Psychiatry, Washington University School of Medicine in St. Louis, St. Louis, MO, United States
| | - Maya L. Rosen
- Program in Neuroscience, Smith College, Northampton, MA, United States
| | - Deanna M. Barch
- Department of Psychiatry, Washington University School of Medicine in St. Louis, St. Louis, MO, United States
- Department of Psychological & Brain Sciences, Washington University in St. Louis, St. Louis, MO, United States
- Department of Radiology, Washington University School of Medicine in St. Louis, St. Louis, MO, United States
| | | | - Leah H. Somerville
- Department of Psychology, Harvard University, Cambridge, MA, United States
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14
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Ayyıldız N, Beyer F, Üstün S, Kale EH, Mançe Çalışır Ö, Uran P, Öner Ö, Olkun S, Anwander A, Witte AV, Villringer A, Çiçek M. Changes in the superior longitudinal fasciculus and anterior thalamic radiation in the left brain are associated with developmental dyscalculia. Front Hum Neurosci 2023; 17:1147352. [PMID: 37868699 PMCID: PMC10586317 DOI: 10.3389/fnhum.2023.1147352] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/18/2023] [Accepted: 09/06/2023] [Indexed: 10/24/2023] Open
Abstract
Developmental dyscalculia is a neurodevelopmental disorder specific to arithmetic learning even with normal intelligence and age-appropriate education. Difficulties often persist from childhood through adulthood lowering the individual's quality of life. However, the neural correlates of developmental dyscalculia are poorly understood. This study aimed to identify brain structural connectivity alterations in developmental dyscalculia. All participants were recruited from a large scale, non-referred population sample in a longitudinal design. We studied 10 children with developmental dyscalculia (11.3 ± 0.7 years) and 16 typically developing peers (11.2 ± 0.6 years) using diffusion-weighted magnetic resonance imaging. We assessed white matter microstructure with tract-based spatial statistics in regions-of-interest tracts that had previously been related to math ability in children. Then we used global probabilistic tractography for the first time to measure and compare tract length between developmental dyscalculia and typically developing groups. The high angular resolution diffusion-weighted magnetic resonance imaging and crossing-fiber probabilistic tractography allowed us to evaluate the length of the pathways compared to previous studies. The major findings of our study were reduced white matter coherence and shorter tract length of the left superior longitudinal/arcuate fasciculus and left anterior thalamic radiation in the developmental dyscalculia group. Furthermore, the lower white matter coherence and shorter pathways tended to be associated with the lower math performance. These results from the regional analyses indicate that learning, memory and language-related pathways in the left hemisphere might be related to developmental dyscalculia in children.
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Affiliation(s)
- Nazife Ayyıldız
- Department of Neurology, Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig, Germany
- Department of Interdisciplinary Neuroscience, Health Sciences Institute and Brain Research Center, Ankara University, Ankara, Türkiye
| | - Frauke Beyer
- Department of Neurology, Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig, Germany
- Subproject A1, CRC 1052 “Obesity Mechanisms”, University of Leipzig, Leipzig, Germany
| | - Sertaç Üstün
- Department of Interdisciplinary Neuroscience, Health Sciences Institute and Brain Research Center, Ankara University, Ankara, Türkiye
- Department of Physiology, School of Medicine, Ankara University, Ankara, Türkiye
- Neuroscience and Neurotechnology Center of Excellence, Ankara, Türkiye
| | - Emre H. Kale
- Department of Interdisciplinary Neuroscience, Health Sciences Institute and Brain Research Center, Ankara University, Ankara, Türkiye
| | - Öykü Mançe Çalışır
- Department of Interdisciplinary Neuroscience, Health Sciences Institute and Brain Research Center, Ankara University, Ankara, Türkiye
- Program of Counseling and Guidance, Department of Educational Sciences, Faculty of Educational Sciences, Ankara University, Ankara, Türkiye
| | - Pınar Uran
- Department of Child and Adolescent Psychiatry, School of Medicine, Izmir Democracy University, Izmir, Türkiye
| | - Özgür Öner
- Department of Child and Adolescence Psychiatry, School of Medicine, Bahçeşehir University, Istanbul, Türkiye
| | - Sinan Olkun
- Department of Elementary Education, Faculty of Educational Sciences, Ankara University, Ankara, Türkiye
| | - Alfred Anwander
- Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig, Germany
| | - A. Veronica Witte
- Department of Neurology, Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig, Germany
| | - Arno Villringer
- Department of Neurology, Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig, Germany
- MindBrainBody Institute, Berlin School of Mind and Brain, Charité and Humboldt University, Berlin, Germany
| | - Metehan Çiçek
- Department of Interdisciplinary Neuroscience, Health Sciences Institute and Brain Research Center, Ankara University, Ankara, Türkiye
- Department of Physiology, School of Medicine, Ankara University, Ankara, Türkiye
- Neuroscience and Neurotechnology Center of Excellence, Ankara, Türkiye
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15
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López-Gil JF, Smith L, Gaya AR, Victoria-Montesinos D, Gutiérrez-Espinoza H, Herrera-Gutiérrez E, García-Hermoso A. The moderating role of recreational substance use in the association of Mediterranean diet with academic performance among adolescents. Sci Rep 2023; 13:10816. [PMID: 37402752 DOI: 10.1038/s41598-023-37529-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/02/2023] [Accepted: 06/22/2023] [Indexed: 07/06/2023] Open
Abstract
No study has examined the potential moderating role of recreational substance use in the relationship between the Mediterranean diet (MedDiet) and academic performance. The aim of this study was to test the potential moderating role of recreational substance use (i.e., alcohol, tobacco, and cannabis) in the association of adherence to the MedDiet with academic performance among adolescents. This cross-sectional study included a sample of 757 adolescents (55.6% girls) aged 12-17 years from the Valle de Ricote (Region of Murcia). The Region of Murcia is an autonomous community of Spain located in the southeast of the Iberian Peninsula, along the coast of the Mediterranean Sea. Adherence to the MedDiet was assessed by the Mediterranean Diet Quality Index for Children and Teenagers (KIDMED). Recreational substance use (i.e., tobacco, alcohol, cannabis) was self-reported by adolescents. Academic performance was assessed by the school records at the end of the academic year. The relationship between adherence to the MedDiet and academic performance was moderated by both tobacco and alcohol use (for grade point average and all school records). In conclusion, higher adherence to the MedDiet was related to greater academic performance in adolescents, but recreational substance use could moderate this association.
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Affiliation(s)
- José Francisco López-Gil
- Navarrabiomed, Hospital Universitario de Navarra, Universidad Pública de Navarra (UPNA), IdiSNA, Pamplona, Navarra, Spain
- Department of Environmental Health, Harvard University T.H. Chan School of Public Health, Boston, MA, USA
- One Health Research Group, Universidad de Las Américas, Quito, Ecuador
| | - Lee Smith
- Centre for Health, Performance and Wellbeing, Anglia Ruskin University, Cambridge, UK
| | - Anelise Reis Gaya
- School of Physical Education, Physiotherapy and Dance, Post-Graduate Program in Human Movement Sciences, Federal University of Rio Grande Do Sul, Porto Alegre, Brazil
| | | | | | - Eva Herrera-Gutiérrez
- Department of Developmental and Educational Psychology, Faculty of Psychology, Espinardo Campus, University of Murcia, Murcia, Spain
| | - Antonio García-Hermoso
- Navarrabiomed, Hospital Universitario de Navarra, Universidad Pública de Navarra (UPNA), IdiSNA, Pamplona, Navarra, Spain
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16
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Kasparek SW, Rosen ML, Lurie LA, Cikara M, Sambrook K, Cvencek D, Meltzoff AN, McLaughlin KA. Differentiating Between Us & Them: Reduced In-Group Bias as a Novel Mechanism Linking Childhood Violence Exposure with Internalizing Psychopathology. Res Child Adolesc Psychopathol 2023; 51:961-975. [PMID: 36862283 PMCID: PMC9979122 DOI: 10.1007/s10802-023-01035-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/01/2023] [Indexed: 03/03/2023]
Abstract
Strong in-group bonds, facilitated by implicit favoritism for in-group members (i.e., in-group bias), promote mental health across development. Yet, we know little about how the development of in-group bias is shaped by early-life experiences. Childhood violence exposure is known to alter social information processing biases. Violence exposure may also influence social categorization processes, including in-group biases, in ways that influence risk for psychopathology. We examined associations of childhood violence exposure with psychopathology and behavioral and neural indices of implicit and explicit bias for novel groups in children followed longitudinally across three time points from age 5 to 10 years old (n = 101 at baseline; n = 58 at wave 3). To instantiate in-group and out-group affiliations, youths underwent a minimal group assignment induction procedure, in which they were randomly assigned to one of two groups. Youth were told that members of their assigned group shared common interests (in-group) and members of the other group did not (out-group). In pre-registered analyses, violence exposure was associated with lower implicit in-group bias, which in turn was associated prospectively with higher internalizing symptoms and mediated the longitudinal association between violence exposure and internalizing symptoms. During an fMRI task examining neural responses while classifying in-group and out-group members, violence-exposed children did not exhibit the negative functional coupling between vmPFC and amygdala to in-group vs. out-group members that was observed in children without violence exposure. Reduced implicit in-group bias may represent a novel mechanism linking violence exposure with the development of internalizing symptoms.
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Affiliation(s)
| | - Maya L Rosen
- Department of Psychology, Harvard University, Cambridge, MA, USA
- Program in Neuroscience, Smith College, Northampton, MA, USA
| | - Lucy A Lurie
- Department of Psychology, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA
| | - Mina Cikara
- Department of Psychology, Harvard University, Cambridge, MA, USA
| | - Kelly Sambrook
- Department of Psychology, Harvard University, Cambridge, MA, USA
| | - Dario Cvencek
- Institute for Learning & Brain Sciences, University of Washington, Seattle, WA, USA
| | - Andrew N Meltzoff
- Institute for Learning & Brain Sciences, University of Washington, Seattle, WA, USA
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17
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Li ZA, Cai Y, Taylor RL, Eisenstein SA, Barch DM, Marek S, Hershey T. Associations Between Socioeconomic Status, Obesity, Cognition, and White Matter Microstructure in Children. JAMA Netw Open 2023; 6:e2320276. [PMID: 37368403 DOI: 10.1001/jamanetworkopen.2023.20276] [Citation(s) in RCA: 5] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 06/28/2023] Open
Abstract
Importance Lower neighborhood and household socioeconomic status (SES) are associated with negative health outcomes and altered brain structure in children. It is unclear whether such findings extend to white matter and via what mechanisms. Objective To assess whether and how neighborhood and household SES are independently associated with children's white matter microstructure and examine whether obesity and cognitive performance (reflecting environmental cognitive and sensory stimulation) are plausible mediators. Design, Setting, and Participants This cross-sectional study used baseline data from participants in the Adolescent Brain Cognitive Development (ABCD) study. Data were collected at 21 US sites, and school-based recruitment was used to represent the US population. Children aged 9 to 11 years and their parents or caregivers completed assessments between October 1, 2016, and October 31, 2018. After exclusions, 8842 of 11 875 children in the ABCD study were included in the analyses. Data analysis was conducted from July 11 to December 19, 2022. Exposures Neighborhood disadvantage was derived from area deprivation indices at participants' primary residence. Household SES factors were total income and highest parental educational attainment. Main Outcomes and Measures A restriction spectrum imaging (RSI) model was used to quantify restricted normalized directional (RND; reflecting oriented myelin organization) and restricted normalized isotropic (RNI; reflecting glial and neuronal cell bodies) diffusion in 31 major white matter tracts. The RSI measurements were scanner harmonized. Obesity was assessed through body mass index (BMI; calculated as weight in kilograms divided by height in meters squared), age- and sex-adjusted BMI z scores, and waist circumference, and cognition was assessed through the National Institutes of Health Toolbox Cognition Battery. Analyses were adjusted for age, sex, pubertal development stage, intracranial volume, mean head motion, and twin or siblingship. Results Among 8842 children, 4543 (51.4%) were boys, and the mean (SD) age was 9.9 (0.7) years. Linear mixed-effects models revealed that greater neighborhood disadvantage was associated with lower RSI-RND in the left superior longitudinal fasciculus (β = -0.055; 95% CI, -0.081 to -0.028) and forceps major (β = -0.040; 95% CI, -0.067 to -0.013). Lower parental educational attainment was associated with lower RSI-RND in the bilateral superior longitudinal fasciculus (eg, right hemisphere: β = 0.053; 95% CI, 0.025-0.080) and bilateral corticospinal or pyramidal tract (eg, right hemisphere: β = 0.042; 95% CI, 0.015-0.069). Structural equation models revealed that lower cognitive performance (eg, lower total cognition score and higher neighborhood disadvantage: β = -0.012; 95% CI, -0.016 to -0.009) and greater obesity (eg, higher BMI and higher neighborhood disadvantage: β = -0.004; 95% CI, -0.006 to -0.001) partially accounted for the associations between SES and RSI-RND. Lower household income was associated with higher RSI-RNI in most tracts (eg, right inferior longitudinal fasciculus: β = -0.042 [95% CI, -0.073 to -0.012]; right anterior thalamic radiations: β = -0.045 [95% CI, -0.075 to -0.014]), and greater neighborhood disadvantage had similar associations in primarily frontolimbic tracts (eg, right fornix: β = 0.046 [95% CI, 0.019-0.074]; right anterior thalamic radiations: β = 0.045 [95% CI, 0.018-0.072]). Lower parental educational attainment was associated with higher RSI-RNI in the forceps major (β = -0.048; 95% CI, -0.077 to -0.020). Greater obesity partially accounted for these SES associations with RSI-RNI (eg, higher BMI and higher neighborhood disadvantage: β = 0.015; 95% CI, 0.011-0.020). Findings were robust in sensitivity analyses and were corroborated using diffusion tensor imaging. Conclusions and Relevance In this cross-sectional study, both neighborhood and household contexts were associated with white matter development in children, and findings suggested that obesity and cognitive performance were possible mediators in these associations. Future research on children's brain health may benefit from considering these factors from multiple socioeconomic perspectives.
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Affiliation(s)
- Zhaolong Adrian Li
- Department of Psychiatry, Washington University in St Louis School of Medicine, St Louis, Missouri
- Department of Psychological and Brain Sciences, Washington University in St Louis, St Louis, Missouri
| | - Yuqi Cai
- Department of Psychological and Brain Sciences, Washington University in St Louis, St Louis, Missouri
- Now with Ann Romney Center for Neurologic Diseases, Department of Neurology, Brigham and Women's Hospital, Harvard Medical School, Boston, Massachusetts
| | - Rita L Taylor
- Department of Psychological and Brain Sciences, Washington University in St Louis, St Louis, Missouri
| | - Sarah A Eisenstein
- Department of Psychiatry, Washington University in St Louis School of Medicine, St Louis, Missouri
- Mallinckrodt Institute of Radiology, Washington University in St Louis School of Medicine, St Louis, Missouri
| | - Deanna M Barch
- Department of Psychiatry, Washington University in St Louis School of Medicine, St Louis, Missouri
- Department of Psychological and Brain Sciences, Washington University in St Louis, St Louis, Missouri
- Mallinckrodt Institute of Radiology, Washington University in St Louis School of Medicine, St Louis, Missouri
| | - Scott Marek
- Department of Psychiatry, Washington University in St Louis School of Medicine, St Louis, Missouri
- Mallinckrodt Institute of Radiology, Washington University in St Louis School of Medicine, St Louis, Missouri
| | - Tamara Hershey
- Department of Psychiatry, Washington University in St Louis School of Medicine, St Louis, Missouri
- Department of Psychological and Brain Sciences, Washington University in St Louis, St Louis, Missouri
- Mallinckrodt Institute of Radiology, Washington University in St Louis School of Medicine, St Louis, Missouri
- Department of Neurology, Washington University in St Louis School of Medicine, St Louis, Missouri
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18
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Fendinger NJ, Dietze P, Knowles ED. Beyond cognitive deficits: how social class shapes social cognition. Trends Cogn Sci 2023; 27:528-538. [PMID: 37031013 DOI: 10.1016/j.tics.2023.03.004] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/10/2023] [Revised: 03/09/2023] [Accepted: 03/14/2023] [Indexed: 04/10/2023]
Abstract
Lower social class is thought to contribute to poorer executive functioning and working memory. Nevertheless, lower social class individuals consistently outperform their higher-class counterparts on social cognitive tasks that rely on similar underlying cognitive processes (e.g., working memory and executive functioning). Why would lower social class inhibit such processes in one domain, but promote them in another? We argue that features of lower-class communities (e.g., resource scarcity) promote social cognition via cultural processes. We then argue that social cognition involves partially unique task and neural demands that are separate from nonsocial cognition. We conclude that unique task and neural demands, together with the distinctive cognitive proclivities of lower- and higher-class cultures, can explain variable associations between social class and cognitive functioning.
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Affiliation(s)
| | - Pia Dietze
- University of California Irvine, Department of Psychological Science, Irvine, CA 92697, USA
| | - Eric D Knowles
- New York University, Department of Psychology, New York, NY 10003, USA
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Privitera AJ, Zhou Y, Xie X. Inhibitory control as a significant predictor of academic performance in Chinese high schoolers. Child Neuropsychol 2023; 29:457-473. [PMID: 35816416 DOI: 10.1080/09297049.2022.2098941] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/12/2022]
Abstract
Studies investigating the relationship between cognitive function and academic performance have recently shifted focus from differences in intelligence to executive function. To date, these studies have focused disproportionately on samples recruited from Western countries, despite evidence in support of cultural differences in the development of executive function. To address this gap, the present study investigated whether differences in two dimensions of executive function, inhibitory and attentional control, could predict academic performance in a sample of Chinese adolescents (n = 42). Participants reported on demographic details and completed both the Simon task and Attention Network Test. Data were analyzed using multiple linear regression controlling for gender, age, SES, English language proficiency, processing speed, and fluid intelligence. Results showed that one index of inhibitory control derived from non-cue trials on the Attention Network Test explained a significant amount of unique variance in academic performance. Our findings provide evidence that executive function, specifically inhibitory control, plays a significant role in academic performance.
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Affiliation(s)
- Adam John Privitera
- College of Liberal Arts, Wenzhou-Kean University, Wenzhou, China.,Faculty of Education, University of Hong Kong, Hong Kong SAR, China
| | | | - Xiaoyi Xie
- College of Liberal Arts, Wenzhou-Kean University, Wenzhou, China
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20
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Werchan DM, Ku S, Berry D, Blair C. Sensitive caregiving and reward responsivity: A novel mechanism linking parenting and executive functions development in early childhood. Dev Sci 2023; 26:e13293. [PMID: 35665988 PMCID: PMC9719571 DOI: 10.1111/desc.13293] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/24/2021] [Revised: 04/04/2022] [Accepted: 05/24/2022] [Indexed: 11/29/2022]
Abstract
Sensitive caregiving is an essential aspect of positive parenting that influences executive functions development, but the mechanisms underlying this association are less clear. Using data from the Family Life Project, a large prospective longitudinal sample of 1292 families residing in rural, predominately low-income communities, the current study examined whether sensitive caregiving impacts executive functions development by shaping behavioral reward processing systems in early postnatal life. Results indicated that higher levels of sensitive caregiving during infancy were associated with heightened reward responsivity at age 4, which in turn predicted superior executive functions ability at age 5. Notably, children's reward responsivity partially mediated the relationship between sensitive caregiving in infancy and executive functions ability at school entry. These findings add to prior work on early experience and children's executive functions and highlight caregiver scaffolding of developing reward processing systems as a potential foundational mechanism for supporting adaptive behavior and self-regulation across the lifespan.
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Affiliation(s)
- Denise M Werchan
- Department of Population Health, New York University School of Medicine, New York City, New York, USA
| | - Seulki Ku
- Department of Population Health, New York University School of Medicine, New York City, New York, USA
| | - Daniel Berry
- Institute of Child Development, The University of Minnesota, Minneapolis, Minnesota, USA
| | - Clancy Blair
- Department of Population Health, New York University School of Medicine, New York City, New York, USA
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21
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Li ZA, Cai Y, Taylor RL, Eisenstein SA, Barch DM, Marek S, Hershey T. Associations between socioeconomic status and white matter microstructure in children: indirect effects via obesity and cognition. MEDRXIV : THE PREPRINT SERVER FOR HEALTH SCIENCES 2023:2023.02.09.23285150. [PMID: 36798149 PMCID: PMC9934783 DOI: 10.1101/2023.02.09.23285150] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Indexed: 02/12/2023]
Abstract
Importance Both neighborhood and household socioeconomic disadvantage relate to negative health outcomes and altered brain structure in children. It is unclear whether such findings extend to white matter development, and via what mechanisms socioeconomic status (SES) influences the brain. Objective To test independent associations between neighborhood and household SES indicators and white matter microstructure in children, and examine whether body mass index and cognitive function (a proxy of environmental cognitive/sensory stimulation) may plausibly mediate these associations. Design This cross-sectional study used baseline data from the Adolescent Brain Cognitive Development (ABCD) Study, an ongoing 10-year cohort study tracking child health. Setting School-based recruitment at 21 U.S. sites. Participants Children aged 9 to 11 years and their parents/caregivers completed baseline assessments between October 1 st , 2016 and October 31 st , 2018. Data analysis was conducted from July to December 2022. Exposures Neighborhood disadvantage was derived from area deprivation indices at primary residence. Household SES indicators were total income and the highest parental education attainment. Main Outcomes and Measures Thirty-one major white matter tracts were segmented from diffusion-weighted images. The Restriction Spectrum Imaging (RSI) model was implemented to measure restricted normalized directional (RND; reflecting oriented myelin organization) and isotropic (RNI; reflecting glial/neuronal cell bodies) diffusion in each tract. Obesity-related measures were body mass index (BMI), BMI z -scores, and waist circumference, and cognitive performance was assessed using the NIH Toolbox Cognition Battery. Linear mixed-effects models tested the associations between SES indicators and scanner-harmonized RSI metrics. Structural equation models examined indirect effects of obesity and cognitive performance in the significant associations between SES and white mater microstructure summary principal components. Analyses were adjusted for age, sex, pubertal development stage, intracranial volume, and head motion. Results The analytical sample included 8842 children (4299 [48.6%] girls; mean age [SD], 9.9 [0.7] years). Greater neighborhood disadvantage and lower parental education were independently associated with lower RSI-RND in forceps major and corticospinal/pyramidal tracts, and had overlapping associations in the superior longitudinal fasciculus. Lower cognition scores and greater obesity-related measures partially accounted for these SES associations with RSI-RND. Lower household income was related to higher RSI-RNI in almost every tract, and greater neighborhood disadvantage had similar effects in primarily frontolimbic tracts. Lower parental education was uniquely linked to higher RSI-RNI in forceps major. Greater obesity-related measures partially accounted for these SES associations with RSI-RNI. Findings were robust in sensitivity analyses and mostly corroborated using traditional diffusion tensor imaging (DTI). Conclusions and Relevance These cross-sectional results demonstrate that both neighborhood and household contexts are relevant to white matter development in children, and suggest cognitive performance and obesity as possible pathways of influence. Interventions targeting obesity reduction and improving cognition from multiple socioeconomic angles may ameliorate brain health in low-SES children. Key Points Question: Are neighborhood and household socioeconomic levels associated with children’s brain white matter microstructure, and if so, do obesity and cognitive performance (reflecting environmental stimulation) mediate the associations?Findings: In a cohort of 8842 children, higher neighborhood disadvantage, lower household income, and lower parental education had independent and overlapping associations with lower restricted directional diffusion and greater restricted isotropic diffusion in white matter. Greater body mass index and poorer cognitive performance partially mediated these associations.Meaning: Both neighborhood and household poverty may contribute to altered white matter development in children. These effects may be partially explained by obesity incidence and poorer cognitive performance.
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Affiliation(s)
- Zhaolong Adrian Li
- Department of Psychiatry, Washington University in St. Louis School of Medicine, St. Louis, MO 63130, USA
- Department of Psychological & Brain Sciences, Washington University in St. Louis, St. Louis, MO 63130, USA
| | - Yuqi Cai
- Department of Psychological & Brain Sciences, Washington University in St. Louis, St. Louis, MO 63130, USA
| | - Rita L. Taylor
- Department of Psychological & Brain Sciences, Washington University in St. Louis, St. Louis, MO 63130, USA
| | - Sarah A. Eisenstein
- Department of Psychiatry, Washington University in St. Louis School of Medicine, St. Louis, MO 63130, USA
- Mallinckrodt Institute of Radiology, Washington University in St. Louis School of Medicine, St. Louis, MO 63110, USA
| | - Deanna M. Barch
- Department of Psychiatry, Washington University in St. Louis School of Medicine, St. Louis, MO 63130, USA
- Department of Psychological & Brain Sciences, Washington University in St. Louis, St. Louis, MO 63130, USA
- Mallinckrodt Institute of Radiology, Washington University in St. Louis School of Medicine, St. Louis, MO 63110, USA
| | - Scott Marek
- Mallinckrodt Institute of Radiology, Washington University in St. Louis School of Medicine, St. Louis, MO 63110, USA
| | - Tamara Hershey
- Department of Psychiatry, Washington University in St. Louis School of Medicine, St. Louis, MO 63130, USA
- Department of Psychological & Brain Sciences, Washington University in St. Louis, St. Louis, MO 63130, USA
- Mallinckrodt Institute of Radiology, Washington University in St. Louis School of Medicine, St. Louis, MO 63110, USA
- Department of Neurology, Washington University in St. Louis School of Medicine, St. Louis, MO 63110, USA
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22
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Murtha K, Larsen B, Pines A, Parkes L, Moore TM, Adebimpe A, Bertolero M, Alexander-Bloch A, Calkins ME, Davila DG, Lindquist MA, Mackey AP, Roalf DR, Scott JC, Wolf DH, Gur RC, Gur RE, Barzilay R, Satterthwaite TD. Associations between neighborhood socioeconomic status, parental education, and executive system activation in youth. Cereb Cortex 2023; 33:1058-1073. [PMID: 35348659 PMCID: PMC9930626 DOI: 10.1093/cercor/bhac120] [Citation(s) in RCA: 11] [Impact Index Per Article: 11.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/12/2021] [Revised: 02/16/2022] [Accepted: 02/17/2022] [Indexed: 11/13/2022] Open
Abstract
Socioeconomic status (SES) can impact cognitive performance, including working memory (WM). As executive systems that support WM undergo functional neurodevelopment during adolescence, environmental stressors at both individual and community levels may influence cognitive outcomes. Here, we sought to examine how SES at the neighborhood and family level impacts task-related activation of the executive system during adolescence and determine whether this effect mediates the relationship between SES and WM performance. To address these questions, we studied 1,150 youths (age 8-23) that completed a fractal n-back WM task during functional magnetic resonance imaging at 3T as part of the Philadelphia Neurodevelopmental Cohort. We found that both higher neighborhood SES and parental education were associated with greater activation of the executive system to WM load, including the bilateral dorsolateral prefrontal cortex, posterior parietal cortex, and precuneus. The association of neighborhood SES remained significant when controlling for task performance, or related factors like exposure to traumatic events. Furthermore, high-dimensional multivariate mediation analysis identified distinct patterns of brain activity within the executive system that significantly mediated the relationship between measures of SES and task performance. These findings underscore the importance of multilevel environmental factors in shaping executive system function and WM in youth.
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Affiliation(s)
- Kristin Murtha
- Neurodevelopment and Psychosis Section, Department of Psychiatry, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA 19104, USA
- Lifespan Brain Institute, Children's Hospital of Philadelphia and Perleman School of Medicine, University of Pennsylvania, Philadelphia, PA, 19104, USA
- Lifespan Informatics and Neuroimaging Center, Department of Psychiatry, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA 19104, USA
| | - Bart Larsen
- Neurodevelopment and Psychosis Section, Department of Psychiatry, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA 19104, USA
- Lifespan Brain Institute, Children's Hospital of Philadelphia and Perleman School of Medicine, University of Pennsylvania, Philadelphia, PA, 19104, USA
- Lifespan Informatics and Neuroimaging Center, Department of Psychiatry, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA 19104, USA
| | - Adam Pines
- Neurodevelopment and Psychosis Section, Department of Psychiatry, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA 19104, USA
- Lifespan Brain Institute, Children's Hospital of Philadelphia and Perleman School of Medicine, University of Pennsylvania, Philadelphia, PA, 19104, USA
- Lifespan Informatics and Neuroimaging Center, Department of Psychiatry, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA 19104, USA
| | - Linden Parkes
- Neurodevelopment and Psychosis Section, Department of Psychiatry, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA 19104, USA
- Department of Bioengineering, School of Engineering & Applied Science, University of Philadelphia, Philadelphia, PA 19104, USA
| | - Tyler M Moore
- Neurodevelopment and Psychosis Section, Department of Psychiatry, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA 19104, USA
- Lifespan Brain Institute, Children's Hospital of Philadelphia and Perleman School of Medicine, University of Pennsylvania, Philadelphia, PA, 19104, USA
| | - Azeez Adebimpe
- Neurodevelopment and Psychosis Section, Department of Psychiatry, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA 19104, USA
- Lifespan Brain Institute, Children's Hospital of Philadelphia and Perleman School of Medicine, University of Pennsylvania, Philadelphia, PA, 19104, USA
- Lifespan Informatics and Neuroimaging Center, Department of Psychiatry, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA 19104, USA
| | - Maxwell Bertolero
- Neurodevelopment and Psychosis Section, Department of Psychiatry, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA 19104, USA
- Lifespan Brain Institute, Children's Hospital of Philadelphia and Perleman School of Medicine, University of Pennsylvania, Philadelphia, PA, 19104, USA
- Lifespan Informatics and Neuroimaging Center, Department of Psychiatry, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA 19104, USA
| | - Aaron Alexander-Bloch
- Neurodevelopment and Psychosis Section, Department of Psychiatry, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA 19104, USA
- Lifespan Brain Institute, Children's Hospital of Philadelphia and Perleman School of Medicine, University of Pennsylvania, Philadelphia, PA, 19104, USA
| | - Monica E Calkins
- Neurodevelopment and Psychosis Section, Department of Psychiatry, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA 19104, USA
- Lifespan Brain Institute, Children's Hospital of Philadelphia and Perleman School of Medicine, University of Pennsylvania, Philadelphia, PA, 19104, USA
| | - Diego G Davila
- Neurodevelopment and Psychosis Section, Department of Psychiatry, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA 19104, USA
- Lifespan Brain Institute, Children's Hospital of Philadelphia and Perleman School of Medicine, University of Pennsylvania, Philadelphia, PA, 19104, USA
- Lifespan Informatics and Neuroimaging Center, Department of Psychiatry, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA 19104, USA
| | - Martin A Lindquist
- Department of Biostatistics, Bloomberg School of Public Health, Johns Hopkins University, Baltimore, MD 21205, USA
| | - Allyson P Mackey
- Department of Psychology, College of Arts and Sciences, University of Pennsylvania, Philadelphia, PA 19104, USA
| | - David R Roalf
- Neurodevelopment and Psychosis Section, Department of Psychiatry, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA 19104, USA
- Lifespan Brain Institute, Children's Hospital of Philadelphia and Perleman School of Medicine, University of Pennsylvania, Philadelphia, PA, 19104, USA
| | - James C Scott
- Neurodevelopment and Psychosis Section, Department of Psychiatry, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA 19104, USA
- Lifespan Brain Institute, Children's Hospital of Philadelphia and Perleman School of Medicine, University of Pennsylvania, Philadelphia, PA, 19104, USA
| | - Daniel H Wolf
- Neurodevelopment and Psychosis Section, Department of Psychiatry, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA 19104, USA
- Lifespan Brain Institute, Children's Hospital of Philadelphia and Perleman School of Medicine, University of Pennsylvania, Philadelphia, PA, 19104, USA
| | - Ruben C Gur
- Neurodevelopment and Psychosis Section, Department of Psychiatry, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA 19104, USA
- Lifespan Brain Institute, Children's Hospital of Philadelphia and Perleman School of Medicine, University of Pennsylvania, Philadelphia, PA, 19104, USA
- Department of Child and Adolescent Psychiatry and Behavioral Sciences, Children’s Hospital of Philadelphia, Philadelphia, PA 19104, USA
| | - Raquel E Gur
- Neurodevelopment and Psychosis Section, Department of Psychiatry, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA 19104, USA
- Lifespan Brain Institute, Children's Hospital of Philadelphia and Perleman School of Medicine, University of Pennsylvania, Philadelphia, PA, 19104, USA
- Department of Child and Adolescent Psychiatry and Behavioral Sciences, Children’s Hospital of Philadelphia, Philadelphia, PA 19104, USA
| | - Ran Barzilay
- Neurodevelopment and Psychosis Section, Department of Psychiatry, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA 19104, USA
- Lifespan Brain Institute, Children's Hospital of Philadelphia and Perleman School of Medicine, University of Pennsylvania, Philadelphia, PA, 19104, USA
- Department of Child and Adolescent Psychiatry and Behavioral Sciences, Children’s Hospital of Philadelphia, Philadelphia, PA 19104, USA
| | - Theodore D Satterthwaite
- Neurodevelopment and Psychosis Section, Department of Psychiatry, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA 19104, USA
- Lifespan Brain Institute, Children's Hospital of Philadelphia and Perleman School of Medicine, University of Pennsylvania, Philadelphia, PA, 19104, USA
- Lifespan Informatics and Neuroimaging Center, Department of Psychiatry, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA 19104, USA
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23
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Peverill M, Rosen ML, Lurie LA, Sambrook KA, Sheridan MA, McLaughlin KA. Childhood trauma and brain structure in children and adolescents. Dev Cogn Neurosci 2023; 59:101180. [PMID: 36563460 PMCID: PMC9800267 DOI: 10.1016/j.dcn.2022.101180] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/15/2022] [Revised: 10/31/2022] [Accepted: 11/22/2022] [Indexed: 11/24/2022] Open
Abstract
The dimensional model of adversity proposes that experiences of threat and deprivation have distinct neurodevelopmental consequences. We examined these dimensions, separately and jointly, with brain structure in a sample of 149 youth aged 8-17-half recruited based on exposure to threat-related experiences. We predicted that greater threat would be uniquely associated with reduced cortical thickness and surface area in brain regions associated with salience processing including ventromedial prefrontal cortex (vmPFC), anterior cingulate cortex (ACC), and insula, and that deprivation experiences would be uniquely associated with reductions in cortical thickness and surface area in frontoparietal areas associated with cognitive control. As predicted, greater threat was associated with thinner cortex in a network including areas involved in salience processing (anterior insula, vmPFC), and smaller amygdala volume (particularly in younger participants), after controlling for deprivation. Contrary to our hypotheses, threat was also associated with thinning in the frontoparietal control network. However, these associations were reduced following control for deprivation. No associations were found between deprivation and brain structure. This examination of deprivation and threat concurrently in the same sample provided further evidence that threat-related experiences influence the structure of the developing brain independent of deprivation.
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Affiliation(s)
- Matthew Peverill
- University of Wisconsin, Department of Psychiatry, 6001 Research Park Blvd., Madison, WI 53719, USA; Harvard University, Department of Psychology, William James Hall, 10th Floor, 33 Kirkland St., Cambridge, MA 02138, USA.
| | - Maya L Rosen
- Harvard University, Department of Psychology, William James Hall, 10th Floor, 33 Kirkland St., Cambridge, MA 02138, USA; Smith College, Program in Neuroscience, Clark Science Center, 44 College Ln, Northampton, MA 01063, USA
| | - Lucy A Lurie
- University of North Carolina, Chapel Hill, Department of Psychology, 235 E Cameron Ave., NC 27599, USA
| | - Kelly A Sambrook
- Harvard University, Department of Psychology, William James Hall, 10th Floor, 33 Kirkland St., Cambridge, MA 02138, USA
| | - Margaret A Sheridan
- University of North Carolina, Chapel Hill, Department of Psychology, 235 E Cameron Ave., NC 27599, USA
| | - Katie A McLaughlin
- Harvard University, Department of Psychology, William James Hall, 10th Floor, 33 Kirkland St., Cambridge, MA 02138, USA
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24
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Nobre JNP, Morais RLDS, Prat BV, Fernandes AC, Viegas ÂA, Figueiredo PHS, Peixoto MF, De Oliveira Ferreira F, de Freitas PM, Mendonça VA, Lacerda ACR. Environmental opportunities facilitating cognitive development in preschoolers: development of a multicriteria index. J Neural Transm (Vienna) 2023; 130:65-76. [PMID: 36401748 PMCID: PMC9676873 DOI: 10.1007/s00702-022-02568-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/30/2022] [Accepted: 11/08/2022] [Indexed: 11/21/2022]
Abstract
Access to environmental opportunities can favor children's learning and cognitive development. The objectives is to construct an index that synthesizes environmental learning opportunities for preschoolers considering the home environment and verify whether the index can predict preschoolers' cognitive development. A quantitative, cross-sectional, exploratory study was conducted with 51 preschoolers using a multi-attribute utility theory (MAUT). The criteria used for drawing up the index were supported by the literature and subdivided in Group A "Resources from the house" extracted from HOME Inventory including: (1) to have three or more puzzles; (2) have at least ten children's books; (3) be encouraged to learn the alphabet; (4) take the family out at least every 2 weeks. Group B "Screens" (5) caution with using television; (6) total screen time in day/minutes. Group C "Parental Schooling" (7) maternal and paternal education. Pearson correlation analyses and univariate linear regression were performed to verify the relationship between the established index with cognitive test results. The index correlated with the total score of the mini-mental state exam (MMC) and verbal fluency test (VF) in the category of total word production and word production without errors. Multicriteria index explained 18% of the VF (total word production), 19% of the VF (total production of words without errors) and 17% of the MMC. The present multicriteria index has potential application as it synthesizes the preschooler's environmental learning opportunities and predicts domains of child cognitive development.
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Affiliation(s)
- Juliana Nogueira Pontes Nobre
- Centro Integrado de Pós-Graduação e Pesquisa em Saúde (CIPq-Saúde), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais, Brazil.
| | - Rosane Luzia de Souza Morais
- Faculdade de Fisioterapia, Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais, Brazil
| | - Bernat Viñola Prat
- Instituto de Ciência e Tecnologia (ICT - UFVJM) e SaSA, Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais, Brazil
| | - Amanda Cristina Fernandes
- Centro Integrado de Pós-Graduação e Pesquisa em Saúde (CIPq-Saúde), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais, Brazil
| | - Ângela Alves Viegas
- Centro Integrado de Pós-Graduação e Pesquisa em Saúde (CIPq-Saúde), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais, Brazil
| | | | - Marco Fabrício Peixoto
- Centro Integrado de Pós-Graduação e Pesquisa em Saúde (CIPq-Saúde), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais, Brazil
| | | | - Patrícia Martins de Freitas
- Programa de Pós-Graduação em Psicologia da Saúde (PPGPSI), Instituto Multidisciplinar em Saúde da Universidade Federal da Bahia (UFBA), Vitória da Conquista, Bahia, Brazil
| | - Vanessa Amaral Mendonça
- Faculdade de Fisioterapia, Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais, Brazil
| | - Ana Cristina Rodrigues Lacerda
- Faculdade de Fisioterapia, Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais, Brazil
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25
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Rakesh D, Zalesky A, Whittle S. The Role of School Environment in Brain Structure, Connectivity, and Mental Health in Children: A Multimodal Investigation. BIOLOGICAL PSYCHIATRY. COGNITIVE NEUROSCIENCE AND NEUROIMAGING 2023; 8:32-41. [PMID: 35123109 DOI: 10.1016/j.bpsc.2022.01.006] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/06/2021] [Revised: 01/05/2022] [Accepted: 01/20/2022] [Indexed: 02/07/2023]
Abstract
BACKGROUND Much work has been dedicated to understanding the effects of adverse home environments on brain development. While the school social and learning environment plays a role in child development, little work has been done to investigate the impact of the school environment on the developing brain. The goal of the present study was to examine associations between the school environment, brain structure and connectivity, and mental health. METHODS In this preregistered study we investigated these questions in a large sample of adolescents (9-10 years of age) from the Adolescent Brain Cognitive Development (ABCD) Study. We examined the association between school environment and gray matter (n = 10,435) and white matter (n = 10,770) structure and functional connectivity (n = 9528). We then investigated multivariate relationships between school-associated brain measures and mental health. RESULTS School environment was associated with connectivity of the auditory and retrosplenial temporal network as well as of higher-order cognitive networks like the cingulo-opercular, default mode, ventral attention, and frontoparietal networks. Multivariate analyses revealed that connectivity of the cingulo-opercular and default mode networks was also associated with mental health. CONCLUSIONS Findings shed light on the neural mechanisms through which favorable school environments may contribute to positive mental health outcomes in children. Our findings have implications for interventions targeted at promoting positive youth functioning through improving school environments.
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Affiliation(s)
- Divyangana Rakesh
- Melbourne Neuropsychiatry Centre, Department of Psychiatry, University of Melbourne and Melbourne Health, Melbourne, Victoria, Australia.
| | - Andrew Zalesky
- Melbourne Neuropsychiatry Centre, Department of Psychiatry, University of Melbourne and Melbourne Health, Melbourne, Victoria, Australia; Melbourne School of Engineering, University of Melbourne, Melbourne, Victoria, Australia
| | - Sarah Whittle
- Melbourne Neuropsychiatry Centre, Department of Psychiatry, University of Melbourne and Melbourne Health, Melbourne, Victoria, Australia.
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26
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Kim HH, McLaughlin KA, Chibnik LB, Koenen KC, Tiemeier H. Poverty, Cortical Structure, and Psychopathologic Characteristics in Adolescence. JAMA Netw Open 2022; 5:e2244049. [PMID: 36445708 PMCID: PMC9709650 DOI: 10.1001/jamanetworkopen.2022.44049] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/30/2022] Open
Abstract
IMPORTANCE Childhood poverty has been associated with increased internalizing and externalizing problems in adolescence, a period of peak onset for psychiatric problems. The underlying neural mechanisms remain unclear because longitudinal studies of poverty, brain structure, and changes in psychiatric symptoms are lacking. OBJECTIVE To examine whether structural differences in cortical regions mediate the association between household poverty and change in psychiatric symptoms in early adolescence. DESIGN, SETTING, AND PARTICIPANTS This longitudinal cohort study used baseline and 1-year follow-up data from the Adolescent Brain Cognitive Development Study. Children aged 9 to 10 years in the US were enrolled between September 1, 2016, and October 15, 2018. Data analysis was performed from August 13, 2021, to September 30, 2022. EXPOSURES Household poverty as measured by income-to-needs ratio, which incorporates family income and adjusts for family size as a percentage of the federal poverty level. MAIN OUTCOMES AND MEASURES Mediators were children's cortical surface area, thickness, and volume, obtained using magnetic resonance imaging. Internalizing and externalizing problems at 1-year follow-up were outcomes measured by maternal report using the Child Behavior Checklist. Analyses were adjusted for baseline psychiatric problems and sociodemographic variables, including sex, race and ethnicity, parental educational level, and study site. RESULTS Of the 7569 children (mean [SD] age, 9.91 [0.62] years; 3970 boys [52.5%]) included in the analysis, 1042 children (13.8%) lived below the poverty threshold between 2016 and 2018. Poverty was associated with increased externalizing symptoms score at 1-year follow-up (b = 1.57; 95% CI, 1.14-1.99), even after adjustment for baseline externalizing symptoms (b = 0.35; 95% CI, 0.06-0.64). The longitudinal associations of poverty with increases in externalizing problems over time were mediated by reductions in surface area in multiple cortical regions that support executive functioning (middle frontal gyrus), decision-making (lateral orbitofrontal cortex), visual processing (fusiform gyrus), auditory processing (transverse temporal gyrus), and emotion and language processing (superior temporal gyrus). CONCLUSIONS AND RELEVANCE The findings of this study suggest that childhood poverty is associated with increases in externalizing problems, but not internalizing problems, over time in early adolescence. This association is mediated by reductions in cortical surface area across numerous brain regions. These findings highlight potential neurobiological mechanisms underlying the link between poverty and the emergence of externalizing problems during early adolescence.
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Affiliation(s)
- Hannah H. Kim
- Department of Social and Behavioral Sciences, Harvard T. H. Chan School of Public Health, Boston, Massachusetts
| | | | - Lori B. Chibnik
- Department of Epidemiology, Harvard T. H. Chan School of Public Health, Boston, Massachusetts
| | - Karestan C. Koenen
- Department of Epidemiology, Harvard T. H. Chan School of Public Health, Boston, Massachusetts
| | - Henning Tiemeier
- Department of Social and Behavioral Sciences, Harvard T. H. Chan School of Public Health, Boston, Massachusetts
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27
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Li M, Lindenmuth M, Tarnai K, Lee J, King-Casas B, Kim-Spoon J, Deater-Deckard K. Development of cognitive control during adolescence: The integrative effects of family socioeconomic status and parenting behaviors. Dev Cogn Neurosci 2022; 57:101139. [PMID: 35905528 PMCID: PMC9335383 DOI: 10.1016/j.dcn.2022.101139] [Citation(s) in RCA: 8] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/12/2021] [Revised: 07/13/2022] [Accepted: 07/16/2022] [Indexed: 12/25/2022] Open
Abstract
Cognitive control is of great interest to researchers and practitioners. The concurrent association between family socioeconomic status (SES) and adolescent cognitive control is well-documented. However, little is known about whether and how SES relates to individual differences in the development of adolescent cognitive control. The current four-year longitudinal investigation (N = 167, 13-14 years at Wave 1) used multi-source interference task performance (reaction time in interference correct trials minus neutral correct trials) and corresponding neural activities (blood oxygen level dependent contrast of interference versus neutral conditions) as measures of cognitive control. SES and parenting behaviors (warmth, monitoring) were measured through surveys. We examined direct and indirect effects of earlier SES on the development of cognitive control via parenting behaviors; the moderating effect of parenting also was explored. Results of latent growth modeling (LGM) revealed significant interactive effects between SES and parenting predicting behavioral and neural measures of cognitive control. Lower family SES was associated with poorer cognitive performance when coupled with low parental warmth. In contrast, higher family SES was associated with greater improvement in performance, as well as a higher intercept and steeper decrease in frontoparietal activation over time, when coupled with high parental monitoring. These findings extend prior cross-sectional evidence to show the moderating effect of the parenting environment on the potential effects of SES on developmental changes in adolescent cognitive control.
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Affiliation(s)
- Mengjiao Li
- Department of Psychological and Brain Sciences, University of Massachusetts, Amherst, MA, USA
| | | | - Kathryn Tarnai
- Department of Psychology, Virginia Tech, Blacksburg, VA, USA
| | - Jacob Lee
- Virginia Tech Carilion Research Institute, Blacksburg, VA, USA
| | - Brooks King-Casas
- Department of Psychology, Virginia Tech, Blacksburg, VA, USA; Virginia Tech Carilion Research Institute, Blacksburg, VA, USA
| | | | - Kirby Deater-Deckard
- Department of Psychological and Brain Sciences, University of Massachusetts, Amherst, MA, USA.
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28
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Romeo RR, Flournoy JC, McLaughlin KA, Lengua LJ. Language development as a mechanism linking socioeconomic status to executive functioning development in preschool. Dev Sci 2022; 25:e13227. [PMID: 34981872 PMCID: PMC9250946 DOI: 10.1111/desc.13227] [Citation(s) in RCA: 19] [Impact Index Per Article: 9.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/24/2021] [Revised: 11/18/2021] [Accepted: 12/24/2021] [Indexed: 02/01/2023]
Abstract
Childhood socioeconomic status (SES) is related to disparities in the development of both language and executive functioning (EF) skills. Emerging evidence suggests that language development may precede and provide necessary scaffolding for EF development in early childhood. The present preregistered study investigates how these skills co-develop longitudinally in early childhood and whether language development explains the relationship between SES and EF development. A socioeconomically diverse sample of 305 children completed repeated assessments of language (sentence comprehension) and EF (cognitive flexibility, behavioral inhibition, and cognitive inhibition) at four waves spaced 9 months apart from ages 3 to 5 years. Bivariate latent curve models with structured residuals were estimated to disaggregate between-person and within-person components of stability and change. Results revealed bidirectional relationships between language and EF across all waves. However, at 3 years, language comprehension more strongly predicted EF than the reverse; yet by 5 years, the bidirectional effects across domains did not significantly differ. Children from higher-SES backgrounds exhibited higher initial language and EF skills than children from lower-SES families, though SES was not associated with either rate of growth. Finally, early language-mediated the association between SES and early EF skills, and this model outperformed a reverse direction mediation. Together, results suggest that EF development is driven by early language development, and that SES disparities in EF are explained, at least in part, by early differences in language comprehension. These findings have implications for early interventions to support children's language skills as a potential pathway to improving early EF development.
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Affiliation(s)
- Rachel R Romeo
- Department of Psychology, Harvard University, Cambridge, Massachusetts, USA
- Department of Human Development and Quantitative Methodology, University of Maryland College Park, College Park, Maryland, USA
| | - John C Flournoy
- Department of Psychology, Harvard University, Cambridge, Massachusetts, USA
| | - Katie A McLaughlin
- Department of Psychology, Harvard University, Cambridge, Massachusetts, USA
| | - Liliana J Lengua
- Department of Psychology, University of Washington, Seattle, Washington, USA
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29
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Oshri A, Cui Z, Owens M, Carvalho C, Sweet L. Low-to-moderate level of perceived stress strengthens working memory: Testing the hormesis hypothesis through neural activation. Neuropsychologia 2022; 176:108354. [PMID: 36041501 DOI: 10.1016/j.neuropsychologia.2022.108354] [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: 12/09/2021] [Revised: 08/15/2022] [Accepted: 08/16/2022] [Indexed: 11/24/2022]
Abstract
The negative impact of stress on neurocognitive functioning is extensively documented by empirical research. However, emerging reports suggest that stress may also confer positive neurocognitive effects. This hypothesis has been advanced by the hormesis model of psychosocial stress, in which low-moderate levels of stress are expected to result in neurocognitive benefits, such as improved working memory (WM), a central executive function. We tested the hormesis hypothesis, purporting an inverted U-shaped relation between stress and neurocognitive performance, in a large sample of young adults from the Human Connectome Project (n = 1000, Mage = 28.74, SD = 3.67, 54.3% female). In particular, we investigated whether neural response during a WM challenge is a potential intermediary through which low-moderate levels of stress confer beneficial effects on WM performance. Further, we tested whether the association between low-moderate prolonged stress and WM-related neural function was stronger in contexts with more psychosocial resources. Findings showed that low-moderate levels of perceived stress were associated with elevated WM-related neural activation, resulting in more optimal WM behavioral performance (α *β = -0.02, p = .046). The strength of this association tapered off at high-stress levels. Finally, we found that the benefit of low-moderate stress was stronger among individuals with access to higher levels of psychosocial resources (β = -0.06, p = .021). By drawing attention to the dose-dependent, nonlinear relation between stress and WM, this study highlights emerging evidence of a process by which mild stress induces neurocognitive benefits, and the psychosocial context under which benefits are most likely to manifest.
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Affiliation(s)
- Assaf Oshri
- Youth Development Institute, Human Development and Family Science, University of Georgia, Georgia; Department of Psychology, University of Georgia, Georgia.
| | - Zehua Cui
- Youth Development Institute, Human Development and Family Science, University of Georgia, Georgia; The Neuroscience Program, University of Georgia, Georgia
| | - Max Owens
- Peter Boris Centre for Addictions Research, McMaster University/ St. Joseph's Healthcare Hamilton, Hamilton, ON, Canada
| | - Cory Carvalho
- Youth Development Institute, Human Development and Family Science, University of Georgia, Georgia
| | - Lawrence Sweet
- Youth Development Institute, Human Development and Family Science, University of Georgia, Georgia; Department of Psychology, University of Georgia, Georgia
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30
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McLaughlin KA, Gabard-Durnam L. Experience-driven plasticity and the emergence of psychopathology: A mechanistic framework integrating development and the environment into the Research Domain Criteria (RDoC) model. JOURNAL OF PSYCHOPATHOLOGY AND CLINICAL SCIENCE 2022; 131:575-587. [PMID: 35901389 PMCID: PMC9346621 DOI: 10.1037/abn0000598] [Citation(s) in RCA: 11] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/12/2022]
Abstract
Despite the clear importance of a developmental perspective for understanding the emergence of psychopathology across the life-course, such a perspective has yet to be integrated into the Research Domain Criteria (RDoC) model. In this paper, we articulate a framework that incorporates developmentally specific learning mechanisms that reflect experience-driven plasticity as additional units of analysis in the existing RDoC matrix. These include both experience-expectant learning mechanisms that occur during sensitive periods of development and experience-dependent learning mechanisms that may exhibit substantial variation across development. Incorporating these learning mechanisms allows for clear integration not only of development but also environmental experience into the RDoC model. We demonstrate how individual differences in environmental experiences-such as early life adversity-can be leveraged to identify experience-driven plasticity patterns across development and apply this framework to consider how environmental experience shapes key biobehavioral processes that comprise the RDoC model. This framework provides a structure for understanding how affective, cognitive, social, and neurobiological processes are shaped by experience across development and ultimately contribute to the emergence of psychopathology. We demonstrate how incorporating an experience-driven plasticity framework is critical for understanding the development of many processes subsumed within the RDoC model, which will contribute to greater understanding of developmental variation in the etiology of psychopathology and can be leveraged to identify potential windows of heightened developmental plasticity when clinical interventions might be maximally efficacious. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
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Rakesh D, Zalesky A, Whittle S. Assessment of Parent Income and Education, Neighborhood Disadvantage, and Child Brain Structure. JAMA Netw Open 2022; 5:e2226208. [PMID: 35980639 PMCID: PMC9389347 DOI: 10.1001/jamanetworkopen.2022.26208] [Citation(s) in RCA: 14] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/11/2023] Open
Abstract
IMPORTANCE Although different aspects of socioeconomic status (SES) may represent distinct risk factors for poor mental health in children, knowledge of their differential and synergistic associations with the brain is limited. OBJECTIVE To examine the independent associations between distinct SES factors and child brain structure. DESIGN, SETTING, AND PARTICIPANTS We used baseline data from participants aged 9 to 10 years in the Adolescent Brain Cognitive Development (ABCD) study. These data were collected from 21 US sites between September 2017 and August 2018. Study participants were recruited from schools to create a participant sample that closely reflects the US population. EXPOSURES Neighborhood disadvantage was measured using the area deprivation index. We also used data on total parent or caregiver educational attainment (in years) and household income-to-needs ratio. MAIN OUTCOMES AND MEASURES T1-weighted magnetic resonance imaging was used to assess measures of cortical thickness, surface area, and subcortical volume. RESULTS Data from 8862 ABCD participants aged 9 to 10 years were analyzed. The mean (SD) age was 119.1 (7.5) months; there were 4243 girls (47.9%) and 4619 boys (52.1%). Data on race or ethnicity were available for 8857 of 8862 participants: 173 (2.0%) were Asian, 1099 (12.4%) were Black or African American, 1688 (19.1%) were Hispanic, 4967 (56.1%) were White, and 930 (10.5%) reported multiple races or ethnicities. Using 10-fold, within-sample split-half replication, we found that neighborhood disadvantage was associated with lower cortical thickness in the following brain regions (η2 = 0.004-0.009): cuneus (B [SE] = -0.099 [0.013]; P < .001), lateral occipital (B [SE] = -0.088 [0.011]; P < .001), lateral orbitofrontal (B [SE] = -0.072 [0.012]; P < .001), lingual (B [SE] = -0.104 [0.012]; P < .001), paracentral (B [SE] = -0.086 [0.012]; P < .001), pericalcarine (B [SE] = -0.077 [0.012]; P < .001), postcentral (B [SE] = -0.069 [0.012]; P < .001), precentral (B [SE] = -0.059 [0.011]; P < .001), rostral middle frontal (B [SE] = -0.076 [0.011]; P < .001), and superior parietal (B [SE] = -0.060 [0.011]; P < .001). Exploratory analyses showed that the associations of low educational attainment or neighborhood disadvantage and low cortical thickness were attenuated in the presence of a high income-to-needs ratio (η2 = 0.003-0.007). CONCLUSIONS AND RELEVANCE The findings of this cross-sectional study suggest that different SES indicators have distinct associations with children's brain structure. A high income-to-needs ratio may play a protective role in the context of neighborhood disadvantage and low parent or caregiver educational attainment. This study highlights the importance of considering the joint associations of different SES indicators in future work.
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Affiliation(s)
- Divyangana Rakesh
- Melbourne Neuropsychiatry Centre, Department of Psychiatry, University of Melbourne, Melbourne Health, Melbourne, Victoria, Australia
| | - Andrew Zalesky
- Melbourne Neuropsychiatry Centre, Department of Psychiatry, University of Melbourne, Melbourne Health, Melbourne, Victoria, Australia
- Melbourne School of Engineering, University of Melbourne, Melbourne, Victoria, Australia
| | - Sarah Whittle
- Melbourne Neuropsychiatry Centre, Department of Psychiatry, University of Melbourne, Melbourne Health, Melbourne, Victoria, Australia
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Luby JL, Rogers C, McLaughlin KA. Environmental Conditions to Promote Healthy Childhood Brain/Behavioral Development: Informing Early Preventive Interventions for Delivery in Routine Care. BIOLOGICAL PSYCHIATRY GLOBAL OPEN SCIENCE 2022; 2:233-241. [PMID: 35855293 PMCID: PMC9291732 DOI: 10.1016/j.bpsgos.2021.10.003] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/03/2021] [Revised: 09/30/2021] [Accepted: 10/05/2021] [Indexed: 11/26/2022] Open
Abstract
Environmental experiences early in life have strong and enduring consequences for cognitive, emotional, and neurobiological development and related physical and mental health trajectories. The powerful influence of early caregiver nurturance and stimulation on promoting positive neurodevelopmental outcomes has been demonstrated across species. These findings elucidate the environmental conditions known to facilitate healthy neurodevelopment and underscore the potential for modifiable psychosocial factors in the environment to be harnessed to inform early preventive interventions to promote health and adaptive development. A framework for early preventive interventions to enhance nurturing and responsive caregiving for implementation during early sensitive periods of brain development delivered within existing health or educational infrastructures is proposed. Emotional development during sensitive periods is an important, under-recognized, and abundantly modifiable predictor of mental and physical health outcomes that warrants investment of resources and integration of interventions into public health infrastructure for children worldwide. Future studies are needed to further clarify whether and when sensitive periods are present for key developmental domains to inform the optimal timing and targets of these interventions. Numerous available empirically supported early interventions may be modified and applied in briefer and more feasible modalities of delivery to broader populations of developing children. As well established in growth and development across species, essential environmental inputs that are particularly important at specified developmental periods facilitate optimal growth trajectories. Such principles hold great potential in application to early child neurodevelopment to facilitate a thriving and resilient human population.
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Affiliation(s)
- Joan L. Luby
- Department of Psychiatry (Child), Washington University School of Medicine, St. Louis, Missouri
| | - Cynthia Rogers
- Department of Psychiatry (Child), Washington University School of Medicine, St. Louis, Missouri
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Lurie LA, Hangen EJ, Rosen ML, Crosnoe R, McLaughlin KA. Reduced growth mindset as a mechanism linking childhood trauma with academic performance and internalizing psychopathology. CHILD ABUSE & NEGLECT 2022:105672. [PMID: 35610110 PMCID: PMC10028502 DOI: 10.1016/j.chiabu.2022.105672] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/23/2021] [Revised: 04/11/2022] [Accepted: 05/12/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Despite the high prevalence of childhood adversity and well-documented associations with poor academic achievement and psychopathology, effective, scalable interventions remain largely unavailable. Existing interventions targeting growth mindset-the belief that personal characteristics are malleable-have been shown to improve academic achievement and symptoms of psychopathology in youth. OBJECTIVE The present study examines growth mindset as a potential modifiable mechanism underlying the associations of two dimensions of childhood adversity-threat and deprivation-with academic achievement and internalizing psychopathology. PARTICIPANTS AND SETTING Participants were 408 youth aged 10-18 years drawn from one timepoint of two longitudinal studies of community-based samples recruited to have diverse experiences of childhood adversity. METHOD Experiences of threat and deprivation were assessed using a multi-informant, multi-method approach. Youth reported on growth mindset of intelligence and symptoms of anxiety and depression. Parents provided information about youths' academic performance. RESULTS Both threat and deprivation were independently associated with lower growth mindset, but when accounting for co-occurring adversities, only the association between threat and lower growth mindset remained significant. Lower growth mindset was associated with worse academic performance and greater symptoms of both anxiety and depression. Finally, there was a significant indirect effect of experiences of threat on both lower academic performance and greater symptoms of anxiety through lower growth mindset. CONCLUSIONS Findings suggest that growth mindset could be a promising target for efforts aimed at mitigating the impact of childhood adversity on academic achievement and psychopathology given the efficacy of existing brief, scalable growth mindset interventions.
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Affiliation(s)
- Lucy A Lurie
- University of North Carolina at Chapel Hill, United States.
| | | | - Maya L Rosen
- Harvard University, United States; Smith College, United States
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McGinnis EW, Sheridan M, Copeland W. Impact of dimensions of early adversity on adult health and functioning: A 2-decade, longitudinal study. Dev Psychopathol 2022; 34:527-538. [PMID: 35074038 PMCID: PMC9309184 DOI: 10.1017/s095457942100167x] [Citation(s) in RCA: 11] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/10/2023]
Abstract
Recent neurodevelopmental and evolutionary theories offer strong theoretical rationales and some empirical evidence to support the importance of specific dimensions of early adversity. However, studies have often been limited by omission of other adversity dimensions, singular outcomes, and short follow up durations. 1,420 participants in the community, Great Smoky Mountains Study, were assessed up to eight times between age 9 and 16 for four dimensions of early adversity: Threat, Material Deprivation, Unpredictability, and Loss (as well as a Cumulative Adversity measure). Participants were followed up to four times in adulthood (ages 19, 21, 25, and 30) to measure psychiatric disorders, substance disorder, and "real-world" functioning. Every childhood adversity dimension was associated with multiple adult psychiatric, substance, or functional outcomes when tested simultaneously in a multivariable analysis that accounted for other childhood adversities. There was evidence of differential impact of dimensions of adversity exposure on proximal outcomes (e.g., material deprivation and IQ) and even on distal outcomes (e.g., threat and emotional functioning). There were similar levels of prediction between the best set of individual adversity scales and a single cumulative adversity measure when considering distal outcomes. All dimensions of childhood adversity have lasting, pleiotropic effects, on adult health and functioning, but these dimensions may act via distinct proximal pathways.
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Affiliation(s)
| | - Margaret Sheridan
- Department of Psychology and Neuroscience, University of North Carolina at Chapel Hill
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Associations among stress and language and socioemotional development in a low-income sample. Dev Psychopathol 2022; 34:597-605. [PMID: 35256040 PMCID: PMC9452599 DOI: 10.1017/s0954579421001759] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/10/2023]
Abstract
Stress has been linked with children's socioemotional problems and lower language scores, particularly among children raised in socioeconomically disadvantaged circumstances. Much of the work examining the relations among stress, language, and socioemotional functioning have relied on assessments of a single dimension of maternal stress. However, stress can stem from different sources, and people may appraise stressors differently. Taking a dimensional approach, this manuscript characterizes stress in multiple ways: as an overall composite; across the constructs of psychological appraisal vs. environmental stressors; and the independent contributions of a variety assessments. Data are from 548 mother-infant dyads (M = 13.14 months, SD = 2.11) who served as the control group for a poverty reduction clinical trial. Mothers completed questionnaires regarding the different types of stresses they may have experienced, as well as their children's language and socioemotional development. Results indicate that, collectively, higher maternal report of stress is associated with lower reports of children's socioemotional and language development. In addition, maternal psychological appraisals of stress were associated with both socioemotional and language development, whereas reports of environmental stressors were only associated with socioemotional development. Together, these findings suggest that maternal reports of stress are associated with lower maternal report of child development among low-income children.
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Ellis BJ, Sheridan MA, Belsky J, McLaughlin KA. Why and how does early adversity influence development? Toward an integrated model of dimensions of environmental experience. Dev Psychopathol 2022; 34:447-471. [PMID: 35285791 DOI: 10.1017/s0954579421001838] [Citation(s) in RCA: 85] [Impact Index Per Article: 42.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
Abstract
Two extant frameworks - the harshness-unpredictability model and the threat-deprivation model - attempt to explain which dimensions of adversity have distinct influences on development. These models address, respectively, why, based on a history of natural selection, development operates the way it does across a range of environmental contexts, and how the neural mechanisms that underlie plasticity and learning in response to environmental experiences influence brain development. Building on these frameworks, we advance an integrated model of dimensions of environmental experience, focusing on threat-based forms of harshness, deprivation-based forms of harshness, and environmental unpredictability. This integrated model makes clear that the why and the how of development are inextricable and, together, essential to understanding which dimensions of the environment matter. Core integrative concepts include the directedness of learning, multiple levels of developmental adaptation to the environment, and tradeoffs between adaptive and maladaptive developmental responses to adversity. The integrated model proposes that proximal and distal cues to threat-based and deprivation-based forms of harshness, as well as unpredictability in those cues, calibrate development to both immediate rearing environments and broader ecological contexts, current and future. We highlight actionable directions for research needed to investigate the integrated model and advance understanding of dimensions of environmental experience.
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Affiliation(s)
- Bruce J Ellis
- Departments of Psychology and Anthropology, University of Utah, Salt Lake City, UT, USA
| | - Margaret A Sheridan
- Department of Psychology and Neuroscience, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA
| | - Jay Belsky
- Department of Human Ecology, University of California at Davis, Davis, CA, USA
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Berman IS, McLaughlin KA, Tottenham N, Godfrey K, Seeman T, Loucks E, Suomi S, Danese A, Sheridan MA. Measuring early life adversity: A dimensional approach. Dev Psychopathol 2022; 34:499-511. [PMID: 35314009 PMCID: PMC7613038 DOI: 10.1017/s0954579421001826] [Citation(s) in RCA: 31] [Impact Index Per Article: 15.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/10/2023]
Abstract
Exposure to adversity in childhood is associated with elevations in numerous physical and mental health outcomes across the life course. The biological embedding of early experience during periods of developmental plasticity is one pathway that contributes to these associations. Dimensional models specify mechanistic pathways linking different dimensions of adversity to health and well-being outcomes later in life. While findings from existing studies testing these dimensions have provided promising preliminary support for these models, less agreement exists about how to measure the experiences that comprise each dimension. Here, we review existing approaches to measuring two dimensions of adversity: threat and deprivation. We recommend specific measures for measuring these constructs and, when possible, document when the same measure can be used by different reporters and across the lifespan to maximize the utility with which these recommendations can be applied. Through this approach, we hope to stimulate progress in understanding how particular dimensions of early environmental experience contribute to lifelong health.
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Affiliation(s)
- Ilana S. Berman
- Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill
| | | | | | - Keith Godfrey
- MRC Lifecourse Epidemiology Centre and NIHR Southampton Biomedical Research Centre, University of Southampton and University Hospital Southampton NHS Foundation Trust
| | - Teresa Seeman
- David Geffen School of Medicine, University of California Los Angeles
| | - Eric Loucks
- School of Public Health, Mindfulness Center, Brown University
| | - Stephen Suomi
- Eunice Kennedy Shriver National Institute of Child Health & Human Development
| | - Andrea Danese
- Department of Child and Adolescent Psychiatry, King’s College London
| | - Margaret A. Sheridan
- Department of Psychology and Neuroscience, University of North Carolina at Chapel Hill
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Suarez GL, Burt SA, Gard AM, Burton J, Clark DA, Klump KL, Hyde LW. The impact of neighborhood disadvantage on amygdala reactivity: Pathways through neighborhood social processes. Dev Cogn Neurosci 2022; 54:101061. [PMID: 35042163 PMCID: PMC8777301 DOI: 10.1016/j.dcn.2022.101061] [Citation(s) in RCA: 17] [Impact Index Per Article: 8.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/15/2020] [Revised: 12/21/2021] [Accepted: 01/11/2022] [Indexed: 11/23/2022] Open
Abstract
Youth growing up in disadvantaged neighborhoods are more likely than their advantaged peers to face negative behavioral and mental health outcomes. Although studies have shown that adversity can undermine positive development via its impact on the developing brain, few studies have examined the association between neighborhood disadvantage and neural function, and no study has investigated potential social mechanisms within the neighborhood that might link neighborhood disadvantage to altered neural function. The current study evaluated the association between neighborhood disadvantage and amygdala reactivity during socioemotional face processing. We also assessed whether and which neighborhood-level social processes were related to amygdala reactivity, and whether these social processes mediated or moderated the association between neighborhood disadvantage and altered amygdala reactivity. We examined these aims in a registered report, using a sample of twins aged 7-19 years (N = 354 families, 708 twins) recruited from birth records with enrichment for neighborhood disadvantage. Twins completed a socioemotional face processing fMRI task and a sample of unrelated participants from the twins' neighborhoods were also recruited to serve as informants on neighborhood social processes. We found that neighborhood disadvantage was associated with greater right amygdala reactivity to threat, but only when neighborhood informants perceived norms in the neighborhood to be more permissive regarding general safety and management. The findings from this research add to the growing literature highlighting the influence of neighborhood disadvantage on amygdala function and the ways that supportive social processes may buffer the impact of adversity on brain function.
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Affiliation(s)
- Gabriela L Suarez
- Department of Psychology, The University of Michigan, Ann Arbor, MI 48109, USA
| | - S Alexandra Burt
- Department of Psychology, Michigan State University, East Lansing, MI 48824, USA
| | - Arianna M Gard
- Department of Psychology, Program in Neuroscience and Cognitive Neuroscience, The University of Maryland, College Park, MD 20742, USA
| | - Jared Burton
- Department of Psychology, The University of Michigan, Ann Arbor, MI 48109, USA
| | - D Angus Clark
- Department of Psychiatry, The University of Michigan, Ann Arbor, MI 48104, USA
| | - Kelly L Klump
- Department of Psychology, Michigan State University, East Lansing, MI 48824, USA
| | - Luke W Hyde
- Department of Psychology, The University of Michigan, Ann Arbor, MI 48109, USA; Survey Research Center at the Institute for Social Research, The University of Michigan, Ann Arbor, MI 48104, USA.
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Miller JG, López V, Buthmann JL, Garcia JM, Gotlib IH. A Social Gradient of Cortical Thickness in Adolescence: Relations With Neighborhood Socioeconomic Disadvantage, Family Socioeconomic Status, and Depressive Symptoms. BIOLOGICAL PSYCHIATRY GLOBAL OPEN SCIENCE 2022; 2:253-262. [PMID: 36032055 PMCID: PMC9410503 DOI: 10.1016/j.bpsgos.2022.03.005] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022] Open
Affiliation(s)
- Jonas G. Miller
- Department of Psychology, Stanford University, Stanford, California
- Address correspondence to Jonas G. Miller, Ph.D.
| | - Vanessa López
- Department of Psychology, Stanford University, Stanford, California
| | | | - Jordan M. Garcia
- Department of Psychology, Stanford University, Stanford, California
| | - Ian H. Gotlib
- Department of Psychology, Stanford University, Stanford, California
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40
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Ma X, Kang J, Li X, Maurer U, Cao X, Sommer W. Does learning different script systems affect configural visual processing? ERP evidence from early readers of Chinese and German. Psychophysiology 2022; 59:e14006. [PMID: 35150451 DOI: 10.1111/psyp.14006] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/15/2021] [Revised: 12/17/2021] [Accepted: 01/02/2022] [Indexed: 11/27/2022]
Affiliation(s)
- Xiaoli Ma
- Institut für Psychologie, Humboldt-Universität zu Berlin, Berlin, Germany
| | - Jing Kang
- Department of Psychology, Zhejiang Normal University, Jin Hua, China
| | - Xinran Li
- Institut für Psychologie, Humboldt-Universität zu Berlin, Berlin, Germany
| | - Urs Maurer
- Department of Psychology, The Chinese University of Hong Kong, Hong Kong, China.,Brain and Mind Institute, The Chinese University of Hong Kong, Hong Kong, China
| | - Xiaohua Cao
- Department of Psychology, Zhejiang Normal University, Jin Hua, China
| | - Werner Sommer
- Institut für Psychologie, Humboldt-Universität zu Berlin, Berlin, Germany.,Department of Psychology, Zhejiang Normal University, Jin Hua, China
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Gire C, Garbi A, Zahed M, Beltran Anzola A, Tosello B, Datin-Dorrière V. Neurobehavioral Phenotype and Dysexecutive Syndrome of Preterm Children: Comorbidity or Trigger? An Update. CHILDREN (BASEL, SWITZERLAND) 2022; 9:239. [PMID: 35204960 PMCID: PMC8870742 DOI: 10.3390/children9020239] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/21/2021] [Revised: 01/29/2022] [Accepted: 02/09/2022] [Indexed: 06/14/2023]
Abstract
Premature birth is a worldwide public health priority. One in ten children is born before 37 weeks of gestational age and, in developed countries, survival rates without major neonatal morbidity are increasing. Although severe sequelae associated with these births have decreased, their neurobehavioral difficulties, often associated in multiple fields, remain stable but still widespread. These neurobehavioral difficulties hamper the normal development of academic achievements and societal integration and intensify the children's needs for rehabilitation during their preschool and academic years. Severe sequelae increase when gestational age decreases. This is even truer if the socio-cultural background is impeded by low income, education and language skills as compared with defined averages. However, moderate and/or minor neurocognitive and/or behavioral difficulties are almost identical for a moderate or a late preterm birth. Obtaining a better clinical description of neurobehavioral characteristics of those pretermly born, once they reach preschool age, is essential to detect behavioral issues as well as early specific cognitive difficulties (working memory, planning, inhibition, language expression and reception, attention and fine motor skills, etc.). Such information would provide a better understanding of the executive functions' role in brain connectivity, neurodevelopment and neuroanatomical correlation with premature encephalopathy.
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Affiliation(s)
- Catherine Gire
- Department of Neonatology, North Hospital, University Hospital of Marseille, Chemin des Bourrelys, CEDEX 20, 13915 Marseille, France; (C.G.); (A.G.); (M.Z.); (A.B.A.)
- CEReSS—Health Service Research and Quality of Life Center, Faculty of Medicine, Aix-Marseille University, 27 Boulevard Jean Moulin, 13005 Marseille, France
| | - Aurélie Garbi
- Department of Neonatology, North Hospital, University Hospital of Marseille, Chemin des Bourrelys, CEDEX 20, 13915 Marseille, France; (C.G.); (A.G.); (M.Z.); (A.B.A.)
| | - Meriem Zahed
- Department of Neonatology, North Hospital, University Hospital of Marseille, Chemin des Bourrelys, CEDEX 20, 13915 Marseille, France; (C.G.); (A.G.); (M.Z.); (A.B.A.)
| | - Any Beltran Anzola
- Department of Neonatology, North Hospital, University Hospital of Marseille, Chemin des Bourrelys, CEDEX 20, 13915 Marseille, France; (C.G.); (A.G.); (M.Z.); (A.B.A.)
- CEReSS—Health Service Research and Quality of Life Center, Faculty of Medicine, Aix-Marseille University, 27 Boulevard Jean Moulin, 13005 Marseille, France
| | - Barthélémy Tosello
- Department of Neonatology, North Hospital, University Hospital of Marseille, Chemin des Bourrelys, CEDEX 20, 13915 Marseille, France; (C.G.); (A.G.); (M.Z.); (A.B.A.)
- CNRS, EFS, ADES, Aix Marseille Universite, 13915 Marseille, France
| | - Valérie Datin-Dorrière
- Department of Neonatal Medicine, Caen University Hospital, Avenue Cote De Nacre, 14000 Caen, France;
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Alvarez GM, Rudolph MD, Cohen JR, Muscatell KA. Lower Socioeconomic Position Is Associated with Greater Activity in and Integration within an Allostatic-Interoceptive Brain Network in Response to Affective Stimuli. J Cogn Neurosci 2022; 34:1906-1927. [PMID: 35139207 DOI: 10.1162/jocn_a_01830] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
Socioeconomic inequities shape physical health and emotional well-being. As such, recent work has examined the neural mechanisms through which socioeconomic position (SEP) may influence health. However, there remain critical gaps in knowledge regarding the relationships between SEP and brain function. These gaps include a lack of research on: (1) the association between SEP and brain functioning in later life, (2) relationships between SEP and functioning of the whole brain beyond specific regions of interest, and (3) how neural responses to positive affective stimuli differ by SEP. The current study addressed these gaps by examining the association between SEP (i.e., education, income) and neural responses to affective stimuli among 122 mid- to late-life adults. During MRI scanning, participants viewed 30 positive, 30 negative, and 30 neutral images; activation and network connectivity analyses explored associations between SEP and neural responses to these affective stimuli. Analyses revealed that those with lower SEP showed greater neural activity to both positive and negative images in regions within the allostatic-interoceptive network, a system of regions implicated in representing and regulating physiological states of the body and the external environment. There were no positive associations between SEP and neural responses to negative or positive images. In addition, graph-theory network analyses showed that individuals with lower SEP demonstrated greater global efficiency within the allostatic-interoceptive network and executive control network, across all task conditions. The findings suggest that lower SEP is associated with enhanced neural sensitivity to affective cues that may be metabolically costly to maintain over time and suggest a mechanism by which SEP might get "under the skull" to influence mental and physical well-being.
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Affiliation(s)
| | | | - Jessica R Cohen
- University of North Carolina at Chapel Hill.,Carolina Institute for Developmental Disabilities, Carrboro, NC
| | - Keely A Muscatell
- University of North Carolina at Chapel Hill.,Carolina Institute for Developmental Disabilities, Carrboro, NC
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Yelton B, Friedman DB, Noblet S, Lohman MC, Arent MA, Macauda MM, Sakhuja M, Leith KH. Social Determinants of Health and Depression among African American Adults: A Scoping Review of Current Research. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19031498. [PMID: 35162519 PMCID: PMC8834771 DOI: 10.3390/ijerph19031498] [Citation(s) in RCA: 14] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/21/2021] [Revised: 01/14/2022] [Accepted: 01/24/2022] [Indexed: 02/04/2023]
Abstract
Depression in the United States (US) is increasing across all races and ethnicities and is attributed to multiple social determinants of health (SDOH). For members of historically marginalized races and ethnicities, depression is often underreported and undertreated, and can present as more severe. Limited research explores multiple SDOH and depression among African American adults in the US. Guided by Healthy People (HP) 2030, and using cross-disciplinary mental health terminology, we conducted a comprehensive search to capture studies specific to African American adults in the US published after 2016. We applied known scoping review methodology and followed Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) guidelines. From 12,315 initial results, 60 studies were included in our final sample. Most studies explored the HP 2030 Social and Community Context domain, with a heavy focus on discrimination and social support; no studies examined Health Care Access and Quality. Researchers typically utilized cross-sectional, secondary datasets; no qualitative studies were included. We recommend research that comprehensively examines mental health risk and protective factors over the life course within, not just between, populations to inform tailored health promotion and public policy interventions for improving SDOH and reducing racial and ethnic health disparities.
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Affiliation(s)
- Brooks Yelton
- Department of Health Promotion, Education, and Behavior, Arnold School of Public Health, University of South Carolina, 915 Greene Street, Columbia, SC 29208, USA; (B.Y.); (S.N.); (M.A.A.); (M.M.M.); (M.S.); (K.H.L.)
| | - Daniela B. Friedman
- Department of Health Promotion, Education, and Behavior, Arnold School of Public Health, University of South Carolina, 915 Greene Street, Columbia, SC 29208, USA; (B.Y.); (S.N.); (M.A.A.); (M.M.M.); (M.S.); (K.H.L.)
- Office for the Study of Aging, Arnold School of Public Health, University of South Carolina, 915 Greene Street, Columbia, SC 29208, USA;
- Correspondence:
| | - Samuel Noblet
- Department of Health Promotion, Education, and Behavior, Arnold School of Public Health, University of South Carolina, 915 Greene Street, Columbia, SC 29208, USA; (B.Y.); (S.N.); (M.A.A.); (M.M.M.); (M.S.); (K.H.L.)
- Prevention Research Center, Department of Health Promotion, Education and Behavior, Arnold School of Public Health, University of South Carolina, 915 Greene Street, Columbia, SC 29208, USA
| | - Matthew C. Lohman
- Office for the Study of Aging, Arnold School of Public Health, University of South Carolina, 915 Greene Street, Columbia, SC 29208, USA;
- Department of Epidemiology & Biostatistics, Arnold School of Public Health, University of South Carolina, 915 Greene Street, Columbia, SC 29208, USA
| | - Michelle A. Arent
- Department of Health Promotion, Education, and Behavior, Arnold School of Public Health, University of South Carolina, 915 Greene Street, Columbia, SC 29208, USA; (B.Y.); (S.N.); (M.A.A.); (M.M.M.); (M.S.); (K.H.L.)
| | - Mark M. Macauda
- Department of Health Promotion, Education, and Behavior, Arnold School of Public Health, University of South Carolina, 915 Greene Street, Columbia, SC 29208, USA; (B.Y.); (S.N.); (M.A.A.); (M.M.M.); (M.S.); (K.H.L.)
- Center for Applied Research and Evaluation, Arnold School of Public Health, University of South Carolina, 915 Greene Street, Columbia, SC 29208, USA
| | - Mayank Sakhuja
- Department of Health Promotion, Education, and Behavior, Arnold School of Public Health, University of South Carolina, 915 Greene Street, Columbia, SC 29208, USA; (B.Y.); (S.N.); (M.A.A.); (M.M.M.); (M.S.); (K.H.L.)
| | - Katherine H. Leith
- Department of Health Promotion, Education, and Behavior, Arnold School of Public Health, University of South Carolina, 915 Greene Street, Columbia, SC 29208, USA; (B.Y.); (S.N.); (M.A.A.); (M.M.M.); (M.S.); (K.H.L.)
- Office for the Study of Aging, Arnold School of Public Health, University of South Carolina, 915 Greene Street, Columbia, SC 29208, USA;
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Ip KI, Sisk LM, Horien C, Conley MI, Rapuano KM, Rosenberg MD, Greene AS, Scheinost D, Constable RT, Casey BJ, Baskin-Sommers A, Gee DG. Associations among Household and Neighborhood Socioeconomic Disadvantages, Resting-state Frontoamygdala Connectivity, and Internalizing Symptoms in Youth. J Cogn Neurosci 2022; 34:1810-1841. [PMID: 35104356 DOI: 10.1162/jocn_a_01826] [Citation(s) in RCA: 9] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
Exposure to socioeconomic disadvantages (SED) can have negative impacts on mental health, yet SED are a multifaceted construct and the precise processes by which SED confer deleterious effects are less clear. Using a large and diverse sample of preadolescents (ages 9-10 years at baseline, n = 4038, 49% female) from the Adolescent Brain Cognitive Development Study, we examined associations among SED at both household (i.e., income-needs and material hardship) and neighborhood (i.e., area deprivation and neighborhood unsafety) levels, frontoamygdala resting-state functional connectivity, and internalizing symptoms at baseline and 1-year follow-up. SED were positively associated with internalizing symptoms at baseline and indirectly predicted symptoms 1 year later through elevated symptoms at baseline. At the household level, youth in households characterized by higher disadvantage (i.e., lower income-to-needs ratio) exhibited more strongly negative frontoamygdala coupling, particularly between the bilateral amygdala and medial OFC (mOFC) regions within the frontoparietal network. Although more strongly positive amygdala-mOFC coupling was associated with higher levels of internalizing symptoms at baseline and 1-year follow-up, it did not mediate the association between income-to-needs ratio and internalizing symptoms. However, at the neighborhood level, amygdala-mOFC functional coupling moderated the effect of neighborhood deprivation on internalizing symptoms. Specifically, higher neighborhood deprivation was associated with higher internalizing symptoms for youth with more strongly positive connectivity, but not for youth with more strongly negative connectivity, suggesting a potential buffering effect. Findings highlight the importance of capturing multilevel socioecological contexts in which youth develop to identify youth who are most likely to benefit from early interventions.
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Affiliation(s)
- Ka I Ip
- Yale University, New Haven, CT
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Schmengler H, Peeters M, Kunst AE, Oldehinkel AJ, Vollebergh WAM. Educational level and alcohol use in adolescence and early adulthood-The role of social causation and health-related selection-The TRAILS Study. PLoS One 2022; 17:e0261606. [PMID: 35045096 PMCID: PMC8769339 DOI: 10.1371/journal.pone.0261606] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/04/2021] [Accepted: 12/06/2021] [Indexed: 11/27/2022] Open
Abstract
Both social causation and health-related selection may influence educational gradients in alcohol use in adolescence and young adulthood. The social causation theory implies that the social environment (e.g. at school) influences adolescents' drinking behaviour. Conversely, the health-related selection hypothesis posits that alcohol use (along other health-related characteristics) predicts lower educational attainment. From past studies it is unclear which of these mechanisms predominates, as drinking may be both a cause and consequence of low educational attainment. Furthermore, educational gradients in alcohol use may reflect the impact of 'third variables' already present in childhood, such as parental socioeconomic status (SES), effortful control, and IQ. We investigated social causation and health-related selection in the development of educational gradients in alcohol use from adolescence to young adulthood in a selective educational system. We used data from a Dutch population-based cohort (TRAILS Study; n = 2,229), including measurements of educational level and drinking at ages around 14, 16, 19, 22, and 26 years (waves 2 to 6). First, we evaluated the directionality in longitudinal associations between education and drinking with cross-lagged panel models, with and without adjusting for pre-existing individual differences using fixed effects. Second, we assessed the role of childhood characteristics around age 11 (wave 1), i.e. IQ, effortful control, and parental SES, both as confounders in these associations, and as predictors of educational level and drinking around age 14 (wave 2). In fixed effects models, lower education around age 14 predicted increases in drinking around 16. From age 19 onward, we found a tendency towards opposite associations, with higher education predicting increases in alcohol use. Alcohol use was not associated with subsequent changes in education. Childhood characteristics strongly predicted education around age 14 and, to a lesser extent, early drinking. We mainly found evidence for the social causation theory in early adolescence, when lower education predicted increases in subsequent alcohol use. We found no evidence in support of the health-related selection hypothesis with respect to alcohol use. By determining initial educational level, childhood characteristics also predict subsequent trajectories in alcohol use.
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Affiliation(s)
- Heiko Schmengler
- Department of Interdisciplinary Social Science, Utrecht Centre for Child and Adolescent Studies, Utrecht University, Utrecht, the Netherlands
| | - Margot Peeters
- Department of Interdisciplinary Social Science, Utrecht Centre for Child and Adolescent Studies, Utrecht University, Utrecht, the Netherlands
| | - Anton E. Kunst
- Department of Public and Occupational Health, Amsterdam UMC, University of Amsterdam, Amsterdam, the Netherlands
| | - Albertine J. Oldehinkel
- Department of Psychiatry, Interdisciplinary Center Psychopathology and Emotion Regulation, University Medical Center of Groningen, University of Groningen, Groningen, the Netherlands
| | - Wilma A. M. Vollebergh
- Department of Interdisciplinary Social Science, Utrecht Centre for Child and Adolescent Studies, Utrecht University, Utrecht, the Netherlands
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The effect of working memory capacity and training on intertemporal decision making in children from low-socioeconomic-status families. J Exp Child Psychol 2021; 216:105347. [PMID: 34971975 DOI: 10.1016/j.jecp.2021.105347] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/04/2021] [Revised: 10/05/2021] [Accepted: 12/05/2021] [Indexed: 12/29/2022]
Abstract
Individuals differ in their tendency to discount delayed rewards. Low socioeconomic status (SES) has been found to be associated with strong delayed reward discounting (DRD), which in turn contributes to risky decision making and adverse behaviors. However, research on possible cognitive mediators of the negative association between SES and DRD, and on effects of cognitive training in low-SES adolescents, is largely lacking. In examining Chinese adolescents (aged 11-15 years; N = 207), Study 1 assessed which aspect of working memory (WM)-simple maintenance, simple manipulation, or updating-serves as mediator, which proved to be WM updating. Based on this outcome, in Study 2 Chinese adolescents (aged 12-14 years; N = 73) with low family SES were assigned to a WM updating training condition or a control condition. All participants performed DRD and WM tasks before and after treatment. The trained adolescents showed positive training effects on DRD, and this effect was specifically correlated with beneficial training effects on performance on a WM updating transfer task. These results support the role of WM updating in DRD and might inform training programs to promote more favorable decision making in low-SES adolescents.
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Hardi FA, Goetschius LG, Peckins MK, Brooks-Gunn J, McLanahan SS, McLoyd V, Lopez-Duran NL, Mitchell C, Hyde LW, Monk CS. Differential Developmental Associations of Material Hardship Exposure and Adolescent Amygdala-Prefrontal Cortex White Matter Connectivity. J Cogn Neurosci 2021; 34:1866-1891. [PMID: 34942644 PMCID: PMC9651170 DOI: 10.1162/jocn_a_01801] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
Accumulating literature has linked poverty to brain structure and function, particularly in affective neural regions; however, few studies have examined associations with structural connections or the importance of developmental timing of exposure. Moreover, prior neuroimaging studies have not used a proximal measure of poverty (i.e., material hardship, which assesses food, housing, and medical insecurity) to capture the lived experience of growing up in harsh economic conditions. The present investigation addressed these gaps collectively by examining the associations between material hardship (ages 1, 3, 5, 9, and 15 years) and white matter connectivity of frontolimbic structures (age of 15 years) in a low-income sample. We applied probabilistic tractography to diffusion imaging data collected from 194 adolescents. Results showed that material hardship related to amygdala-prefrontal, but not hippocampus-prefrontal or hippocampus-amygdala, white matter connectivity. Specifically, hardship during middle childhood (ages 5 and 9 years) was associated with greater connectivity between the amygdala and dorsomedial pFC, whereas hardship during adolescence (age of 15 years) was related to reduced amygdala-orbitofrontal (OFC) and greater amygdala-subgenual ACC connectivity. Growth curve analyses showed that greater increases of hardship across time were associated with both greater (amygdala-subgenual ACC) and reduced (amygdala-OFC) white matter connectivity. Furthermore, these effects remained above and beyond other types of adversity, and greater hardship and decreased amygdala-OFC connectivity were related to increased anxiety and depressive symptoms. Results demonstrate that the associations between material hardship and white matter connections differ across key prefrontal regions and developmental periods, providing support for potential windows of plasticity for structural circuits that support emotion processing.
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48
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Noble KG, Hart ER, Sperber JF. Socioeconomic disparities and neuroplasticity: Moving toward adaptation, intersectionality, and inclusion. AMERICAN PSYCHOLOGIST 2021; 76:1486-1495. [PMID: 35266751 PMCID: PMC9092317 DOI: 10.1037/amp0000934] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Childhood socioeconomic status (SES) has far-reaching linkages with children's cognitive and socioemotional development, academic achievement, health, and brain structure and function. Rather than focusing on understandings about the neuroscience of socioeconomic inequality that have recently been reviewed elsewhere, the present article reviews several new directions in the field, beginning first with a consideration of the deficit versus adaptation framework. Although scientists largely agree that socioeconomic disparities in brain development are experience-dependent phenomena rooted in neuroplasticity, historically, such differences have been framed as deficits, which may benefit from intervention. However, emerging research suggests that some developmental differences among children experiencing adversity may alternatively be considered context-appropriate adaptations to the individual's environment. We next discuss how socioeconomic circumstances are inextricably intertwined with race, and consider how measurement of racism and discrimination must be part of a full understanding of the neuroscience of socioeconomic inequality. We argue that scientists must consciously recruit racially and socioeconomically diverse samples-and include measures of SES, race, and discrimination in analyses-to promote a more complete understanding of the neuroplasticity specifically, and psychological science more broadly. We discuss the extent to which researcher and editor positionality have contributed to these problems historically, and conclude by considering paths forward. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
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Affiliation(s)
- Kimberly G. Noble
- Departments of Biobehavioral Sciences and Human Development, Teachers College, Columbia University
| | - Emma R. Hart
- Department of Human Development, Teachers College, Columbia University
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Rosen ML, Lurie LA, Sambrook KA, Meltzoff AN, McLaughlin KA. Neural mechanisms underlying the income-achievement gap: The role of the ventral visual stream. Dev Cogn Neurosci 2021; 52:101025. [PMID: 34700196 PMCID: PMC8551593 DOI: 10.1016/j.dcn.2021.101025] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/15/2021] [Revised: 09/13/2021] [Accepted: 10/18/2021] [Indexed: 02/03/2023] Open
Abstract
Children from low-socioeconomic status (SES) households on average exhibit lower academic achievement than their higher-SES peers. We investigated a novel hypothesis that differences in early-developing sensory networks-specifically the ventral visual stream (VVS), which is involved in processing visual stimuli-contribute to SES-related disparities in executive functions (EF) and academic outcomes. We used fMRI to investigate SES-related differences in neural function in children (6-8 years, n = 62) during two attentional tasks involving attention to visual information: cued attention and memory-guided attention. Recruitment of VVS during both tasks was associated with EF and academic achievement, and SES-related differences in VVS activation during cued attention were marginally explained by differences in cognitive stimulation. VVS activation during cued attention mediated SES-related differences in academic achievement. Finally, the link between VVS activation during both tasks and academic achievement was mediated by differences in EF. We extend previous work by highlighting that: (i) early-developing visual processing regions play a role in supporting complex attentional processes, (ii) childhood SES is associated with VVS function, which is explained in part by SES-related differences in cognitive stimulation and (iii) provide preliminary evidence that individual differences in VVS function may play a role in the emergence of the income-achievement gap.
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Affiliation(s)
- Maya L Rosen
- Harvard University, Department of Psychology, Cambridge, MA, USA.
| | - Lucy A Lurie
- University of North Carolina, Chapel Hill, Department of Psychology & Neuroscience, Chapel Hill, NC, USA
| | - Kelly A Sambrook
- Harvard University, Department of Psychology, Cambridge, MA, USA
| | - Andrew N Meltzoff
- University of Washington, Institute for Learning & Brain Sciences, Seattle, WA, USA; University of Washington, Department of Psychology, Seattle, WA, USA
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50
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Schmengler H, Peeters M, Stevens GWJM, Kunst AE, Hartman CA, Oldehinkel AJ, Vollebergh WAM. Educational level, attention problems, and externalizing behaviour in adolescence and early adulthood: the role of social causation and health-related selection-the TRAILS study. Eur Child Adolesc Psychiatry 2021; 32:809-824. [PMID: 34797409 PMCID: PMC10147770 DOI: 10.1007/s00787-021-01913-4] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/14/2021] [Accepted: 11/09/2021] [Indexed: 10/19/2022]
Abstract
Social causation and health-related selection may contribute to educational differences in adolescents' attention problems and externalizing behaviour. The social causation hypothesis posits that the social environment influences adolescents' mental health. Conversely, the health-related selection hypothesis proposes that poor mental health predicts lower educational attainment. From past studies it is unclear which of these mechanisms predominates, as attention problems and externalizing behaviour have the potential to interfere with educational attainment, but may also be affected by differences in the educational context. Furthermore, educational gradients in mental health may reflect the impact of 'third variables' already present in childhood, such as parental socioeconomic status (SES), and IQ. We investigated both hypotheses in relation to educational differences in externalizing behaviour and attention problems throughout adolescence and young adulthood. We used data from a Dutch cohort (TRAILS Study; n = 2229), including five measurements of educational level, externalizing behaviour, and attention problems from around age 14-26 years. First, we evaluated the directionality in longitudinal associations between education, externalizing behaviour, and attention problems with and without adjusting for individual differences using fixed effects. Second, we assessed the role of IQ and parental SES in relation to attention problems, externalizing behaviour, and educational level. Attention problems predicted decreases in education throughout all of adolescence and young adulthood. Differences in parental SES contributed to increases in externalizing behaviour amongst the lower educational tracks in mid-adolescence. Childhood IQ and parental SES strongly predicted education around age 14. Parental SES, but not IQ, also predicted early adolescent attention problems and externalizing behaviour. Our results provide support for the health-related selection hypothesis in relation to attention problems and educational attainment. Further, our results highlight the role of social causation from parental SES in determining adolescent educational level, attention problems, and externalizing behaviour.
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Affiliation(s)
- Heiko Schmengler
- Department of Interdisciplinary Social Science, Utrecht Centre for Child and Adolescent Studies, Utrecht University, Padualaan 14, 3584 CH, Utrecht, The Netherlands.
| | - Margot Peeters
- Department of Interdisciplinary Social Science, Utrecht Centre for Child and Adolescent Studies, Utrecht University, Padualaan 14, 3584 CH, Utrecht, The Netherlands
| | - Gonneke W J M Stevens
- Department of Interdisciplinary Social Science, Utrecht Centre for Child and Adolescent Studies, Utrecht University, Padualaan 14, 3584 CH, Utrecht, The Netherlands
| | - Anton E Kunst
- Department of Public and Occupational Health, Center for Health Inequality Studies, Amsterdam UMC, University of Amsterdam, Amsterdam, The Netherlands
| | - Catharina A Hartman
- Department of Psychiatry, Interdisciplinary Center Psychopathology and Emotion Regulation, University Medical Center of Groningen, University of Groningen, Groningen, The Netherlands
| | - Albertine J Oldehinkel
- Department of Psychiatry, Interdisciplinary Center Psychopathology and Emotion Regulation, University Medical Center of Groningen, University of Groningen, Groningen, The Netherlands
| | - Wilma A M Vollebergh
- Department of Interdisciplinary Social Science, Utrecht Centre for Child and Adolescent Studies, Utrecht University, Padualaan 14, 3584 CH, Utrecht, The Netherlands
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