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Cheung RW, Austerberry C, Fearon P, Hayiou-Thomas ME, Leve LD, Shaw DS, Ganiban JM, Natsuaki MN, Neiderhieser JM, Reiss D. Disentangling genetic and environmental influences on early language development: The interplay of genetic propensity for negative emotionality and surgency, and parenting behavior effects on early language skills in an adoption study. Child Dev 2024; 95:699-720. [PMID: 37947162 PMCID: PMC11023813 DOI: 10.1111/cdev.14021] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/22/2023] [Revised: 07/22/2023] [Accepted: 09/11/2023] [Indexed: 11/12/2023]
Abstract
Parenting and children's temperament are important influences on language development. However, temperament may reflect prior parenting, and parenting effects may reflect genes common to parents and children. In 561 U.S. adoptees (57% male) and their birth and rearing parents (70% and 92% White, 13% and 4% African American, and 7% and 2% Latinx, respectively), this study demonstrated how genetic propensity for temperament affects language development, and how this relates to parenting. Genetic propensity for negative emotionality inversely predicted language at 27 months (β = -.15) and evoked greater maternal warmth (β = .12), whereas propensity for surgency positively predicted language at 4.5 years (β = .20), especially when warmth was low. Parental warmth (β = .15) and sensitivity (β = .19) further contributed to language development, controlling for common gene effects.
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Affiliation(s)
| | - Chloe Austerberry
- Department of Psychology, Centre for Family Research, University of Cambridge, Cambridge, UK
| | - Pasco Fearon
- Department of Psychology, Centre for Family Research, University of Cambridge, Cambridge, UK
- Research Department of Clinical, Educational and Health Psychology, UCL, London, UK
| | | | - Leslie D Leve
- Prevention Science Institute, University of Oregon, Eugene, Oregon, USA
| | - Daniel S Shaw
- Department of Psychology, University of Pittsburg, Pittsburgh, Pennsylvania, USA
| | - Jody M Ganiban
- Department of Psychological and Brain Sciences, George Washington University, Washington, District of Columbia, USA
| | - Misaki N Natsuaki
- Department of Psychology, University of California, Riverside, California, USA
| | - Jenae M Neiderhieser
- Department of Psychology, The Pennsylvania State University, University Park, Pennsylvania, USA
| | - David Reiss
- Yale Child Study Center, Yale School of Medicine, New Haven, Connecticut, USA
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2
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Nimmapirat P, Fiedler N, Suttiwan P, Sullivan MW, Ohman-Strickland P, Panuwet P, Barr DB, Prapamontol T, Naksen W. Predictors of executive function among 2 year olds from a Thai birth cohort. Infant Behav Dev 2024; 74:101916. [PMID: 38096613 PMCID: PMC10947867 DOI: 10.1016/j.infbeh.2023.101916] [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: 12/20/2022] [Revised: 09/05/2023] [Accepted: 12/06/2023] [Indexed: 01/31/2024]
Abstract
Executive function (EF) is a critical skill for academic achievement. Research on the psychosocial and environmental predictors of EF, particularly among Southeast Asian, agricultural, and low income/rural populations, is limited. Our longitudinal study explored the influence of agricultural environmental, psychosocial, and temperamental factors on children's emerging EF. Three-hundred and nine farm worker women were recruited during the first trimester of pregnancy. We evaluated the effects of prenatal insecticide exposure and psychosocial factors on "cool" (i.e., cognitive: A-not-B task, looking version) and "hot" EF (i.e., affective, response inhibition) measures of emerging EF. Maternal urine samples were collected monthly during pregnancy, composited, and analyzed for dialkylphosphate (DAP) metabolites of organophosphate insecticides. Psychosocial factors included socioeconomic status, maternal psychological factors, and quality of mother-child behavioral interactions. Backward stepwise regressions evaluated predictors of children's EF at 12 (N = 288), 18 (N = 277) and 24 (N = 280) months of age. We observed different predictive models for cool EF, as measured by A-not-B task, vs. hot EF, as measured by response inhibition tasks. Report of housing quality as a surrogate for income was a significant predictor of emerging EF. However, these variables had opposite effects for cool vs. hot EF. More financial resources predicted better cool EF performance but poorer hot EF performance. Qualitative findings indicate that homes with fewer resources were in tribal areas where children must remain close to an adult for safety reasons. This finding suggests that challenging physical environments (e.g., an elevated bamboo home with no electricity or running water), may contribute to development of higher levels of response inhibition through parental socialization methods that emphasize compliance. Children who tended to show more arousal and excitability, and joy reactivity as young infants in the laboratory setting had better cognitive performance. In contrast, maternal emotional availability was a significant predictor of hot EF. As expected, increased maternal exposure to pesticides during pregnancy was associated with worse cognitive performance but was not associated with inhibitory control. Identifying risk factors contributing to the differential developmental pathways of cool and hot EF will inform prevention strategies to promote healthy development in this and other unstudied rural, low income Southeast Asian farming communities.
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Affiliation(s)
- Pimjuta Nimmapirat
- Chulalongkorn University, Faculty of Psychology, LIFE Di Center, Bangkok, Thailand
| | - Nancy Fiedler
- Rutgers School of Public Health, Department of Environmental and Occupational Health and Justice, Piscataway, NJ, USA
| | - Panrapee Suttiwan
- Chulalongkorn University, Faculty of Psychology, LIFE Di Center, Bangkok, Thailand.
| | | | - Pamela Ohman-Strickland
- Rutgers School of Public Health, Department of Biostatistics and Epidemiology, Piscataway, NJ, USA
| | - Parinya Panuwet
- Emory University, Rollins School of Public Health, Gangarosa Department of Environmental Health, Atlanta, GA, USA
| | - Dana Boyd Barr
- Emory University, Rollins School of Public Health, Gangarosa Department of Environmental Health, Atlanta, GA, USA
| | - Tippawan Prapamontol
- Chiang Mai University, Research Institute for Health Sciences, Chiang Mai, Thailand
| | - Warangkana Naksen
- Chiang Mai University, Faculty of Public Health, Chiang Mai, Thailand
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3
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Ramos C, Pereira AF, Feher A, Baptista J. How does sensitivity influence early executive function? A critical review on hot and cool processes. Infant Behav Dev 2023; 73:101895. [PMID: 37856950 DOI: 10.1016/j.infbeh.2023.101895] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/01/2022] [Revised: 09/26/2023] [Accepted: 10/08/2023] [Indexed: 10/21/2023]
Abstract
There is compelling evidence that the quality of caregiver-child interactions during toddlerhood and the preschool years supports the development of executive function (EF) (Bernier et al., 2010; 2015; 2016; Fay-Stammbach et al., 2014; Geeraerts et al., 2021). Based on such findings, we make the case herein that sensitivity may be one of the most important dimensions of parenting contributing to early EF. In the present article, we will review empirical evidence, integrating findings from a wide range of scientific disciplines - cognitive psychology, neuroscience, and developmental psychopathology - and present theoretical ideas about how two contexts of sensitive caregiving - i.e. sensitivity to distress and non-distress cues - may be contributing differently to hot and cool EF development. Implications for future investigations on the environmental contributors of early EF, and its mechanisms, are discussed.
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Affiliation(s)
- Cláudia Ramos
- Iscte-Instituto Universitário de Lisboa, CIS-Iscte, Lisboa, Portugal.
| | - Alfredo F Pereira
- NOVA School of Science and Technology, Center of Technology and Systems (UNINOVA-CTS), NOVA University Lisbon.
| | - Amber Feher
- Iscte-Instituto Universitário de Lisboa, CIS-Iscte, Lisboa, Portugal.
| | - Joana Baptista
- Iscte-Instituto Universitário de Lisboa, CIS-Iscte, Lisboa, Portugal.
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4
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Lean RE, Gerstein ED, Smyser TA, Smyser CD, Rogers CE. Socioeconomic disadvantage and parental mood/affective problems links negative parenting and executive dysfunction in children born very preterm. Dev Psychopathol 2023; 35:1092-1107. [PMID: 34725016 PMCID: PMC9058043 DOI: 10.1017/s0954579421000961] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
Poverty increases the risk of poorer executive function (EF) in children born full-term (FT). Stressors associated with poverty, including variability in parenting behavior, may explain links between poverty and poorer EF, but this remains unclear for children born very preterm (VPT). We examine socioeconomic and parental psychosocial adversity on parenting behavior, and whether these factors independently or jointly influence EF in children born VPT. At age five years, 154 children (VPT = 88, FT = 66) completed parent-child interaction and EF tasks. Parental sensitivity, intrusiveness, cognitive stimulation, and positive and negative regard were coded with the Parent-Child Interaction Rating Scale. Socioeconomic adversity spanned maternal demographic stressors, Income-to-Needs ratio, and Area Deprivation Index. Parents completed measures of depression, anxiety, inattention/hyperactivity, parenting stress, and social-communication interaction (SCI) problems. Parental SCI problems were associated with parenting behavior in parents of children born VPT, whereas socioeconomic adversity was significant in parents of FT children. Negative parenting behaviors, but not positive parenting behaviors, were related to child EF. This association was explained by parental depression/anxiety symptoms and socioeconomic adversity. Results persisted after adjustment for parent and child IQ. Findings may inform research on dyadic interventions that embed treatment for parental mood/affective symptoms and SCI problems to improve childhood EF.
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Affiliation(s)
- Rachel E Lean
- Psychiatry, Washington University School of Medicine, St. Louis, USA
| | - Emily D Gerstein
- Psychological Sciences, University Missouri-St. Louis, St. Louis, USA
| | - Tara A Smyser
- Psychiatry, Washington University School of Medicine, St. Louis, USA
| | - Christopher D Smyser
- Neurology, Washington University School of Medicine, St. Louis, USA
- Radiology, Washington University School of Medicine, St. Louis, USA
- Pediatrics, Washington University School of Medicine, St. Louis, USA
| | - Cynthia E Rogers
- Psychiatry, Washington University School of Medicine, St. Louis, USA
- Pediatrics, Washington University School of Medicine, St. Louis, USA
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5
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Prospective Relations of Temperament and Peer Victimization with Changes in Social Competence in Early Childhood: The Moderating Role of Executive Functioning. CHILD & YOUTH CARE FORUM 2023. [DOI: 10.1007/s10566-023-09737-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/25/2023]
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6
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Ribner A, Devine RT, Blair C, Hughes C. Mothers' and fathers' executive function both predict emergent executive function in toddlerhood. Dev Sci 2022; 25:e13263. [PMID: 35357069 DOI: 10.1111/desc.13263] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/16/2021] [Revised: 03/21/2022] [Accepted: 03/23/2022] [Indexed: 01/13/2023]
Abstract
There are multivariate influences on the development of children's executive function throughout the lifespan and substantial individual differences can be seen as early as when children are 1 and 2 years of age. These individual differences are moderately stable throughout early childhood, but more research is needed to better understand their origins. To some degree, individual differences in executive function are correlated between mother and child, but no research to date has examined these associations prior to when children are preschool age, nor have any studies considered the role of fathers' and mothers' executive function in tandem. Here, we use a sample of 484 families (Mothers 89.2% white; Fathers 92.5% white) in three countries (UK, USA, Netherlands) to investigate the role of each parents' executive function on the development of children's (49.7% female) executive function from 14 (M = 14.42, SD = 0.57) to 24 (M = 24.47, SD = 0.78) months, as well as parenting practices that underlie these associations. Results of structural equation models suggest stability in some-but not all-components of executive function and growing unity between components as children age. We replicate extant findings such that mothers' executive function predicts children's executive function over and above stability and extend these findings to include associations between father and child skills. We find an additive role of fathers' EF, similar in magnitude to the role of mothers' EF. Finally, for both mothers and fathers we find that sensitivity and autonomy supportive practices mediate the relations between parents' and children's executive function.
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Affiliation(s)
- Andrew Ribner
- Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA, USA
| | - Rory T Devine
- School of Psychology, University of Birmingham, Birmingham, UK
| | - Clancy Blair
- Department of Applied Psychology, New York University, New York, NY, USA.,Department of Population Health, NYU School of Medicine, New York, NY, USA
| | - Claire Hughes
- Center for Family Research, University of Cambridge, Cambridge, UK
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7
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Knopik VS, Micalizzi L, Marceau K, Loviska AM, Yu L, Bien A, Rolan E, Evans AS, Palmer RHC, Heath AC. The roles of familial transmission and smoking during pregnancy on executive function skills: A sibling-comparison study. Dev Psychopathol 2022; 34:1-13. [PMID: 36039978 PMCID: PMC10710697 DOI: 10.1017/s095457942200075x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Abstract
This research examines maternal smoking during pregnancy and risk for poorer executive function in siblings discordant for exposure. Data (N = 173 families) were drawn from the Missouri Mothers and Their Children study, a sample, identified using birth records (years 1998-2005), in which mothers changed smoking behavior between two pregnancies (Child 1 [older sibling]: M age = 12.99; Child 2 [younger sibling]: M age = 10.19). A sibling comparison approach was used, providing a robust test for the association between maternal smoking during pregnancy and different aspects of executive function in early-mid adolescence. Results suggested within-family (i.e., potentially causal) associations between maternal smoking during pregnancy and one working memory task (visual working memory) and one response inhibition task (color-word interference), with increased exposure associated with decreased performance. Maternal smoking during pregnancy was not associated with stop-signal reaction time, cognitive flexibility/set-shifting, or auditory working memory. Initial within-family associations between maternal smoking during pregnancy and visual working memory as well as color-word interference were fully attenuated in a model including child and familial covariates. These findings indicate that exposure to maternal smoking during pregnancy may be associated with poorer performance on some, but not all skills assessed; however, familial transmission of risk for low executive function appears more important.
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Affiliation(s)
- Valerie S Knopik
- Department of Human Development and Family Studies, Purdue University, 1202 West State St, West Lafayette, USA, IN, 47906
| | - Lauren Micalizzi
- Center for Alcohol and Addiction Studies, Brown University, Box G-S121-5 Providence, RI, 02903, USA
- Department of Behavioral and Social Sciences, Box G-S121-5, Brown University School of Public Health, Providence, RI, 02912, USA
| | - Kristine Marceau
- Department of Human Development and Family Studies, Purdue University, 1202 West State St, West Lafayette, USA, IN, 47906
| | - Amy M Loviska
- Department of Human Development and Family Studies, Purdue University, 1202 West State St, West Lafayette, USA, IN, 47906
| | - Li Yu
- Department of Human Development and Family Studies, Purdue University, 1202 West State St, West Lafayette, USA, IN, 47906
| | - Alexandra Bien
- Department of Human Development and Family Studies, Purdue University, 1202 West State St, West Lafayette, USA, IN, 47906
| | - Emily Rolan
- Department of Psychology, Michigan State University, 316 Physics Rd., East Lansing, MI, 48823, USA
| | - Allison S Evans
- Concord Comprehensive Neuropsychological Services, 86 Baker Avenue Extension #301, Concord, MA, 01742, USA
| | - Rohan H C Palmer
- Behavioral Genetics of Addiction Laboratory, Department of Psychology, Emory University, 36 Eagle Row, Atlanta, GA, 30322, USA
| | - Andrew C Heath
- Midwest Alcoholism Research Center, Department of Psychiatry, Washington University School of Medicine, 660 S Euclid Ave, St. Louis, MO, 63110, USA
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8
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Salvadori EA, Colonnesi C, Elsammak L, Oort FJ, Messinger DS. Beyond the familial: The development of emotional communication with mothers, fathers, and strangers. INFANCY 2022; 27:836-862. [DOI: 10.1111/infa.12467] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/07/2021] [Revised: 02/04/2022] [Accepted: 02/28/2022] [Indexed: 11/28/2022]
Affiliation(s)
- Eliala A. Salvadori
- Developmental Psychopathology Unit Research Institute of Child Development and Education Faculty of Social and Behavioral Sciences University of Amsterdam Amsterdam The Netherlands
- Yield, Research Priority Area University of Amsterdam Amsterdam The Netherlands
| | - Cristina Colonnesi
- Developmental Psychopathology Unit Research Institute of Child Development and Education Faculty of Social and Behavioral Sciences University of Amsterdam Amsterdam The Netherlands
- Yield, Research Priority Area University of Amsterdam Amsterdam The Netherlands
| | - Linnea Elsammak
- Developmental Psychopathology Unit Research Institute of Child Development and Education Faculty of Social and Behavioral Sciences University of Amsterdam Amsterdam The Netherlands
| | - Frans J. Oort
- Yield, Research Priority Area University of Amsterdam Amsterdam The Netherlands
- Methods & Statistics Unit Research Institute of Child Development and Education Faculty of Social and Behavioral Sciences University of Amsterdam Amsterdam The Netherlands
| | - Daniel S. Messinger
- Departments of Psychology, Pediatrics, Electrical & Computer Engineering, and Music Engineering University of Miami Coral Gables Florida USA
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Austerberry C, Fearon P, Ronald A, Leve LD, Ganiban JM, Natsuaki MN, Shaw DS, Neiderhiser JM, Reiss D. Early manifestations of intellectual performance: Evidence that genetic effects on later academic test performance are mediated through verbal performance in early childhood. Child Dev 2022; 93:e188-e206. [PMID: 34783370 PMCID: PMC10861934 DOI: 10.1111/cdev.13706] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
Intellectual performance is highly heritable and robustly predicts lifelong health and success but the earliest manifestations of genetic effects on this asset are not well understood. This study examined whether early executive function (EF) or verbal performance mediate genetic influences on subsequent intellectual performance, in 561 U.S.-based adoptees (57% male) and their birth and adoptive parents (70% and 92% White, 13% and 4% African American, 7% and 2% Latinx, respectively), administered measures in 2003-2017. Genetic influences on children's academic performance at 7 years were mediated by verbal performance at 4.5 years (β = .22, 95% CI [0.08, 0.35], p = .002) and not via EF, indicating that verbal performance is an early manifestation of genetic propensity for intellectual performance.
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Affiliation(s)
- Chloe Austerberry
- Research Department of Clinical, Educational and Health Psychology, UCL, London, UK
| | - Pasco Fearon
- Research Department of Clinical, Educational and Health Psychology, UCL, London, UK
| | - Angelica Ronald
- Department of Psychological Sciences, Birkbeck, University of London, London, UK
| | - Leslie D. Leve
- Prevention Science Institute, University of Oregon, Eugene, Oregon, USA
| | - Jody M. Ganiban
- Department of Psychological and Brain Sciences, George Washington University, Washington, District of Columbia, USA
| | - Misaki N. Natsuaki
- Department of Psychology, University of California, Riverside, California, USA
| | - Daniel S. Shaw
- Department of Psychology, University of Pittsburgh, Pittsburgh, Pennsylvania, USA
| | - Jenae M. Neiderhiser
- Department of Psychology, The Pennsylvania State University, University Park, Pennsylvania, USA
| | - David Reiss
- Yale Child Study Center, Yale School of Medicine, New Haven, Connecticut, USA
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10
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Goethals ER, Lemiere J, Snoek FJ, Casteels K, Luyckx K, de Wit M. Executive function mediates the link between externalizing behavior and HbA1c in children and adolescents with type 1 diabetes: A cross-national investigation. Pediatr Diabetes 2021; 22:503-510. [PMID: 33314616 DOI: 10.1111/pedi.13172] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/02/2020] [Revised: 09/14/2020] [Accepted: 11/11/2020] [Indexed: 01/09/2023] Open
Abstract
OBJECTIVE Externalizing behavior (i.e., conduct problems, hyperactivity) and executive function (EF) problems in children and adolescents with type 1 diabetes (T1D) have been associated with worse diabetes-related and psychosocial outcomes but have not been examined in relationship to each other. We aimed to examine whether externalizing behavior is associated with HbA1c and whether this relationship is mediated by EF problems, specifically metacognition (i.e., ability to initiate, plan, organize and monitor behavior) and behavioral regulation (i.e., impulse control, regulation of emotion and behavior). RESEARCH DESIGN AND METHODS Cohorts of Belgian and Dutch parents of children and adolescents (6-18 years) with T1D filled out questionnaires on externalizing behavior (Strengths and Difficulties Questionnaire; SDQ) and EF (Behavior Rating Inventory of Executive Function; BRIEF) composite scales. Treating physicians collected HbA1c values. Mediation analyses were performed separately for the BRIEF composite Metacognition and Behavior Regulation scales, correcting for age, sex and diabetes duration. RESULTS The 335 parents of children and adolescents with T1D (mean age 12.3 ± 2.8 SD; mean HbA1c 7.6% ± 1.1 SD [60 mmol/mol ± 12.0 SD]; mean diabetes duration 5.3 ± 3.6 SD; 49.6% female) participated. Analyses showed that the association between externalizing behavior and HbA1c is mediated by metacognition (ab path Point estimate = 0.05 BCa CI 95% 0.02-0.08), and not behavioral regulation. CONCLUSIONS Results uncovered the influence externalizing behavior may have on EF problems in the metacognition domain, which in turn seem to influence HbA1c. Clinicians should be mindful of these EF problems when working with children and adolescents displaying externalizing behavior, and not only target behavioral but also cognitive processes.
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Affiliation(s)
- Eveline R Goethals
- School Psychology and Development in Context, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium.,Harvard Medical School, Joslin Diabetes Center, Boston, Massachusetts, USA
| | - Jurgen Lemiere
- Pediatrics, University Hospitals Leuven, Leuven, Belgium
| | - Frank J Snoek
- Medical Psychology, Amsterdam Public Health, Amsterdam UMC, Vrije Universiteit Amsterdam, Amsterdam, Netherlands
| | | | - Koen Luyckx
- School Psychology and Development in Context, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium.,Unit for Professional Training and Service in the Behavioural Sciences, University of the Free State, Bloemfontein, South Africa
| | - Maartje de Wit
- Medical Psychology, Amsterdam Public Health, Amsterdam UMC, Vrije Universiteit Amsterdam, Amsterdam, Netherlands
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11
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Cioffi CC, Griffin AM, Natsuaki MN, Shaw DS, Reiss D, Ganiban JM, Neiderhiser JM, Leve LD. The role of negative emotionality in the development of child executive function and language abilities from toddlerhood to first grade: An adoption study. Dev Psychol 2021; 57:347-360. [PMID: 33570984 PMCID: PMC7970442 DOI: 10.1037/dev0000972] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/27/2023]
Abstract
Understanding the role of negative emotionality in the development of executive functioning (EF) and language skills can help identify developmental windows that may provide promising opportunities for intervention. In addition, because EF and language skills are, in part, genetically influenced, intergenerational transmission patterns are important to consider. The prospective parent-offspring adoption design used in this study provides a unique opportunity to examine the intergenerational transmission of EF and language skills. Participants were 561 children adopted around the time of birth. Accounting for birth mother EF and language contributions, we examined the role of child negative emotionality in toddlerhood (age 9 to 27 months) and childhood (age 4.5 to 7 years) on child EF and language skills in first grade (age 7 years). There was continuity in EF from age 27 months to 7 years, and in language ability from age 27 months to 7 years, with no cross-lagged effects between child EF and language ability. Negative emotionality at age 9 months predicted lower EF and lower language abilities at age 7 years, and growth in negative emotionality from age 4.5 to 7 years predicted lower child EF at age 7 years. Overall, findings suggested that lower negative emotionality at age 9 months was associated with higher toddler and child EF and language skills and that preventing growth in negative emotionality from age 4.5 to 7 years may lead to improvements in child EF. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
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12
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Xu C, Ellefson MR, Ng FFY, Wang Q, Hughes C. An East-West contrast in executive function: Measurement invariance of computerized tasks in school-aged children and adolescents. J Exp Child Psychol 2020; 199:104929. [PMID: 32711217 DOI: 10.1016/j.jecp.2020.104929] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/28/2020] [Revised: 05/07/2020] [Accepted: 05/31/2020] [Indexed: 11/17/2022]
Abstract
Existing cross-cultural findings related to school-aged children's executive function (EF) from studies using computerized tasks highlight both an East-West contrast (East > West) and potential methodological confounds (e.g., contrasting levels of computer fluency). Capitalizing on two recent data sets, this multisite study of 1,311 children living in mainland China (n = 453; Mage = 11.89 years, SD = 0.87), Hong Kong (n = 371; Mage = 12.21 years, SD = 0.99), and the United Kingdom (n = 487; Mage = 11.91 years, SD = 0.93) tested measurement invariance of a computerized EF-task battery prior to investigating cultural contrasts in mean levels of EF efficiency scores. Our models established partial scalar invariance across sites. Latent factor means were substantially lower for British children than for their counterparts from either mainland China or Hong Kong, with a significant but smaller contrast between the latter two groups. Within the Chinese sample, self-reported computer use was unrelated to variation in children's performance on online tests of EF, indicating that peripheral effects of task modality are unlikely to explain the between-culture differences in EF task performance.
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Affiliation(s)
- Chengyi Xu
- Centre for Family Research, Department of Psychology, University of Cambridge, Cambridge CB2 3RQ, UK.
| | | | - Florrie Fei-Yin Ng
- Department of Educational Psychology, Chinese University of Hong Kong, Shatin, NT, Hong Kong
| | - Qian Wang
- Department of Psychology, Chinese University of Hong Kong, Shatin, NT, Hong Kong
| | - Claire Hughes
- Centre for Family Research, Department of Psychology, University of Cambridge, Cambridge CB2 3RQ, UK
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13
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Vučković S, Ručević S, Ajduković M. Parenting style and practices and children’s externalizing behaviour problems: Mediating role of children’s executive functions. EUROPEAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2020. [DOI: 10.1080/17405629.2020.1768067] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Affiliation(s)
- Sandra Vučković
- Faculty of Humanities and Social Sciences, J. J. Strossmayer University of Osijek, Osijek, Croatia
| | - Silvija Ručević
- Faculty of Humanities and Social Sciences, J. J. Strossmayer University of Osijek, Osijek, Croatia
| | - Marina Ajduković
- Faculty of Law, Department of Social Work, University of Zagreb, Zagreb, Croatia
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14
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Leve LD, Neiderhiser JM, Ganiban JM, Natsuaki MN, Shaw DS, Reiss D. The Early Growth and Development Study: A Dual-Family Adoption Study from Birth Through Adolescence. Twin Res Hum Genet 2019; 22:716-727. [PMID: 31526412 PMCID: PMC7056588 DOI: 10.1017/thg.2019.66] [Citation(s) in RCA: 39] [Impact Index Per Article: 7.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/21/2022]
Abstract
The Early Growth and Development Study (EGDS) is a prospective adoption study of birth parents, adoptive parents and adopted children (n = 561 adoptees). The original sample has been expanded to include siblings of the EGDS adoptees who were reared by the birth mother and assessed beginning at age 7 years (n = 217 biological children), and additional siblings in both the birth and adoptive family homes, recruited when the adoptees were 8-15 years old (n = 823). The overall study aims are to examine how family, peer and contextual processes affect child and adolescent adjustment, and to examine their interplay (mediation, moderation) with genetic influences. Adoptive and birth parents were originally recruited through adoption agencies located throughout the USA following the birth of a child. Assessments are ongoing and occurred in 9 month's intervals until the adoptees turned 3 years of age, and in 1 to 2 year intervals thereafter through age 15. Data collection includes the following primary constructs: child temperament, behavior problems, mental health, peer relations, executive functioning, school performance and health; birth and adoptive parent personality characteristics, mental health, health, context, substance use, parenting and marital relations; and the prenatal environment. Findings highlight the power of the adoption design to detect environmental influences on child development and provide evidence of complex interactions and correlations between genetic, prenatal environmental and postnatal environmental influences on a range of child outcomes. The study sample, procedures and an overview of findings are summarized and ongoing assessment activities are described.
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Affiliation(s)
- Leslie D. Leve
- Prevention Science Institute, University of Oregon, Eugene, Oregon, 97403, USA
| | - Jenae M. Neiderhiser
- Department of Psychology, The Pennsylvania State University, University Park, Pennsylvania, 16802, USA
| | - Jody M. Ganiban
- Center for Family Research, George Washington University, Washington DC, 20037, USA
| | - Misaki N. Natsuaki
- Department of Psychology, University of California, Riverside, California, 92521, USA
| | - Daniel S. Shaw
- Department of Psychology, University of Pittsburgh, Pittsburgh, Pennsylvania, 15260, USA
| | - David Reiss
- Yale Child Study Center, Yale School of Medicine, New Haven, Connecticut, 06519, USA
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Korucu I, Litkowski E, Purpura DJ, Schmitt SA. Parental executive function as a predictor of parenting practices and children's executive function. INFANT AND CHILD DEVELOPMENT 2019. [DOI: 10.1002/icd.2152] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Affiliation(s)
- Irem Korucu
- Human Development and Family StudiesPurdue University, West Lafayette Indiana United States
- Yale Center for Emotional IntelligenceChild Study Center, Yale University New Haven Connecticut United States
| | - Ellen Litkowski
- Human Development and Family StudiesPurdue University, West Lafayette Indiana United States
| | - David J. Purpura
- Human Development and Family StudiesPurdue University, West Lafayette Indiana United States
| | - Sara A. Schmitt
- Human Development and Family StudiesPurdue University, West Lafayette Indiana United States
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Devine RT, Ribner A, Hughes C. Measuring and Predicting Individual Differences in Executive Functions at 14 Months: A Longitudinal Study. Child Dev 2019; 90:e618-e636. [PMID: 30663776 PMCID: PMC6849706 DOI: 10.1111/cdev.13217] [Citation(s) in RCA: 31] [Impact Index Per Article: 6.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
This study of 195 (108 boys) children seen twice during infancy (Time 1: 4.12 months; Time 2: 14.42 months) aimed to investigate the associations between and infant predictors of executive function (EF) at 14 months. Infants showed high levels of compliance with the EF tasks at 14 months. There was little evidence of cohesion among EF tasks but simple response inhibition was related to performance on two other EF tasks. Infant attention (but not parent-rated temperament) at 4 months predicted performance on two of the four EF tasks at 14 months. Results suggest that EF skills build on simpler component skills such as attention and response inhibition.
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17
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Camerota M, Willoughby MT. Prenatal Risk Predicts Preschooler Executive Function: A Cascade Model. Child Dev 2019; 91:e682-e700. [PMID: 31206640 DOI: 10.1111/cdev.13271] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/29/2022]
Abstract
Little research has considered whether prenatal experience contributes to executive function (EF) development above and beyond postnatal experience. This study tests direct, mediated, and moderated associations between prenatal risk factors and preschool EF and IQ in a longitudinal sample of 1,292 children from the Family Life Project. A composite of prenatal risk factors (i.e., low birth weight, prematurity, maternal emotional problems, maternal prepregnancy obesity, and obstetric complications) significantly predicted EF and IQ at age 3, above quality of the postnatal environment. This relationship was indirect, mediated through infant general cognitive abilities. Quality of the postnatal home and child-care environments did not moderate the cascade model. These findings highlight the role of prenatal experience as a contributor to individual differences in cognitive development.
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18
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Bosquet Enlow M, Petty CR, Svelnys C, Gusman M, Huezo M, Malin A, Wright RJ. Differential Effects of Stress Exposures, Caregiving Quality, and Temperament in Early Life on Working Memory versus Inhibitory Control in Preschool-Aged Children. Dev Neuropsychol 2019; 44:339-356. [PMID: 31059292 DOI: 10.1080/87565641.2019.1611833] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/11/2022]
Abstract
We examined the roles of maternal and child lifetime stress exposures, infant temperament (orienting/regulation, surgency/extraversion), and maternal caregiving during infancy and preschool on preschoolers' working memory and inhibitory control in a sociodemographically diverse pregnancy cohort. Working memory was predicted by infant orienting/regulation, with differential effects by the level of maternal cognitive support in infancy; maternal lifetime stress exposures exerted independent negative effects on working memory. Inhibitory control was positively associated with maternal emotionally supportive behaviors in infancy, which mediated the effects of maternal lifetime stress exposures on inhibitory control. These findings have implications for interventions designed to optimize child executive functioning.
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Affiliation(s)
- Michelle Bosquet Enlow
- a Department of Psychiatry , Boston Children's Hospital , Boston , MA , USA.,b Department of Psychiatry , Harvard Medical School , Boston , MA , USA
| | - Carter R Petty
- c Institutional Centers for Clinical and Translational Research , Boston Children's Hospital , Boston , MA , USA
| | - Cassandra Svelnys
- a Department of Psychiatry , Boston Children's Hospital , Boston , MA , USA
| | - Michaela Gusman
- a Department of Psychiatry , Boston Children's Hospital , Boston , MA , USA
| | - Michelle Huezo
- a Department of Psychiatry , Boston Children's Hospital , Boston , MA , USA
| | - Ashley Malin
- d Department of Pediatrics , Mount Sinai Kravis Children's Hospital, Icahn School of Medicine at Mount Sinai , New York City , NY , USA
| | - Rosalind J Wright
- d Department of Pediatrics , Mount Sinai Kravis Children's Hospital, Icahn School of Medicine at Mount Sinai , New York City , NY , USA.,e Institute for Exposomic Research , Icahn School of Medicine at Mount Sinai , New York City , NY , USA
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19
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Bridgett DJ, Ganiban JM, Neiderhiser JM, Natsuaki MN, Shaw DS, Reiss D, Leve LD. Contributions of mothers' and fathers' parenting to children's self-regulation: Evidence from an adoption study. Dev Sci 2018; 21:e12692. [PMID: 29978935 DOI: 10.1111/desc.12692] [Citation(s) in RCA: 31] [Impact Index Per Article: 5.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/16/2016] [Accepted: 04/27/2018] [Indexed: 11/30/2022]
Abstract
The origins of top-down self-regulation are attributed to genetic and socialization factors as evidenced by high heritability estimates from twin studies and the influential role of parenting. However, recent evidence suggests that parenting behavior itself is affected by parents' own top-down self-regulation. Because children's top-down self-regulation is influenced by genetic factors and parenting is influenced by top-down self-regulation, the effects of parenting on children's top-down self-regulation identified in prior studies may partially reflect passive gene-environment correlation. The goal of this study was to examine parenting influences on children's top-down self-regulation using a longitudinal, adoption-at-birth design, a method of identifying parenting influences that are independent of the role of shared genetic influences on children's characteristics because adoptive parents are genetically unrelated to their adopted child. Participants (N = 361) included adoptive families and biological mothers of adopted children. Adoptive mothers' and fathers' harsh/negative parenting were assessed when children were 27 months of age and biological mothers' top-down self-regulation was assessed when children were 54 months of age. Adopted children's top-down self-regulation was assessed when they were 54 and 72 months of age. Results, accounting for child gender, biological mother top-down self-regulation, and the potential evocative effects of adopted child anger, provide evidence that inherited influences and socialization processes uniquely contribute to children's top-down self-regulation. Furthermore, findings demonstrate the importance of both mother's and father's parenting behavior as an influence on young children's top-down self-regulation. The implications of these findings for understanding the complex mechanisms that influence children's top-down self-regulation are discussed.
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Affiliation(s)
- David J Bridgett
- Department of Psychology, Northern Illinois University, DeKalb, Illinois
| | - Jody M Ganiban
- Department of Psychology, George Washington University, Washington, DC
| | | | - Misaki N Natsuaki
- Department of Psychology, University of California, Riverside, California
| | - Daniel S Shaw
- Department of Psychology, University of Pittsburgh, Pittsburgh, Pennsylvania
| | - David Reiss
- Child Study Center, Yale University, New Haven, Connecticut
| | - Leslie D Leve
- Department of Counseling Psychology and Human Services, University of Oregon, Eugen, Oregon
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20
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Hughes C, Devine RT. For Better or for Worse? Positive and Negative Parental Influences on Young Children's Executive Function. Child Dev 2017; 90:593-609. [PMID: 28800148 DOI: 10.1111/cdev.12915] [Citation(s) in RCA: 53] [Impact Index Per Article: 7.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
Despite rapidly growing research on parental influences on children's executive function (EF), the uniqueness and specificity of parental predictors and links between adult EF and parenting remain unexamined. This 13-month longitudinal study of 117 parent-child dyads (60 boys; Mage at Time 1 = 3.94 years, SD = 0.53) included detailed observational coding of parent-child interactions and assessed adult and child EF and child verbal ability (VA). Supporting a differentiated view of parental influence, negative parent-child interactions and parental scaffolding showed unique and specific associations with child EF, whereas the home learning environment and parental language measures showed global associations with children's EF and VA.
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Kim MH, Shimomaeda L, Giuliano RJ, Skowron EA. Intergenerational associations in executive function between mothers and children in the context of risk. J Exp Child Psychol 2017; 164:1-15. [PMID: 28759782 DOI: 10.1016/j.jecp.2017.07.002] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2017] [Revised: 07/05/2017] [Accepted: 07/05/2017] [Indexed: 01/19/2023]
Abstract
Executive functioning (EF) is critical for school readiness and other important life skills. Previous investigations have often neglected the important influence of parental EF skills in shaping their own children's EF. This study attempted to replicate recent empirical work that has shown that maternal EF is positively related to child EF. An ecological theoretical framework was used to examine the maternal EF-child EF link in family environments characterized by significant risk and socioeconomic adversity. Data from 38 mother-child dyads revealed that larger maternal working memory capacity was associated with greater child accuracy and slower reaction times on a child-friendly Go/No-Go task of response inhibition but not on an Emotional Go/No-Go task. This finding suggests that in contexts of risk and adversity, slower reaction times, instead of reflecting weaker EF skills, might reflect an adaptive skill-that is, exercising appropriate caution and careful responding on a challenging task. Results provide additional evidence of an intergenerational link between maternal EF and child EF and yield new insights into the nature of EF in adverse environments.
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Affiliation(s)
- Matthew H Kim
- Educational Policy Improvement Center, Eugene, OR 97403, USA.
| | - Lisa Shimomaeda
- Prevention Science Institute, University of Oregon, Eugene, OR 97403, USA
| | - Ryan J Giuliano
- Prevention Science Institute, University of Oregon, Eugene, OR 97403, USA
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22
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von Suchodoletz A, Slot PL, Shroff DM. Measuring executive function in Indian mothers and their 4-year-old daughters. Psych J 2017; 6:16-28. [PMID: 28371553 DOI: 10.1002/pchj.156] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/28/2016] [Revised: 11/25/2016] [Accepted: 12/06/2016] [Indexed: 11/06/2022]
Abstract
Executive function (EF), including cognitive flexibility, attention shifting, and inhibitory control, has been linked to a range of outcomes across the lifespan, such as school readiness and academic functioning, job performance, health, and social-emotional well-being. Yet, research investigating links between parent EF and child EF is still limited. This is partly due to challenges in measuring the same EF abilities in parents and their children. The current study investigated the applicability of a computer-based battery of various EF tasks for use with both mothers and children. The battery included the following EF tasks: Dimensional Change Card Sort, Hearts and Flowers, and Fish Flanker. Participants were 80 Indian mothers and their 4-year-old daughters. EF was measured with regard to accuracy scores, response time, and inverse efficiency (IE) scores of the most complex blocks of each task. Scoring patterns indicated that children's task performance appeared to be determined by their ability to recognize the cue indicating which task to perform at any given trial and to inhibit an incorrect response. In contrast, mothers' performance appeared to be determined by response time, that is, their ability to be quick in giving the correct response. However, for both children and mothers, IE scores best captured individual differences in EF performance between participants. Furthermore, confirmatory factor analyses found that, for both children and mothers, all EF measures loaded on a latent factor, suggesting that the measures shared common variance in EF. There appeared to be no significant association between mothers' and children's EF scores, controlling for several background variables. Directions for further research include examining the applicability of the EF task battery to reliably describe developmental trajectories of EF abilities over time, and further examining variability in the parent-child EF association across the lifespan.
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Affiliation(s)
| | - Pauline L Slot
- Department of Child, Family, and Education Studies, Utrecht University, Utrecht, Netherlands
| | - Delshad M Shroff
- Department of Psychology, New York University Abu Dhabi, Abu Dhabi, UAE
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23
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Warm Parenting and Effortful Control in Toddlerhood: Independent and Interactive Predictors of School-Age Externalizing Behavior. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2017; 44:1083-96. [PMID: 26496906 DOI: 10.1007/s10802-015-0096-6] [Citation(s) in RCA: 26] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
Externalizing symptoms, such as aggression, impulsivity, and inattention, represent the most common forms of childhood maladjustment (Campbell et al. Development and Psychopathology, 12, 467-488, 2000). Several dimensions of parenting behavior, including overreactive and warm parenting, have been linked to children's conduct problems. However, the majority of these studies involve biologically-related family members, thereby limiting understanding of the role of genetic and/or environmental underpinnings of parenting on child psychopathology. This study extends previous research by exploring associations between overreactive and warm parenting during toddlerhood and school-age externalizing problems, as well as the potential moderating effects of child effortful control (EC) on such associations using a longitudinal adoption design. The sample consisted of 225 adoption-linked families (adoptive parents, adopted child [124 male and 101 female] and birth parent[s]), thereby allowing for a more precise estimate of environmental influences on the association between parenting and child externalizing problems. Adoptive mothers' warm parenting at 27 months predicted lower levels of child externalizing problems at ages 6 and 7. Child EC moderated this association in relation to teacher reports of school-age externalizing problems. Findings corroborate prior research with biological families that was not designed to unpack genetic and environmental influences on associations between parenting and child externalizing problems during childhood, highlighting the important role of parental warmth as an environmental influence.
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24
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Edwards ES, Holzman JB, Burt NM, Rutherford HJV, Mayes LC, Bridgett DJ. Maternal Emotion Regulation Strategies, Internalizing Problems and Infant Negative Affect. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2017; 48:59-68. [PMID: 28785122 PMCID: PMC5544023 DOI: 10.1016/j.appdev.2016.12.001] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
Recent work has identified links between mothers' self-regulation and emotion regulation (ER) and children's social-emotional outcomes. However, associations between maternal ER strategies (e.g., reappraisal, suppression), known to influence internalizing problems in adults, and children's negative affect (NA) have not been considered. In the current study, the direct and indirect relationships, through maternal internalizing problems, between maternal use of ER strategies and infant NA are examined. The potential effects of infant NA on maternal internalizing difficulties are also considered. Ninety-nine mothers and their infants participated across three time points during the first year postpartum. Higher maternal suppression was indirectly related to higher infant NA, through maternal internalizing problems; lower maternal reappraisal also was indirectly related to higher infant NA through maternal internalizing problems. Infant NA at four months postpartum was related to mothers' internalizing problems 6 months postpartum. The implications of these findings for future research and intervention are discussed.
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25
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Clark CE, Tumanova V, Choi D. Evidence-Based Multifactorial Assessment of Preschool-Age Children Who Stutter. ACTA ACUST UNITED AC 2017. [DOI: 10.1044/persp2.sig4.4] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Abstract
This review summarizes extant findings supporting multifactorial models of stuttering within the context of preschool-age stuttering assessment. Evidence is given for a number of speech-language and associated factors/domains to consider when evaluating young children who stutter. Selected factors are presented in two parts: (1) Caregiver Interview and (2) Direct Child Assessment. Factors addressed during caregiver interviews include: gender, time since and age at stuttering onset, family history of stuttering, caregivers' perception/concerns about stuttering, and temperament. Factors addressed during direct child assessments include: stuttering behaviors, speech-associated attitudes/awareness, and speech rate, as well as speech sound and language development. Interactions/relations among factors are noted, showing their combined effects and contributions to childhood stuttering. Additionally, suggested clinical applications are provided wherever appropriate. Such evidence and practical applications bridge the gap between theory and clinical practice, thus advancing the abilities of speech-language pathologists to conduct well-informed, comprehensive stuttering evaluations.
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Affiliation(s)
| | - Victoria Tumanova
- Department of Communications Sciences and Disorders, Syracuse University Syracuse, NY
| | - Dahye Choi
- Department of Speech Pathology and Audiology, University of South Alabama Mobile, AL
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26
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Blums A, Belsky J, Grimm K, Chen Z. Building Links Between Early Socioeconomic Status, Cognitive Ability, and Math and Science Achievement. JOURNAL OF COGNITION AND DEVELOPMENT 2016. [DOI: 10.1080/15248372.2016.1228652] [Citation(s) in RCA: 30] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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27
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Fujisawa KK, Todo N, Ando J. Genetic and Environmental Influences on the Development and Stability of Executive Functions in Children of Preschool Age: A Longitudinal Study of Japanese Twins. INFANT AND CHILD DEVELOPMENT 2016. [DOI: 10.1002/icd.1994] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
- Keiko K. Fujisawa
- Department of Education, Faculty of Letters Keio University Tokyo Japan
| | - Naoya Todo
- National Institute for Academic Degrees and Quality Enhancement of Higher Education Tokyo Japan
| | - Juko Ando
- Department of Education, Faculty of Letters Keio University Tokyo Japan
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28
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Rai JK, Abecassis M, Casey JE, Flaro L, Erdodi LA, Roth RM. Parent rating of executive function in fetal alcohol spectrum disorder: A review of the literature and new data on Aboriginal Canadian children. Child Neuropsychol 2016; 23:713-732. [DOI: 10.1080/09297049.2016.1191628] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Affiliation(s)
- Jaspreet K. Rai
- Department of Psychology, University of Windsor, Ontario, Canada
| | - Maurissa Abecassis
- Neuropsychology Program, Department of Psychiatry, Geisel School of Medicine at Dartmouth, Lebanon, NH, USA
| | - Joseph E. Casey
- Department of Psychology, University of Windsor, Ontario, Canada
| | | | - Laszlo A. Erdodi
- Department of Psychology, University of Windsor, Ontario, Canada
| | - Robert M. Roth
- Neuropsychology Program, Department of Psychiatry, Geisel School of Medicine at Dartmouth, Lebanon, NH, USA
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29
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Petersen IT, Hoyniak CP, McQuillan ME, Bates JE, Staples AD. Measuring the development of inhibitory control: The challenge of heterotypic continuity. DEVELOPMENTAL REVIEW 2016; 40:25-71. [PMID: 27346906 PMCID: PMC4917209 DOI: 10.1016/j.dr.2016.02.001] [Citation(s) in RCA: 70] [Impact Index Per Article: 8.8] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/15/2023]
Abstract
Inhibitory control is thought to demonstrate heterotypic continuity, in other words, continuity in its purpose or function but changes in its behavioral manifestation over time. This creates major methodological challenges for studying the development of inhibitory control in childhood including construct validity, developmental appropriateness and sensitivity of measures, and longitudinal factorial invariance. We meta-analyzed 198 studies using measures of inhibitory control, a key aspect of self-regulation, to estimate age ranges of usefulness for each measure. The inhibitory control measures showed limited age ranges of usefulness owing to ceiling/floor effects. Tasks were useful, on average, for a developmental span of less than 3 years. This suggests that measuring inhibitory control over longer spans of development may require use of different measures at different time points, seeking to measure heterotypic continuity. We suggest ways to study the development of inhibitory control, with overlapping measurement in a structural equation modeling framework and tests of longitudinal factorial or measurement invariance. However, as valuable as this would be for the area, we also point out that establishing longitudinal factorial invariance is neither sufficient nor necessary for examining developmental change. Any study of developmental change should be guided by theory and construct validity, aiming toward a better empirical and theoretical approach to the selection and combination of measures.
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Marceau K, De Araujo-Greecher M, Miller ES, Massey SH, Mayes LC, Ganiban JM, Reiss D, Shaw DS, Leve LD, Neiderhiser JM. The Perinatal Risk Index: Early Risks Experienced by Domestic Adoptees in the United States. PLoS One 2016; 11:e0150486. [PMID: 27010541 PMCID: PMC4807102 DOI: 10.1371/journal.pone.0150486] [Citation(s) in RCA: 38] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/13/2015] [Accepted: 02/15/2016] [Indexed: 11/21/2022] Open
Abstract
We aimed to assess comprehensively the prevalence of perinatal risks experienced by a potentially high-risk yet understudied population of children domestically adopted in the United States. Data are from participant report and medical records from mothers (n = 580) who completed a domestic adoption placement with nonrelatives at or near birth (Mean placement age = 7 days). We describe a comprehensive measure of perinatal risks, including divergences from previous assessment tools and the incorporation of multiple reporters, and report the prevalence of various types of perinatal risks. The prevalence of each specific risk factor was generally low, although several risks were more prevalent in this sample than estimates from nationally representative publicly available data. Nearly the entire sample (99%) experienced some type of risk exposure. Birth mothers who placed their children for adoption domestically in the US experience higher levels of perinatal risks than the national average, but not for all specific types of risk. Thus, the developmental trajectories of children adopted domestically may systematically differ from the general population to the extent that these specific perinatal risks impact development.
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Affiliation(s)
- Kristine Marceau
- Rhode Island Hospital/Brown University, Providence, Rhode Island, United States of America
- * E-mail: (KM); (JMN)
| | | | - Emily S. Miller
- Northwestern University, Evanston, Illinois, United States of America
| | - Suena H. Massey
- Northwestern University, Evanston, Illinois, United States of America
| | - Linda C. Mayes
- Yale University, New Haven, Connecticut, United States of America
| | - Jody M. Ganiban
- George Washington University, Washington, D.C., United States of America
| | - David Reiss
- Yale University, New Haven, Connecticut, United States of America
| | - Daniel S. Shaw
- University of Pittsburgh, Pittsburgh, Pennsylvania, United States of America
| | - Leslie D. Leve
- University of Oregon, Eugene, Oregon, United States of America
| | - Jenae M. Neiderhiser
- The Pennsylvania State University, University Park, Pennsylvania, United States of America
- * E-mail: (KM); (JMN)
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31
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The Relationship between Genetic Attributions, Appraisals of Birth Mothers' Health, and the Parenting of Adoptive Mothers and Fathers. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2015; 41:19-27. [PMID: 26316660 DOI: 10.1016/j.appdev.2015.06.003] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
Abstract
Parenting beliefs and attributions can influence parenting behavior. We used an adoption design to examine the associations among perinatal risk and poor birth mother health, adoptive parent appraisals of birth mothers' mental health, and genetic attributions to adoptive parents' feelings and behaviors toward their adopted infants. A sample of 361 pairs of adoptive parents and birth mothers were interviewed using standardized measures when infants were between 4 and 9 months old. Adoptive mothers and fathers were observed during play tasks when their infants were 9 months old. We found that adoptive mothers' and fathers' appraisals of birth mothers' health were associated with perinatal risk and poor birth mother health. Adoptive mothers' appraisals were linked to hostile parenting, after accounting for characteristics of the child that may influence her appraisals and attributions. These associations were not present for adoptive fathers. Genetic attributions were associated with both adoptive mother and fathers' feelings of daily hassles in parenting. These findings have implications for prevention and intervention.
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Waller R, Shaw DS, Neiderhiser JM, Ganiban JM, Natsuaki MN, Reiss D, Trentacosta CJ, Leve LD, Hyde LW. Toward an Understanding of the Role of the Environment in the Development of Early Callous Behavior. J Pers 2015; 85:90-103. [PMID: 26291075 DOI: 10.1111/jopy.12221] [Citation(s) in RCA: 48] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
Key to understanding the long-term impact of social inequalities is identifying early behaviors that may signal higher risk for later poor psychosocial outcomes, such as psychopathology. A set of early-emerging characteristics that may signal risk for later externalizing psychopathology is callous-unemotional (CU) behavior. CU behavior predicts severe and chronic trajectories of externalizing behaviors in youth. However, much research on CU behavior has focused on late childhood and adolescence, with little attention paid to early childhood when preventative interventions may be most effective. In this article, we summarize our recent work showing that (a) CU behavior can be identified in early childhood using items from common behavior checklists, (b) CU behavior predicts worse outcomes across early childhood, (c) CU behavior exhibits a nomological network distinct from other early externalizing behaviors, and (d) malleable environmental factors, particularly parenting, may play a role in the development of early CU behaviors. We discuss the challenges of studying contextual contributors to the development of CU behavior in terms of gene-environment correlations and present initial results from work examining CU behavior in an adoption study in which gene-environment correlations are examined in early childhood. We find that parenting is a predictor of early CU behavior even in a sample in which parents are not genetically related to the children.
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Sulik MJ, Blair C, Mills-Koonce R, Berry D, Greenberg M. Early Parenting and the Development of Externalizing Behavior Problems: Longitudinal Mediation Through Children's Executive Function. Child Dev 2015; 86:1588-603. [PMID: 26082032 PMCID: PMC4567899 DOI: 10.1111/cdev.12386] [Citation(s) in RCA: 121] [Impact Index Per Article: 13.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
Path analysis was used to investigate the longitudinal associations among parenting and children's executive function and externalizing behavior problems from 36 to 90 months of age in the Family Life Project (N = 1,115), a study of child development in the context of rural poverty. While controlling for stability in the constructs, semistructured observations of parenting prospectively predicted performance on a battery of executive function tasks and primary caregivers' reports of externalizing behavior. Furthermore, the association between early parenting and later externalizing behavior was longitudinally mediated by executive function, providing support for a process model in which sensitive parenting promotes children's self-regulation, which in turn reduces children's externalizing behavior.
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Clark CE, Conture EG, Walden TA, Lambert WE. Speech-Language Dissociations, Distractibility, and Childhood Stuttering. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2015; 24:480-503. [PMID: 26126203 PMCID: PMC4657527 DOI: 10.1044/2015_ajslp-14-0198] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/14/2014] [Accepted: 05/14/2015] [Indexed: 05/08/2023]
Abstract
PURPOSE This study investigated the relation among speech-language dissociations, attentional distractibility, and childhood stuttering. METHOD Participants were 82 preschool-age children who stutter (CWS) and 120 who do not stutter (CWNS). Correlation-based statistics (Bates, Appelbaum, Salcedo, Saygin, & Pizzamiglio, 2003) identified dissociations across 5 norm-based speech-language subtests. The Behavioral Style Questionnaire Distractibility subscale measured attentional distractibility. Analyses addressed (a) between-groups differences in the number of children exhibiting speech-language dissociations; (b) between-groups distractibility differences; (c) the relation between distractibility and speech-language dissociations; and (d) whether interactions between distractibility and dissociations predicted the frequency of total, stuttered, and nonstuttered disfluencies. RESULTS More preschool-age CWS exhibited speech-language dissociations compared with CWNS, and more boys exhibited dissociations compared with girls. In addition, male CWS were less distractible than female CWS and female CWNS. For CWS, but not CWNS, less distractibility (i.e., greater attention) was associated with more speech-language dissociations. Last, interactions between distractibility and dissociations did not predict speech disfluencies in CWS or CWNS. CONCLUSIONS The present findings suggest that for preschool-age CWS, attentional processes are associated with speech-language dissociations. Future investigations are warranted to better understand the directionality of effect of this association (e.g., inefficient attentional processes → speech-language dissociations vs. inefficient attentional processes ← speech-language dissociations).
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Cuevas K, Deater-Deckard K, Kim-Spoon J, Watson AJ, Morasch KC, Bell MA. What's mom got to do with it? Contributions of maternal executive function and caregiving to the development of executive function across early childhood. Dev Sci 2014; 17:224-38. [PMID: 24410963 PMCID: PMC3947460 DOI: 10.1111/desc.12073] [Citation(s) in RCA: 102] [Impact Index Per Article: 10.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/30/2012] [Accepted: 04/02/2013] [Indexed: 11/27/2022]
Abstract
Executive functions (EFs; e.g. working memory, inhibitory control) are mediated by the prefrontal cortex and associated with optimal cognitive and socio-emotional development. This study provides the first concurrent analysis of the relative contributions of maternal EF and caregiving to child EF. A group of children and their mothers (n = 62) completed age-appropriate interaction (10, 24, 36 months) and EF tasks (child: 24, 36, and 48 months). Regression analyses revealed that by 36 months of age, maternal EF and negative caregiving behaviors accounted for unique variance in child EF, above and beyond maternal education and child verbal ability. These findings were confirmed when using an early child EF composite-our most reliable measure of EF - and a similar pattern was found when controlling for stability in child EF. Furthermore, there was evidence that maternal EF had significant indirect effects on changes in child EF through maternal caregiving. At 24 months, EF was associated with maternal EF, but not negative caregiving behaviors. Taken together, these findings suggest that links between negative caregiving and child EF are increasingly manifested during early childhood. Although maternal EF and negative caregiving are related, they provide unique information about the development of child EF. A video abstract of this article can be viewed at http://www.youtube.com/watch?v=NPKXFbbrkps.
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Bridgett DJ, Burt NM, Laake LM, Oddi KB. Maternal self-regulation, relationship adjustment, and home chaos: contributions to infant negative emotionality. Infant Behav Dev 2013; 36:534-47. [PMID: 23748168 PMCID: PMC3786036 DOI: 10.1016/j.infbeh.2013.04.004] [Citation(s) in RCA: 34] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/20/2012] [Revised: 02/22/2013] [Accepted: 04/30/2013] [Indexed: 10/26/2022]
Abstract
There has been increasing interest in the direct and indirect effects of parental self-regulation on children's outcomes. In the present investigation, the effects of maternal self-regulation, home chaos, and inter-parental relationship adjustment on broad and specific indicators of infant negative emotionality (NE) were examined. A sample of maternal caregivers and their 4-month-old infants (N = 85) from a rural community participated. Results demonstrated that better maternal self-regulation was associated with lower infant NE broadly, as well as with lower infant sadness and distress to limitations/frustration and better falling reactivity (i.e., emotion regulation), specifically. Maternal self-regulation also predicted less chaotic home environments and better maternal inter-parental relationship adjustment. Findings also supported the indirect effects of maternal self-regulation on broad and specific indicators of infant NE through home chaos and maternal relationship adjustment. Some differential effects were also identified. Elevated home chaos appeared to specifically affect infant frustration/distress to limitations whereas maternal relationship adjustment affected broad infant NE, as well as several specific indicators of infant NE: frustration/distress to limitations, sadness, and falling reactivity. In conjunction with other recent investigations that have reported the effects of maternal self-regulation on parenting, the findings in the present investigation suggest that parental self-regulation may influence children's outcomes through several proximal environmental pathways.
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Affiliation(s)
- David J Bridgett
- Department of Psychology, Northern Illinois University, United States.
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Development of Children's Cool and Hot Executive Function and its Relationship to Children's Self-Regulation. ADONGHAKOEJI 2013. [DOI: 10.5723/kjcs.2013.34.5.99] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
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Cuevas K, Deater-Deckard K, Kim-Spoon J, Wang Z, Morasch KC, Bell MA. A longitudinal intergenerational analysis of executive functions during early childhood. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2013; 32:50-64. [PMID: 25284715 DOI: 10.1111/bjdp.12021] [Citation(s) in RCA: 34] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/09/2013] [Revised: 07/23/2013] [Indexed: 11/27/2022]
Abstract
Despite the importance of executive function (EF) in both clinical and educational contexts, the aetiology of individual differences in early childhood EF remains poorly understood. This study provides the first longitudinal intergenerational analysis of mother-child EF associations during early childhood. A group of children and their mothers (n = 62) completed age-appropriate EF tasks. Mother and child EFs were modestly correlated by 24 months of age, and this association was stable through 48 months. Importantly, maternal-child EF associations were still robust after controlling for verbal ability (potential indicator of verbal/crystallized intelligence) and maternal education (correlate of socio-economic status and verbal intelligence). Potential implications of these findings as well as underlying mechanisms of the maternal-child EF association (gene-environment interplay) are discussed.
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Affiliation(s)
- Kimberly Cuevas
- Department of Psychology, University of Connecticut, Waterbury, Connecticut, USA
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Leve LD, Neiderhiser JM, Shaw DS, Ganiban J, Natsuaki MN, Reiss D. The Early Growth and Development Study: a prospective adoption study from birth through middle childhood. Twin Res Hum Genet 2013; 16:412-23. [PMID: 23218244 PMCID: PMC3572752 DOI: 10.1017/thg.2012.126] [Citation(s) in RCA: 74] [Impact Index Per Article: 6.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
The Early Growth and Development Study is a prospective adoption study of birth parents, adoptive parents, and adopted children recruited in two cohorts (N = 561 triads). The primary study aims are to examine how family, peer, and contextual processes affect children's adjustment, and to examine their interplay (mediation, moderation) with genetic influences. Participants were recruited through adoption agencies located throughout the United States following the birth of a child. Assessments are ongoing, in 9-month intervals until the child reaches 3 years of age and in 1-year intervals thereafter through age 9. Data collection includes the following primary constructs: child temperament, social behavior, school performance, mental health, and health; birth and adoptive parent personality characteristics, mental health, competence, stress, health, context, substance use, parenting, and marital relations; and pregnancy use of drugs and maternal stress during pregnancy. DNA and salivary cortisol samples have also been collected. Analyses have indicated evidence for genotype-environment interactions during early childhood. Study procedures, sample representativeness (including tests of potential confounds in the adoption design), and an overview of findings to date are summarized, and future plans are described.
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