For Better or for Worse? Positive and Negative Parental Influences on Young Children's Executive Function

Neural hyperscanning in caregiver-child dyads: A paradigm for studying the long-term effects of facilitated vs. disrupted attention on working memory and executive functioning in young children

Parent-child interactions shape children's cognitive outcomes such that caregivers can guide attention and facilitate learning opportunities. These interactions provide infants and toddlers with rich, naturalistic experiences that engage complex cognitive functions and lay the groundwork for the development of mature executive functions. Although most caregivers seek to engage children optimally, they can unintentionally impede this developmental process by being under-engaged or intrusive. When caregivers are under engaged, children do not have the proper scaffolding to know what to attend to in a complex environment. When parents are intrusive, they inadvertently disrupt the child's attention and direct learning to information that the parent deems important, but the child may find uninteresting or irrelevant. This disruption can impede the learning process even if the child's behavior does not appear to be negatively affected during the unfolding parent-child interaction. Understanding the moment-to-moment neural basis of these processes is critical to uncover the role that caregivers play in the development of attention and learning, which in turn impacts the development of working memory and executive function. Simultaneous brain recording, called hyperscanning, is a burgeoning method that measures brain synchrony across parent-child dyads when engaged in a shared task. In this opinion piece, we first review existing literature that highlights the important role caregivers play in guiding attention and learning in infants and toddlers and how these interactions contribute to the development of working memory and executive function in young children. Next, we review the existing literature using hyperscanning and dual eye tracking paradigms to uncover the patterning of interactions when caregivers guide attention in a manner that either matches the expectations of the child or over- or under-directs the child's attention. We provide best-practices for employing hyperscanning techniques to uncover how caregivers optimally engage infant and toddlers' attention in the moment, and how children's developing memory of these patterns of interaction build their executive function abilities, both with their caregivers and with other adults and children.

The chain mediating role of parenting stress and child maltreatment in the association between maternal adverse childhood experiences and executive functions in preschool children: a longitudinal study

BACKGROUND

Previous researches found that maternal adverse childhood experiences not only affect the psychological behavior of preschool children, but also have direct or indirect negative effects on the executive functions and cognition of offspring. And, the possible social psychological mechanism between maternal adverse childhood experiences and preschool children's executive functions is still not clear.

OBJECTIVES

This study mainly tries to understand the association between parenting stress and child maltreatment in maternal adverse childhood experiences and children's executive functions through longitudinal cohort.

PARTICIPANTS AND SETTING

Participants were 2160 preschool children and their mothers who finally completed baseline and 3 waves of follow-up.

METHODS

Using a cohort study, a baseline survey of junior kindergartens was carried out in June 2021 and followed up every six months, with a total of 3 follow-ups.

RESULTS

We found that executive functions in preschoolers were significantly positively correlated with maternal adverse childhood experiences, parenting stress, physical assault, psychological aggression, neglect and nonviolent discipline (r = 0.180, 0.386, 0.274, 0.302, 0.189, 0.148, respectively, P < 0.01). Further, parenting stress and child maltreatment showed a chain mediating effect between maternal adverse childhood experiences and executive functions in preschoolers, and the total indirect effects accounted for 70.56%, 78.69%, 65.38%, and 68.07% of the total effect, respectively.

CONCLUSIONS

This study found that maternal adverse childhood experiences have a significant impact on the executive functions of preschool children, and parenting stress and child maltreatment are the mediating factors of their association, revealing the potential mechanism between the two associations from the perspective of social psychology.

The apple does not fall far: stable predictive relationships between parents' ratings of their own and their children's self-regulatory abilities

Having control over your own behavior and impulses is a critical skill that influences children's academic, social, and emotional development. This study investigates the stability and predictive relationships between parents' ratings of their own and their children's executive function and delay aversion. Using data from approximately 1700 families collected during the COVID-19 pandemic, we employed hierarchical structural equation models and cross-lagged panel models to analyze the temporal stability and directional influences of executive function and delay aversion assessments.Our analysis revealed a substantial latent correlation (r = 0.48, p < 0.001) between parents' and children's executive function problems, indicating a shared variance of approximately 23%. Significant cross-lagged effects were found, with parental executive functions at T1 predicting child executive functions at T2 (β = 0.16, p = 0.005). For delay aversion, we found a latent correlation of r = 0.53 (p < 0.001) and significant within-timepoint and temporal stability, but no cross-lagged effects.These findings suggest that higher levels of executive function problems reported by parents at T1 correspond to an increased perception of similar problems in their children at T2. This highlights the importance of parental self-perception in assessing children's abilities. Our results highlight the importance of incorporating family dynamics into interventions targeting executive function difficulties and delay aversion in children, and understanding this interplay enables the development of more effective, individualized approaches to support positive developmental outcomes.

Comparison of executive functions in Russian and Japanese preschoolers

This study analyzed differences in level of main executive function (EF) components (such as inhibition, working memory, and cognitive flexibility) among Russian and Japanese preschoolers. The study involved 102 children of 5-6.9 years old: 51 child from Russia and 51 child from Japan. Out of 102 children 48 were boys and 54 girls. It was found that the cognitive flexibility level in Russian children is higher and inhibition level is lower than in Japanese children. The results of the boys' EF comparison showed that boys from Russia have lower cognitive and physical inhibition levels than boys from Japan. Also it was shown that cognitive flexibility in Russian girls is significantly higher and cognitive inhibition is lower than in Japanese girls. The results obtained are discussed from the point of view of possible cultural differences in the two countries studied, which are manifested in the expectations of adults from children.

Risk and Protective Factors for Executive Function in Vulnerable South African Preschool-Age Children

Executive function (EF) theory and research continues to under-represent the contexts in which the majority of the world's children reside, despite their potential to support, refute, or refine our current understandings. The current study sought to contribute to our understanding of EF in low-income settings in South Africa by investigating longitudinal associations of context-specific risk and protective factors for EF development in three- to five-year-old children who had limited access to ECCE services before the age of five. Child-caregiver dyads (N = 171) participated in two rounds of data collection (approximately seven months apart) during which child EF was assessed using the Early Years Toolbox; context-specific risk and protective factors were assessed through a caregiver questionnaire. Hierarchical linear regressions revealed that after controlling for age, attending ECCE services at time 2 (β = 0.30, p < 0.001), and diversity of caregivers at time 1 (β = 0.14, p = 0.041) were the only factors positively associated with EF at time 2. Other factors commonly associated with EF such as caregiver education, and household income were not significant, while resources in the home were significantly associated with EF (β = -0.18, p = 0.007) but in the opposite direction to what was expected. These results add to accumulating evidence that predictors of EF established in Minority World contexts may not be consistent across contexts, emphasising the need to broaden the EF evidence base. For instance, future studies could incorporate qualitative and ethnographic methods to better capture the cultural and contextual nuances relating to EF, to better inform our statistical and theoretical models.

Environmental predictors of children's executive functioning development

Executive functioning (EF) abilities develop through childhood, but this development can be impacted by various psychosocial environmental influences. Using longitudinal data from the Health Outcome and Measures of the Environment (HOME) Study, a prospective pregnancy and birth cohort study, we examined if psychosocial environmental factors were significant predictors of EF development. Study participants comprised 271 children and their primary caregivers (98.5% mothers) followed from birth to age 12. We identified four distinct EF developmental trajectory groups comprising a consistently impaired group (13.3%), a descending impairment group (27.7%), an ascending impairment group (9.95%), and a consistently not impaired group (49.1%). Higher levels of maternal ADHD and relational frustration appear to be risk factors for increased EF difficulty over time, while higher family income may serve as a protective factor delaying predisposed EF impairment. Important intervention targets might include teaching positive and effective parenting strategies to mothers whose children are at risk for EF dysfunction.

All in the Family? A Systematic Review and Meta-analysis of Parenting and Family Environment as Risk Factors for Attention-Deficit/Hyperactivity Disorder (ADHD) in Children

Parenting and family environment have significant impact on child development, including development of executive function, attention, and self-regulation, and may affect the risk of developmental disorders including attention-deficit/hyperactivity disorder (ADHD). This paper examines the relationship of parenting and family environment factors with ADHD. A systematic review of the literature was conducted in 2014 and identified 52 longitudinal studies. A follow-up search in 2021 identified 7 additional articles, for a total of 59 studies that examined the association of parenting factors with ADHD outcomes: ADHD overall (diagnosis or symptoms), ADHD diagnosis specifically, or presence of the specific ADHD symptoms of inattention and hyperactivity/impulsivity. For parenting factors that were present in three or more studies, pooled effect sizes were calculated separately for dichotomous or continuous ADHD outcomes, accounting for each study's conditional variance. Factors with sufficient information for analysis were parenting interaction quality (sensitivity/warmth, intrusiveness/reactivity, and negativity/harsh discipline), maltreatment (general maltreatment and physical abuse), parental relationship status (divorce, single parenting), parental incarceration, and child media exposure. All factors showed a significant direct association with ADHD outcomes, except sensitivity/warmth which had an inverse association. Parenting factors predicted diagnosis and overall symptoms as well as inattentive and hyperactive symptoms when measured, but multiple factors showed significant heterogeneity across studies. These findings support the possibility that parenting and family environment influences ADHD symptoms and may affect a child's likelihood of being diagnosed with ADHD. Prevention strategies that support parents, such as decreasing parenting challenges and increasing access to parent training in behavior management, may improve children's long-term developmental health.

How does sensitivity influence early executive function? A critical review on hot and cool processes

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.

Parental Scaffolding during Book-Sharing Predicts Child General Intelligence

While much variance in general intelligence or g is genetic, a substantial environmental component suggests a possible role for parent-child interaction. In particular, previous evidence suggests the importance of parental scaffolding, or provision of cognitive structure to shape child behaviour. A role for scaffolding is consistent with the proposal that, in adult cognition, a critical aspect of g is decomposition of complex problems into a structure of simpler parts. Building on previous work, we recruited 162 parents attending Children's Centres with a child aged 2-4 years, and examined parental scaffolding during a book-sharing activity. Scaffolding was measured as the first principal component of a variety of parental behaviours, including sensitivity, focusing attention, extending comprehension, and promoting child participation. Child g was measured as the first principal component of a broad cognitive battery, including language, attention, working memory, and executive function. Importantly, we assessed contributions of the parent's own intelligence, education, and family income. Though these variables were all associated with both child g and parental scaffolding, scaffolding remained predictive of child g even once the influence of these variables was removed. In contrast to the correlation with cognitive proficiency, scaffolding did not predict child pro-social behaviour. We suggest that parental scaffolding supports the child's development of a broad skill of attentional structuring, promoting the across-the-board cognitive proficiency that is reflected in g.

Biological, behavioral, and social correlates of executive function in low-income preschoolers: Insights from the perspective of the networks

Behavioral, biological, and social correlates may be related to the association between executive function (EF) and physical activity (PA), when considering such variables as an integrated and non-linear system. Thus, the aim of the present study was to investigate the relationships between EF, PA and associated correlates in low-income preschoolers according to a network perspective. Thus, 142 preschoolers of both sexes, age 3-to-5-years-old (51% girls) were analyzed. Light, moderate and vigorous PA, cardiorespiratory fitness (CRF), body mass index, family income, preterm birth, presence of siblings, presence of other children at home and the child's primary caregiver were assessed. Our results showed that EF was positively associated with age (b = 0.47), child's primary caregivers (b = 0.37), moderate PA (b = 0.30) and CRF (b = 0.25). Negative associations were seen with preterm birth (b = -0.50), vigorous PA (b = -0.34), presence of other children at home (b = -0.25), and sex (b = -0.33). The network's centrality indicators highlighted preterm birth and moderate PA as the most important variables in the network. Future interventions aiming to increase low-income preschoolers' EF should focus on increasing moderate PA, with special attention to preterm children.

Developmental Cascades Link Maternal-Newborn Skin-to-Skin Contact with Young Adults' Psychological Symptoms, Oxytocin, and Immunity; Charting Mechanisms of Developmental Continuity from Birth to Adulthood

Premature birth disrupts the continuity of maternal-newborn bodily contact, which underpins the development of physiological and behavioral support systems. Utilizing a unique cohort of mother-preterm dyads who received skin-to-skin contact (Kangaroo Care, KC) versus controls, and following them to adulthood, we examined how a touch-based neonatal intervention impacts three adult outcomes; anxiety/depressive symptoms, oxytocin, and secretory immunoglobulin A (s-IgA), a biomarker of the immune system. Consistent with dynamic systems' theory, we found that links from KC to adult outcomes were indirect, mediated by its effects on maternal mood, child attention and executive functions, and mother-child synchrony across development. These improvements shaped adult outcomes via three mechanisms; (a) "sensitive periods", where the infancy improvement directly links with an outcome, for instance, infant attention linked with higher oxytocin and lower s-IgA; (b) "step-by-step continuity", where the infancy improvement triggers iterative changes across development, gradually shaping an outcome; for instance, mother-infant synchrony was stable across development and predicted lower anxiety/depressive symptoms; and (c) "inclusive mutual-influences", describing cross-time associations between maternal, child, and dyadic factors; for instance, from maternal mood to child executive functions and back. Findings highlight the long-term impact of a birth intervention across development and provide valuable insights on the mechanisms of "developmental continuity", among the key topics in developmental research.

Executive Function in Deaf Native Signing Children

The aim of this study is twofold: To examine if deafness is invariably associated with deficits in executive function (EF) and to investigate the relationship between sign language proficiency and EF in deaf children of deaf parents with early exposure to a sign language. It is also the first study of EF in children acquiring Polish Sign Language. Even though the mothers of the deaf children (N = 20) had lower levels of education compared with the mothers of a hearing control group, the children performed similarly to their hearing peers (N = 20) on a variety of EF task-based assessments. Only in the Go/No-go task were weaker inhibition skills observed in younger deaf children (6-9 years) compared with hearing peers, and this difference was not seen in older children (10-12 years). Hence, deafness does not necessarily impair EF; however, attentional and inhibition abilities may be acquired via a different route in deaf children. Sign language receptive skills predicted EF in deaf children. In conclusion, we highlight the importance of deaf parenting building the scaffolding for EF in deaf children.

Developmental links between executive function and emotion regulation in early toddlerhood

Developmental associations between poor executive function (EF) and problem behaviors in toddlerhood indicate that the interplay between cognition and affect begins very early in life (Hughes, Devine, Mesman, & Blair, 2020). However, very few longitudinal studies of toddlers have included direct measures of both EF and emotion regulation (ER). In addition, while models of ER highlight the importance of situational contexts (e.g., Miller, McDonough, Rosenblum, Sameroff, 2005), existing work is limited by a heavy reliance on lab-based observations of mother-child dyads. Addressing these twin gaps, the current study of 197 families included video-based ratings of ER in toddlers' dyadic play with both mothers and fathers at each of two time-points (14- and 24-months), with parallel measures of EF being gathered in each home visit. Our cross-lagged analyses showed that EF at 14 months predicted ER at 24 months, but this association was limited to observations of toddlers with mothers. It was also asymmetric: ER at 14 months did not predict EF at 24 months. These findings support co-regulation models of early ER and highlight the predictive utility of very early individual differences in EF.

Does parental autonomy support mediate the relation between parent and infant executive function? A study of mothers and fathers in the Netherlands and China

Parenting skills, such as Autonomy Support (AS), have been proposed as a potential mechanism explaining the intergenerational contiguity of Executive Function (EF). However, few studies have focused on mothers and fathers among non-Western families. The current study investigated the role of maternal and paternal AS in the relation between parental EF and infant EF at 14 months of age among 123 Dutch and 63 Chinese first-time mothers and fathers and their infants. Multiple-group structural equation models were built for mothers and fathers separately with country as a grouping variable. Results showed that parental AS did not mediate the relation between parent EF and infant EF at 14 months. Mean-level differences were found in parental AS, maternal EF, and infant inhibition across countries, while no country differences were found in the relation between parent EF, AS and infant EF. Our findings suggested that individual differences in early EF may not be stable enough to be reliably predicted from parental factors across the Netherlands and China.

Patterns of preschool children's screen time, parent-child interactions, and cognitive development in early childhood: a pilot study

BACKGROUND

The primary objective of this study was to explore the feasibility of a virtual study protocol for a future longitudinal study, including recruitment, study measures, and procedures. The secondary objective was to examine preliminary hypotheses of associations, including 1) the correlations between total duration and patterns of screen time and cognitive development, and 2) the differences in quality of parent-child interactions for two screen-based tasks and a storybook reading task.

METHODS

Participants included 44 children aged 3 years and their parents from Edmonton, Alberta and surrounding areas. Children's screen time patterns (i.e., type, device, content, context) were parental-reported using a 2-week online daily diary design. Children's cognitive development (i.e., working memory, inhibitory control, self-control, and language) was measured virtually through a recorded Zoom session. Parent-child interactions during three separate tasks (i.e., video, electronic game, and storybook reading) were also measured virtually through a separate recorded Zoom session (n = 42). The quality of the interactions was determined by the Parent-Child Interaction System (PARCHISY). Descriptive statistics, Intra-class correlations (ICC), Spearman's Rho correlations, and a one-way repeated measures ANOVA with a post-hoc Bonferroni test were conducted.

RESULTS

All virtual protocol procedures ran smoothly. Most (70%) participants were recruited from four 1-week directly targeted Facebook ads. High completion rates and high inter-rater reliability in a random sample (Diary: 95% for 13/14 days; Cognitive development: 98% 3/4 tests, ICC > 0.93; Parent-child interactions: 100% for 3 tasks, Weighted Kappa ≥ 0.84) were observed for measures. Across cognitive development outcomes, medium effect sizes were observed for five correlations, with positive correlations observed with certain content (i.e., educational screen time) and negative associations observed for total screen time and certain types (show/movie/video viewing) and contexts (i.e., co-use). Medium and large effect sizes were observed for the differences in parent-child interaction quality between the three tasks.

CONCLUSIONS

The virtual study protocol appeared feasible. Preliminary findings suggest it may be important to go beyond total duration and consider type, content, and context when examining the association between screen time and cognitive development. A future longitudinal study using this virtual protocol will be conducted with a larger and more generalizable sample.

The intergenerational transmission of executive function: The mediating effect of parental harsh discipline

BACKGROUND

The important roles of parental EF in shaping children's EF is less clear, especially in Chinese families. Moreover, it is suggested that the negative parenting behavior may be important environmental mechanisms underlying the EF transmission.

OBJECTIVE

This study aimed to examine the transmission of EF across generations and the mediating roles of parental harsh discipline in this transmission in a Chinese sample.

PARTICIPANTS AND SETTING

A total of 311 Chinese preschool-aged children and their fathers and mothers were recruited from three public kindergartens in Beijing.

METHODS

The Chinese version of Behavior Rating Inventory of Executive Function-Adult Version (BRIEF-A), Parent-child Conflict Tactics Scales (CTSPC) and Behavior Rating Inventory of Executive Function-Preschooler Version (BRIEF-P) were respectively used to assess parental EF, harsh discipline and children's EF.

RESULTS

Both paternal and maternal EF positively predicted children's EF (β_paternal = 0.16, p < .01; β_maternal = 0.42, p < .001), and maternal but not paternal psychological aggression (standardized indirect estimate = 0.03, p < .05) and corporal punishment (standardized indirect estimate = 0.02, p < .05) mediated the above transmission.

CONCLUSIONS

These findings broaden our understanding of the distal or proximal factors and processes that account for the development of child EF in Chinese culture. Interventions focusing on improving parental especially maternal parenting practices would be helpful to shape children's EF or to interrupt the transmission of poor EF.

Child Cognitive Flexibility and Maternal Control: A First Step toward Untangling Genetic and Environmental Contributions

Executive functions (EF) play an essential role in many spheres of child development. Therefore, it is crucial to get a better understanding of their etiology. Using a genetic design that involved 934 twins (400 monozygotic), this study examined the etiology of cognitive flexibility, a component of EF, at 5 years of age and its phenotypic and etiological associations with maternal control. Cognitive flexibility was measured in a laboratory setting at 5 years of age using a well-known EF-task, i.e. the Dimensional Change Card Sort (DCCS). Maternal control was measured using a self-report questionnaire. The univariate genetic model demonstrated that environmental factors mainly explained individual differences in preschoolers' performance on the DCCS task. A bivariate genetic model demonstrated that non-shared environmental mechanisms mainly explained the association (r = .-13) between maternal control and children's performance on the DCCS task. This study represents a preliminary step toward a better understanding of the genetic and environmental contributions underlying the relation between parenting behaviors and children's EF.

Brain-Directed Care: Why Neuroscience Principles Direct PICU Management beyond the ABCs

Major advances in pediatric intensive care (PICU) have led to increased child survival. However, the long-term outcomes among these children following PICU discharge are a concern. Most children admitted to PICU are under five years of age, and the stressors of critical illness and necessary interventions can affect their ability to meet crucial developmental milestones. Understanding the neuroscience of brain development and vulnerability can inform PICU clinicians of new ways to enhance and support the care of these most vulnerable children and families. This review paper first explores the evidence-based neuroscience principles of brain development and vulnerability and the impact of illness and care on children's brains and ultimately wellbeing. Implications for clinical practice and training are further discussed to help optimize brain health in children who are experiencing and surviving a critical illness or injury.

Differential Contributions of Parental Warmth and Mindfulness to Child Executive Function and Pediatric Type 1 Diabetes Management

OBJECTIVE

Positive parenting (e.g., parental warmth, mindful parenting) has been posited to promote effective pediatric type 1 diabetes mellitus (T1DM) management. This promotive effect may partly be conferred by fostering child self-regulatory development, such as executive function (EF). However, no research has examined whether better child EF serves as a mechanism underlying associations between positive parenting and child blood glucose levels (HbA1c). Moreover, it is unclear whether mindful parenting offers a unique benefit beyond that of parental warmth-a key pillar of effective parental involvement in T1DM management.

METHODS

Primary caregivers of children with T1DM (N = 101; Mage = 12.02) reported on parenting behaviors and child EF. Children's medical information was obtained through chart review. Path analysis was used to examine direct and indirect relations in the cross-sectional data.

RESULTS

The path analysis indicated that only parental warmth, not mindful parenting, was significantly associated with lower HbA1c. Both parental warmth and mindful parenting were significantly related to better child EF, but child EF did not mediate the associations between parenting and HbA1c.

CONCLUSION

Parental warmth may constitute a key parenting behavior promoting effective pediatric T1DM management. Enhancing parental warmth may be an important target of interventions aiming to improve HbA1c. Although child EF was unrelated to HbA1c in this sample, given positive associations between parental warmth and mindfulness and child EF, longitudinal research is warranted to examine whether these positive parenting behaviors may confer long-term benefits for T1DM self-management through improved EF.

Continuity versus change in latent profiles of emotion regulation and working memory during adolescence

Significant structural and functional brain development occurs during early adolescence. These changes underlie developments in central neurocognitive processes such as working memory (WM) and emotion regulation (ER). The preponderance of studies modeling trajectories of adolescent brain development use variable-centered approaches, omitting attention to individual differences that may undergird neurobiological embedding of early life stress and attendant psychopathology. This preregistered, data-driven study used latent transition analysis (LTA) to identify (1) latent profiles of neural function during a WM and implicit ER task, (2) transitions in profiles across 24 months, and 3) associations between transitions, parental support, and subsequent psychopathology. Using two waves of data from the ABCD Study (Mage T1 = 10; Mage T2 = 12), we found three unique profiles of neural function at both T1 and T2. The Typical, Emotion Hypo-response, and Emotion-Hyper response profiles were characterized by, respectively: moderate amygdala activation and fusiform deactivation; high ACC, fusiform, and insula deactivation; and high amygdala, ACC, and insula response to ER. While 69.5 % remained in the Typical profile from T1 to T2, 27.8 % of the sample moved from one profile at T1 to another at T2. However, neither latent profiles nor transitions exhibited associations between parental support or psychopathology symptoms.

Mother-child synchrony is high across child executive function levels for both physical and digital spatial play

PURPOSE

Play is a powerful influence on children's learning and parents can provide opportunities to learn specific content by scaffolding children's play. Parent-child synchrony (i.e., harmony, reciprocity and responsiveness in interactions) is a component of parent-child interactions that is not well characterized in studies of play.

PROCEDURES

We tested whether children's executive function relates to mother-child synchrony during physical and digital play in sixty mother-child dyads.

MAIN FINDINGS

Mother-child synchrony did not relate to children's executive function or differ by play type (physical, digital), though during digital play mother-child synchrony was higher for girls relative to boys.

CONCLUSIONS

The findings suggest that mother-child synchrony is not influenced by children's executive function and physical and digital play can be similarly beneficial in offering the opportunity for responsive, reciprocal, dynamic interactions. The sex difference suggests that further factors should be explored as influences of play synchrony.

The role of parenting in the intergenerational transmission of executive functioning: A genetically informed approach

Deficits in executive functioning both run in families and serve as a transdiagnostic risk factor for psychopathology. The present study employed twin modeling to examine parenting as an environmental pathway underlying the intergenerational transmission of executive functioning in an at-risk community sample of children and adolescents (N = 354 pairs, 167 monozygotic). Using structural equation modeling of multi-informant reports of parenting and a multi-method measure of child executive functioning, we found that better parent executive functioning related to less harsh, warmer parenting, which in turn related to better child executive functioning. Second, we assessed the etiology of executive functioning via the nuclear twin family model, finding large non-shared environmental effects (E = .69) and low-to-moderate heritability (A = .22). We did not find evidence of shared environmental effects or passive genotype-environment correlation. Third, a bivariate twin model revealed significant shared environmental overlap between both warm and harsh parenting and child executive functioning (which may indicate either passive genotype-environment correlation or environmental mediation), and non-shared environmental overlap between only harsh parenting and child executive functioning (indicating an effect of harsh parenting separable from genetic confounds). In summary, genetics contribute to the intergenerational transmission of executive functioning, with environmental mechanisms, including harsh parenting, also making unique contributions.

Mothers' and fathers' executive function both predict emergent executive function in toddlerhood

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.

Association between maternal psychological factors and offspring executive function: analysis of African-American mother-child dyads

BACKGROUND

Executive function (EF) develops throughout childhood and adolescence; however, little is known about whether and how early life factors are associated with EF during these two stages. This secondary analysis examined the associations between maternal psychological characteristics at 2 years after childbirth and offspring EF at 6 and 18 years.

METHODS

Data were from the 18-year New Mothers' Study in Memphis, TN. Women who self-identified as African-American were included (mother-child dyads: N = 414). Maternal psychological characteristics (e.g., depressive symptoms, self-esteem) were assessed using standardized questionnaires; offspring EF at 6 (i.e., working memory, response inhibition) and 18 years (e.g., working memory, sustained attention) were assessed using age-appropriate cognitive tasks. Statistical analyses included principal component analysis (PCA) and regression models.

RESULTS

PCA reduced the correlated psychological characteristics to two factors: emotionality (depressive symptoms, emotional instability) and psychological resources (self-esteem, mastery, active coping). After controlling for maternal IQ, maternal emotionality was associated with worse working memory and response inhibition (marginally significant) at 6 years. Maternal psychological resources were marginally associated with better working memory at 6 years.

CONCLUSIONS

Maternal psychological characteristics may be associated with later EF in offspring. Future studies are needed to replicate these findings and to explore potential mediators.

IMPACT

African-American mothers' depressive symptoms and emotional instability at 2 years after childbirth were associated with offspring executive function at 6 and 18 years. African-American mothers' psychological resources at 2 years after childbirth were marginally associated with offspring working memory at 6 years. Maternal IQ attenuated all of the associations observed between maternal psychological status and offspring executive function.

Parental interaction style, child engagement, and emerging executive function in fetal alcohol spectrum disorders (FASD)

Children with fetal alcohol spectrum disorders (FASD) are known to experience cognitive and neurobehavioral difficulties, including in areas of executive function and social skills development. Interventions for these challenges have focused on a number of areas, including parent-based training. Despite the general consensus that specific parenting styles consistent with an "authoritative" - warm but firm - parenting approach may influence behavioral self-regulation, it is not known what specific parental interaction styles are associated with child engagement and emerging executive function in this population. The current study used an observation-based behavioral coding scheme during parent-child play interactions and associated parent report-based executive function measures in children with FASD. Here, we demonstrate that parental interaction styles with increased responsive/child-oriented behavior and parental affect are associated with higher levels of child play engagement, while parental interaction that has increased achievement-orientation is associated with higher levels of emerging executive function in children with FASD. These findings help inform future studies on behavioral targets in parent-based training programs and highlight the importance of considering certain parental interaction styles during parent-child play.

Socio-Emotional Problems and Learning Skills of Roma and Recently Arrived Refugee Children in German Elementary Schools

Abstract. Background: In Germany, many recently arrived and minority families live in multi-ethnic, high-poverty districts. Multiple risk factors threaten their children’s development. Aims: We examined the socio-emotional problems of these children in relation to their academic learning skills and executive functioning. Method: We compared teacher-rated socio-emotional problems of n = 112 Roma children (90% foreign-born), n = 101 refugee children (all foreign-born), and n = 56 German-born immigrant children (age in months: M = 99.66, SD = 13.61) between groups and to norm data. We related socio-emotional problems to receptive vocabulary, cognitive reasoning, motor skills, and executive functioning in n = 83 refugee and Roma children. Results: Roma children showed higher rates above cut-off than norm data in all subscales, more problems in all subscales but emotional symptoms than immigrant children, and more hyperactivity/inattention and peer problems than refugee children. Refugee children showed higher rates above cut-off than norm data in all subscales and more peer problems than immigrant children. Academic learning skills were overall below average among recently arrived children. Prosocial behavior was positively linked to fine motor skills. Other socio-emotional problems were not linked to academic learning skills and executive functioning. Gross and visuo-motor skills correlated positively with other academic learning skills. Limitations: We analyzed cross-sectional data. We did not include risk factors or non-immigrant German children. Conclusion: The heightened socio-emotional problems and low academic learning skills of refugee and particularly Roma children in high-poverty districts could jeopardize their educational trajectories. Additional support measures could increase their chances for educational participation.

The Impact of Household Chaos and Dietary Intake on Executive Function in Young Children

Children's executive functions (EFs) emerge over time and can be shaped by household environments and dietary intake. However, there is a lack of knowledge about how these factors influence EFs in children aged 18-24 months. This study tested a model exploring the relations between parent-reported dietary intake, household chaos, and child EF. The sample consisted of 294 families participating in the STRONG Kids2 birth cohort study of nutrition and child health. Caregivers completed the Food Frequency Questionnaire (FFQ), the Confusion, Hubbub, and Order Scale (CHAOS), and the Behavior Rating Inventory of Executive Function^®-Preschool Version (BRIEF-P) to assess model variables. Regression analyses revealed a significant and independent association between assorted snacks and processed foods and two EF subscales. There were also significant associations between household chaos and each EF subscale. There was no significant moderation effect. These findings suggest that family households characterized by dysregulation are associated with children's EF difficulties during early childhood and that the role of unhealthy dietary intake in child EF should be explored further. Future longitudinal studies that include multi-method approaches are needed to document the mechanisms through which household chaos impacts child EF over time.

The role of infant attention and parental sensitivity in infant cognitive development in the Netherlands and China

Infant attention and parental sensitivity are important predictors of later child executive function (EF). However, most studies have investigated infant and parent factors in relation to child EF separately and included only mothers from Western samples. The current study examined whether both infant attention at 4 months and parental sensitivity at 4 and 14 months were related to infant EF (i.e., inhibition, working memory, and cognitive flexibility) at 14 months among 124 Dutch and 63 Chinese first-time mothers and fathers and their infants. Findings revealed that parental sensitivity at 4 months was not correlated with infant EF abilities at 14 months. However, infant attention at 4 months was significantly related to 14-month working memory, but not to inhibition and cognitive flexibility. Maternal sensitivity at 14 months was significantly related to 14-month inhibition, but not to working memory and cognitive flexibility). No country differences were found in the relation among 4-month infant attention, parental sensitivity, and EF outcomes. Results show that both infant and parent factors are associated with early EF development and that these correlates of early EF skills may be similar in Western and non-Western samples.

Family Function and Child Adjustment Difficulties in the COVID-19 Pandemic: An International Study

To estimate specific proximal and distal effects of COVID-19-related restrictions on families on children's adjustment problems, we conducted a six-site international study. In total, 2516 parents from Australia, China, Italy, Sweden, the United Kingdom, and the United States of America living with a young child (Mage = 5.77, SD = 1.10, range = 3 to 8 years, 47.9% female) completed an online survey between April and July 2020. The survey included the Strengths and Difficulties Questionnaire and family risk factors (parent distress, parent-child conflict, couple conflict, and household chaos) as well as a scale to index COVID-19-related family disruption. Our analyses also included public data on the stringency of national restrictions. Across the six sites, parental responses indicated elevated levels of hyperactivity, conduct, and emotion problems in children from families characterized by heightened levels of parent distress, parent-child conflict, and household chaos. In contrast, increased peer problems were more strongly related to COVID-19-related social disruption and stringency measures. Mediation models demonstrated that associations between COVID-19 social disruption and child difficulties could be explained by parental distress. Taken together, these results suggest that although the experience of the pandemic differed across countries, associations between COVID-19-related family experiences and child adjustment difficulties were similar in their nature and magnitude across six different contexts. Programs to support family resilience could help buffer the impact of the pandemic for two generations.

Effects of household chaos and parental responsiveness on child executive functions: a novel, multi-method approach

Background

Executive functions can be adversely affected by contextual risks in the home environment including chaos and parenting challenges. Furthermore, household chaos negatively influences parenting practices. Few studies, however, have examined the role of parenting in the association between household chaos and child executive functions.

Methods

Using a sample of 128 school-aged children (mean = 61.9 months, SD = 2.0, range 58–68 months) and their mothers, the present study examined direct and indirect effects (via parental responsiveness) of household chaos on child executive functioning. Multi-measures were used including performance-based assessments, behavioural observations, questionnaires, and video-home tours.

Results

Household chaos had both a direct effect on child executive functions (β = − .31, 95% CI [− .58, − .04]) and an indirect effect (β = − .05, 95% [− .13, − .01]) via parental responsiveness. Further, the indirect effect was only significant for household instability.

Conclusion

These findings indicate that parental responsiveness may be compromised by household chaos, with implications for the executive functions of school-aged children. Preventative strategies are needed to improve the stability in the home and strengthen parenting practices.

Father- and Mother-Child Reminiscing About Past Pain and Young Children's Cognitive Skills

Objective Painful experiences are common, distressing, and salient in childhood. Parent-child reminiscing about past painful experiences is an untapped opportunity to process pain-related distress and, similar to reminiscing about other distressing experiences, promotes children's broader development. Previous research has documented the role of parent-child reminiscing about past pain in children's pain-related cognitions (i.e., memories for pain), but no study to date has examined the association between parent-child reminiscing about past painful experiences and children's broader cognitive skills. Design and Methods One hundred and ten typically developing four-year-old children and one of their parents reminisced about a past painful autobiographical event. Children then completed two tasks from the NIH Toolbox Cognitive Battery, the Flanker Inhibitory Control & Attention Test and the Picture Sequence Memory Test, to measure their executive function and episodic memory, respectively. Results Results indicated that the relation between parental reminiscing style and children's executive function was moderated by child sex, such that less frequent parental use of yes-no repetition questions was associated with boys' but not girls', greater performance on the executive function task. Children displayed greater episodic memory performance when their parents reminisced using more explanations. Conclusions The current study demonstrates the key role of parent-child reminiscing about pain in children's broader development and supports the merging of developmental and pediatric psychology fields. Future longitudinal research should examine the directionality of the relation between parent-child reminiscing about past pain and children's developmental outcomes.

Environmental influences on development of executive functions in dogs

Executive functions (EFs) are a set of cognitive processes used for effortful self-regulation of behaviour. They include inhibition, working memory, cognitive flexibility and, in some models, attention. In humans, socioeconomic factors and life experiences shape development of EFs. Domestic dogs (Canis familiaris) must often regulate their behaviour in the human environment (e.g. no jumping up on humans or chasing cats), and life experiences also probably influence the development of EFs in dogs. Research into dog cognition and behaviour has been thriving, and some methods used to explore these concepts (e.g. object-choice task, questionnaires measuring traits like distraction and aggression) are likely to be sensitive to differences in EFs, even if that is not their stated aim. Here we examine relevant studies to identify experiential factors which may influence the development of EFs in dogs living in human care. These are early experience, training, housing and stress. We conclude that the development of dogs' EFs may be negatively affected by hardships, and positively by surmountable challenges, early in life. Training methods appear important, with punishment-based methods leading to poorer dog EFs. Kennel environments seem to affect dog EFs negatively. While mild stressors might enhance the development of EFs, too much stress seems to have negative effects. Regulation of behaviour, a key outcome of EFs, is crucial for dogs' integration into human society. We should, therefore, strive to better understand how the environment shapes dogs' EFs.

Parents' Views on Play and the Goal of Early Childhood Education in Relation to Children's Home Activity and Executive Functions: A Cross-Cultural Investigation

The present study investigated the cross-cultural variations in parents' views on the role of play in child development and the primary purpose of preschool education from Ethiopia and Hungary. It also examined the cross-cultural variations in preschoolers' executive functions (EF), the frequency of their engagement in home activities, and the role of these activities in the development of EF skills. Participants included 266 preschoolers (Ethiopia: 139 of which 44.6% boys; M _age = 63.83 months; SD = 7.68 months; Hungary: 127 of which 48% boys; M _age = 62.06 months; SD = 9.37 months) with their parents (Ethiopia: 45.32% male; M_age = 36.66 years; SD = 7.14 years; Hungary: 13.18% male; M _age = 37.71 years; SD = 5.97 years). The independent samples t-test showed that Ethiopian parents view fostering academic skills for preschooler significantly more important than their Hungarian counterparts do. We also found that while Ethiopian parents hold the belief that academic and cognitive development is the major purpose of preschool education, Hungarian prioritize social-emotional development and entertainment. Additionally, preschoolers in Ethiopia were reported to engage in academic and arts and crafts activities after preschool significantly more frequently than their Hungarian counterparts. On the contrary, preschoolers in Hungary were found to engage in fine-motor activities, solitary play, sports and other physical activities significantly more frequently than their Ethiopian counterparts. No significant differences were found in EF skills between preschoolers from Ethiopia and Hungary. Results from hierarchical regression analyses showed that, after accounting for age and SES, preschoolers' frequency of pretend play and their parents' play support beliefs were found to be small to medium-sized predictors of inhibitory control skills in both samples. However, children's frequency of having breakfast at home was another significant predictor in the Ethiopian sample only. The frequency of participation in arts and crafts and other fine-motor activities were found to be important predictors of preschoolers' visual-spatial working memory skills in the Ethiopian and the Hungarian samples, respectively. We also found that, after controlling for SES, parental play support was an important factor associated with preschoolers' shifting skills only in the Hungarian sample. Based on the findings, we made important conclusions.

Relations between frontal EEG maturation and inhibitory control in preschool in the prediction of children's early academic skills

Maturation of the prefrontal cortex (PFC) across the first few years of life is thought to underlie the emergence of inhibitory control (IC) abilities, which may play an important role in children's early academic success. In this growth curve modeling study (N = 364), we assessed developmental change in children's resting-state electroencephalogram (EEG) activity (6-9 Hz 'alpha' power) from 10 months to 4 years and examined whether the initial levels or amount of change in frontal alpha power were associated with children's IC at age 4 and indirectly academic skills at age 6. Results indicated that greater increases in frontal alpha power across the study period were associated with better IC, and indirectly with better performance on Woodcock-Johnson tests of reading and math achievement at age 6. Similar associations between change in EEG and age 4 vocabulary were observed but did not mediate an association with academic skills. Similar analyses with posterior alpha power showed no associations with IC. Findings underscore the significance of frontal lobe maturation from infancy to early childhood for children's intellectual development.

Screen Time and Executive Function in Toddlerhood: A Longitudinal Study

Technology is pervasive in homes with young children. Emerging evidence that electronic screen-based media use has adverse effects on executive functions may help explain negative relations between media use and early academic skills. However, longitudinal investigations are needed to test this idea. In a sample of 193 British toddlers tracked from age 2 to 3 years, we test concurrent and predictive relations between screen use and children’s executive function. We find no concurrent association between screen use and executive function; however, screen time at age 2 is negatively associated with the development of executive functions in toddlerhood from age 2 to 3, controlling for a range of covariates including verbal ability. Implications for parenting, education, and pediatric recommendations are discussed.

Patterns of growth in executive functioning during school years: Contributions of early mother-child attachment security and maternal autonomy support

Executive functioning (EF) undergoes marked developmental improvements during the early school years. Given the crucial role of EF in learning and school adjustment, it is important to document the factors that bolster the development of executive competence, especially during a period of growth. Although substantial evidence suggests that parent-child relationships relate to EF, few longitudinal studies have examined the parental antecedents of EF developmental trajectories during the school years. Accordingly, this multiyear longitudinal study (N = 102) explored the respective roles of early mother-child attachment security and maternal autonomy support in the prediction of patterns of growth in working memory, cognitive flexibility, and planning skills across Grades 2 to 4. Multilevel growth curve analyses revealed a unique positive relation between attachment security and all EF skills, whereas autonomy support was mainly independently associated with initial planning performance. These findings provide further suggestion for a global contribution of secure attachment relationships to children's executive competence and highlight the importance of supporting children's autonomy to foster the emergence of more complex EF abilities such as planning. This study also supports the relevance of considering multiple aspects of parent-child relationships to delineate how early caregiving experiences contribute to children's EF development.

An East-West contrast in executive function: Measurement invariance of computerized tasks in school-aged children and adolescents

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; M_age = 11.89 years, SD = 0.87), Hong Kong (n = 371; M_age = 12.21 years, SD = 0.99), and the United Kingdom (n = 487; M_age = 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.

Severe Poverty and Growth in Behavioral Self-Regulation: The Mediating Role of Parenting

This study examined how exposure to severe poverty related to behavioral self-regulation growth during early childhood as mediated by parenting practices. Ethnic differences were tested. Data were collected across 4 waves from 359 low-income African American and Latino families. The frequency of exposure to severe poverty was indicated by how many times family income fell below 50% of the federal poverty line across 4 waves. Behavioral self-regulation was assessed when children were 3½, 6, and 7 years old (Wave 2-4), and parenting was observed when children were age 2½ years old (Wave 1). More frequent exposure to severe poverty was associated with slower behavioral self-regulation growth, and the effect was partially mediated through less sensitive and supportive parenting practices for Latino families. The mediation was not observed for African American families. Targeting the promotion of sensitive and supportive parenting practices may be an effective strategy for accelerating self-regulation development.

Caregivers' Grit Moderates the Relationship Between Children's Executive Function and Aggression

OBJECTIVE

Previous studies have shown that the impairment of executive function is positively related to aggression in children and adolescents. What is worth investigating is the moderator of such a relationship so that aggressive behavior can be reduced effectively in those who have executive function problems. The present study examined the association between executive function and two major subtypes of aggression (proactive and reactive aggression) and whether their caregivers' grit (perseverance) moderated such relationship.

METHOD

Executive function and reactive and proactive aggression were assessed in 254 children and adolescents aged 8-19 years old, and their caregivers' grit was measured.

RESULTS

Results show that caregivers' grit plays a significant role in moderating the relationship between children's executive function and proactive aggression after controlling for the covariates including the children's age, gender, and family income. Specifically, children's executive function became more negatively associated with proactive aggression when caregivers' grit was high while the association was positive when it was low. On the other hand, the association between children's executive function and reactive aggression did not vary across different levels of caregivers' grit.

CONCLUSION

These findings suggest that proactive aggression may be reduced in those who have better executive function by enhancing their caregivers' grit, which inform the design of interventions in adjunct with the current approach (e.g., executive function training) to reduce aggression in children and adolescents in the community.

Infant screen exposure links to toddlers' inhibition, but not other EF constructs: A propensity score study

Technology is pervasive in homes of families with young children, despite evidence for negative associations between infant exposure to screen-based media and cognitive development that has led the American Academy of Pediatrics (AAP) to discourage parents from exposing children under the age of 18 months to any kind of screen time (AAP, 2016). Here, we apply a propensity score matching approach to estimate relations between electronic screen-based media use in infancy and executive function in early toddlerhood. In an international sample of 416 firstborn infants, parental report of regular exposure to screen-based media at 4 months predicted poorer performance on a test of inhibition at 14 months, but was unrelated to either cognitive flexibility or working memory at 14 months. Results of this study are therefore consistent with the view that early exposure to screen-based media adversely affects the development of executive function.

Parental warmth interacts with several genes to affect executive function components: a genome-wide environment interaction study

Background

Executive function (EF) is vital to human beings. It has been linked to many genes and family environmental factors in separate studies, but few studies have examined the potential interactions between gene(s) and environmental factor(s). The current study explored the whole genome to identify SNPs, genes, and pathways that interacted with parental warmth (PW) on EF.

Results

Nine EF tasks were used to measure its three components (common EF, updating, shifting) based on the model proposed by Miyake et al. (2000). We found that rs111605473, LAMP5, SLC4A7, and LRRK1 interacted significantly with PW to affect the updating component of EF, and the GSE43955 pathway interacted significantly with PW to affect the common EF component.

Conclusions

The current study is the first to identify genes that interacted with PW to affect EF. Further studies are needed to reveal the underlying mechanism.

Life course biopsychosocial effects of retrospective childhood social support and later-life cognition

Social support during childhood lays the foundation for social relationships throughout the life course and has been shown to predict a wide range of mental and physical health outcomes. Social support measured in late life is prospectively associated with better cognitive aging, but few studies have evaluated social support received earlier in the life course. We quantified the effects of childhood social support, reported retrospectively, on later-life cognitive trajectories and investigated biopsychosocial mechanisms underlying these associations. Latent growth curve models estimated 10-year cognitive trajectories in 8,538 participants (baseline ages 45-93; Mage = 63) in the REasons for Geographic And Racial Differences in Stroke (REGARDS) project. Independent of sociodemographics, childhood socioeconomic status, and household size, greater retrospective childhood social support was associated with better initial episodic memory, but not verbal fluency or cognitive change, in later adulthood. Associations with initial memory level were mediated by sociodemographic and psychosocial variables; specifically, those who reported greater childhood social support reported higher educational attainment and had better physical and emotional health in adulthood, which were each associated with better memory. These results provide support for broad and enduring effects of childhood social support on mental, physical, and cognitive health decades later. (PsycINFO Database Record (c) 2019 APA, all rights reserved).