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Jordan NC, Dyson N, Guba TP, Botello M, Suchanec-Cooper H, May H. Exploring the impact of a fraction sense intervention in authentic school environments: An initial investigation. J Exp Child Psychol 2024; 244:105954. [PMID: 38718680 DOI: 10.1016/j.jecp.2024.105954] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/03/2023] [Revised: 04/09/2024] [Accepted: 04/10/2024] [Indexed: 06/10/2024]
Abstract
A solid understanding of fractions is the cornerstone for acquiring proficiency with rational numbers and paves the way for learning advanced mathematical concepts such as algebra. Fraction difficulties limit not only students' educational and vocational opportunities but also their ability to solve everyday problems. Students who exit sixth grade with inadequate understanding of fractions may experience far-reaching repercussions that lead to lifelong avoidance of mathematics. This article presents the results of a randomized controlled trial focusing on the first two cohorts of a larger efficacy investigation aimed at building fraction sense in students with mathematics difficulties. Teachers implemented an evidence-informed fraction sense intervention (FSI) within their sixth-grade intervention classrooms. The lessons draw from research in cognitive science as well as mathematics education research. Employing random assignment at the classroom level, multilevel modeling revealed a significant effect of the intervention on posttest fractions scores after controlling for pretest fractions scores, working memory, vocabulary, proportional reasoning, and classroom attentive behavior. Students in the FSI group outperformed their counterparts in the control group, with noteworthy effect sizes on most fraction measures. Challenges associated with carrying out school-based intervention research are addressed.
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Affiliation(s)
| | - Nancy Dyson
- University of Delaware, Newark, DE 19716, USA
| | | | | | | | - Henry May
- University of Delaware, Newark, DE 19716, USA
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2
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McCurry KL, Toda-Thorne K, Taxali A, Angstadt M, Hardi FA, Heitzeg MM, Sripada C. Data-driven, generalizable prediction of adolescent sleep disturbances in the multisite Adolescent Brain Cognitive Development Study. Sleep 2024; 47:zsae048. [PMID: 38366843 PMCID: PMC11168765 DOI: 10.1093/sleep/zsae048] [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: 08/31/2023] [Revised: 01/21/2024] [Indexed: 02/18/2024] Open
Abstract
STUDY OBJECTIVES Sleep disturbances are common in adolescence and associated with a host of negative outcomes. Here, we assess associations between multifaceted sleep disturbances and a broad set of psychological, cognitive, and demographic variables using a data-driven approach, canonical correlation analysis (CCA). METHODS Baseline data from 9093 participants from the Adolescent Brain Cognitive Development (ABCD) Study were examined using CCA, a multivariate statistical approach that identifies many-to-many associations between two sets of variables by finding combinations for each set of variables that maximize their correlation. We combined CCA with leave-one-site-out cross-validation across ABCD sites to examine the robustness of results and generalizability to new participants. The statistical significance of canonical correlations was determined by non-parametric permutation tests that accounted for twin, family, and site structure. To assess the stability of the associations identified at baseline, CCA was repeated using 2-year follow-up data from 4247 ABCD Study participants. RESULTS Two significant sets of associations were identified: (1) difficulty initiating and maintaining sleep and excessive daytime somnolence were strongly linked to nearly all domains of psychopathology (r2 = 0.36, p < .0001); (2) sleep breathing disorders were linked to BMI and African American/black race (r2 = 0.08, p < .0001). These associations generalized to unseen participants at all 22 ABCD sites and were replicated using 2-year follow-up data. CONCLUSIONS These findings underscore interwoven links between sleep disturbances in early adolescence and psychological, social, and demographic factors.
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Affiliation(s)
| | | | - Aman Taxali
- Department of Psychiatry, University of Michigan, Ann Arbor, MI, USA
| | - Mike Angstadt
- Department of Psychiatry, University of Michigan, Ann Arbor, MI, USA
| | - Felicia A Hardi
- Department of Psychology, University of Michigan, Ann Arbor, MI, USA
| | - Mary M Heitzeg
- Department of Psychiatry, University of Michigan, Ann Arbor, MI, USA
| | - Chandra Sripada
- Department of Psychiatry, University of Michigan, Ann Arbor, MI, USA
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Wallace J, Ceschin R, Lee VK, Beluk NH, Burns C, Beers S, Lo C, Panigrahy A, Badaly D. Psychometric properties of the NIH Toolbox Cognition and Emotion Batteries among children and adolescents with congenital heart defects. Child Neuropsychol 2024:1-20. [PMID: 38247350 DOI: 10.1080/09297049.2024.2302690] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/23/2023] [Accepted: 11/26/2023] [Indexed: 01/23/2024]
Abstract
The NIH Toolbox offers brief, computerized measures of cognitive and psychosocial functioning. However, its psychometric properties were established among typically developing children and adolescents. The current study provides the first comprehensive assessment of its psychometric properties among young patients with congenital heart defects (CHD). We prospectively recruited 58 patients with CHD and 80 healthy controls between the ages of 6 and 17. Participants completed the NIH Toolbox Cognition and Emotion Batteries, a battery of clinician-administered neuropsychological tests, and ratings of their quality of life. Their parents also completed ratings of their functioning. On the Cognition Battery, we found expectable group differences and developmentally expected gains across ages. For the most part, composites and subtests were significantly correlated with neuropsychological measures of similar constructs. Higher scores were generally associated with ratings of better day-to-day functioning among children with CHD. On the Emotion Battery, we found no significant group differences, echoing prior research. For the most part, scales showed acceptable internal consistency among both groups. There was adequate construct coherence for most of questionnaires among healthy control but not participants with CHD. Correlations with a comparison tool were largely within expectable directions. The NIH Toolbox may provide a valid and useful assessment of cognitive functioning among youths with CHD. While it may offer reliable and valid scales of psychosocial functioning, further research is needed to understand the meaningfulness of the scales for participants with CHD.
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Affiliation(s)
- Julia Wallace
- Department of Radiology, University of Pittsburgh School of Medicine, Pittsburgh, PA, USA
| | - Rafael Ceschin
- Department of Radiology, University of Pittsburgh School of Medicine, Pittsburgh, PA, USA
- Department of Biomedical Informatics, University of Pittsburgh, Pittsburgh, PA, USA
| | - Vince K Lee
- Department of Radiology, University of Pittsburgh School of Medicine, Pittsburgh, PA, USA
- Department of Bioengineering, University of Pittsburgh School of Medicine, Pittsburgh, PA, USA
| | - Nancy H Beluk
- Department of Radiology, University of Pittsburgh School of Medicine, Pittsburgh, PA, USA
| | - Cheryl Burns
- Department of Psychiatry, University of Pittsburgh Medical Center, Pittsburgh, PA, USA
| | - Sue Beers
- Department of Psychiatry, University of Pittsburgh School of Medicine, Pittsburgh, PA, USA
| | - Cecilia Lo
- Department of Developmental Biology, University of Pittsburgh School of Medicine, Pittsburgh, PA, USA
| | - Ashok Panigrahy
- Department of Radiology, University of Pittsburgh School of Medicine, Pittsburgh, PA, USA
- Department of Biomedical Informatics, University of Pittsburgh, Pittsburgh, PA, USA
| | - Daryaneh Badaly
- Learning and Development Center, Child Mind Institute, New York, NY, USA
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4
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Young SR, Novack MA, Dworak EM, Kaat AJ, Hosseinian Z, Gershon RM. Using the Mobile Toolbox in child and adolescent samples: A feasibility study. Child Dev 2024. [PMID: 38217474 DOI: 10.1111/cdev.14066] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/17/2023] [Revised: 12/13/2023] [Accepted: 12/26/2023] [Indexed: 01/15/2024]
Abstract
Cognitive research with developmental samples requires improved methods that support large-scale, diverse, and open science. This paper offers initial evidence to support the Mobile Toolbox (MTB), a self-administered remote smartphone-based cognitive battery, in youth populations, from a pilot sample of 99 children (Mage = 11.79 years; 36% female; 53% White, 33% Black or African American, 9% Asian, and 15% Hispanic). Completion rates (95%-99%), practice performance (96%-100%), internal consistency (0.60-0.98), and correlations with similar NIHTB measures (0.55-0.77) provide the first evidence to support the MTB in a youth sample, although there were some inconsistencies across measures. Preliminary findings provide promising evidence of the MTB in developmental populations, and further studies are encouraged.
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Affiliation(s)
- Stephanie Ruth Young
- Department of Medical Social Sciences, Northwestern University Feinberg School of Medicine, Chicago, Illinois, USA
| | - Miriam Alana Novack
- Department of Medical Social Sciences, Northwestern University Feinberg School of Medicine, Chicago, Illinois, USA
| | - Elizabeth M Dworak
- Department of Medical Social Sciences, Northwestern University Feinberg School of Medicine, Chicago, Illinois, USA
| | - Aaron J Kaat
- Department of Medical Social Sciences, Northwestern University Feinberg School of Medicine, Chicago, Illinois, USA
| | - Zahra Hosseinian
- Department of Medical Social Sciences, Northwestern University Feinberg School of Medicine, Chicago, Illinois, USA
| | - Richard M Gershon
- Department of Medical Social Sciences, Northwestern University Feinberg School of Medicine, Chicago, Illinois, USA
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5
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Becker L, Condy E, Kaat A, Thurm A. How do 3-year-olds do on the NIH Toolbox Cognitive Battery? Child Neuropsychol 2023; 29:521-542. [PMID: 35876076 PMCID: PMC9873835 DOI: 10.1080/09297049.2022.2100337] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/15/2021] [Accepted: 06/28/2022] [Indexed: 01/27/2023]
Abstract
The NIH Toolbox includes a cognitive battery that provides an Early Childhood Composite score for children age 3-7. However, very few studies have evaluated feasibility when it is used in the youngest segment of this age range-3-year-olds. The current study evaluated performance on the four cognitive subtests composing the early childhood composite, two of which assess executive function, in a large sample of 3-year-olds enrolled in a Vanguard pilot of the National Children's Study. Results found that in a cohort of 609 3-year-olds (mean age = 39.6 months, SD = 1.6, 53% male, 64% White, 87% Non-Hispanic) who were administered four subtests included in the Early Childhood Composite, up to approximately 30% were unable to pass practice items on the Flanker, Dimensional Change Card Sort, and Picture Sequence Memory, whereas only approximately 3% were unable to pass practice items on the Picture Vocabulary Test. Furthermore, of those that did pass practice and achieve scores on the subtests, approximately 70% and 80% performed at or below chance level on the executive function tasks (Flanker and Dimensional Change Card Sort) and Picture Sequence Memory, respectively. Ultimately, the average 3-year-old has difficulty with three of the four NIH Toolbox tasks composing the Early Childhood Composite and may not yet have developed the requisite skills. These findings indicate that changes compatible with the developmental level of preschoolers are recommended to increase the feasibility and effectiveness of the NIH Toolbox in measuring individual cognition differences in 3-year-old children.
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Affiliation(s)
- Lindsey Becker
- Division of Translational Medicine, Eunice Kennedy Shriver National Institute of Child Health and Human Development, Bethesda, MD, USA
| | - Emma Condy
- Neurodevelopmental and Behavioral Phenotyping Service, National Institute of Mental Health, Bethesda, MD, USA
| | - Aaron Kaat
- Medical Social Science, Northwestern University Feinberg School of Medicine, Chicago, IL, USA
| | - Audrey Thurm
- Neurodevelopmental and Behavioral Phenotyping Service, National Institute of Mental Health, Bethesda, MD, USA
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6
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Wallace J, Ceschin R, Lee VK, Beluk NH, Burns C, Beers S, Lo C, Panigrahy A, Badaly D. Psychometric Properties of the NIH Toolbox Cognition and Emotion Batteries Among Children and Adolescents with Congenital Heart Defects. MEDRXIV : THE PREPRINT SERVER FOR HEALTH SCIENCES 2023:2023.02.11.23285800. [PMID: 36824875 PMCID: PMC9949204 DOI: 10.1101/2023.02.11.23285800] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/16/2023]
Abstract
Objective The NIH Toolbox offers brief, computerized measures of cognitive and psychosocial functioning. However, its psychometric properties were established among typically developing children and adolescents. The current study provides the first comprehensive assessment of its psychometric properties among young patients with congenital heart defects (CHD). Study Design We prospectively recruited 58 patients with CHD and 80 healthy controls between the ages of 6 and 17. Participants completed the NIH Toolbox Cognition and Emotion Batteries, a battery of clinician-administered neuropsychological tests, and ratings of their quality of life. Their parents also completed ratings of their functioning. Results On the Cognition Battery, we found expectable group differences and developmentally expected gains across ages. For the most part, composites and subtests were significantly correlated with neuropsychological measures of similar constructs. Higher scores were generally associated with ratings of better day-to-day functioning among children with CHD. On the Emotion Battery, we found no significant group differences, echoing prior research. For the most part, scales showed acceptable internal consistency among both groups. There was adequate construct coherence for most of questionnaires among healthy control but not participants with CHD. Correlations with a comparison tool were largely within expectable directions. Conclusion The NIH Toolbox may provide a valid and useful assessment of cognitive functioning among children and adolescents with CHD. While it may offer reliable and valid scales of psychosocial functioning, further research is needed to understand the meaningfulness of the scales for participants with CHD.
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Affiliation(s)
- Julia Wallace
- Department of Radiology, University of Pittsburgh School of Medicine
| | - Rafael Ceschin
- Department of Radiology, University of Pittsburgh School of Medicine
- Department of Biomedical Informatics, University of Pittsburgh
| | - Vince K. Lee
- Department of Radiology, University of Pittsburgh School of Medicine
- Department of Bioengineering, University of Pittsburgh School of Medicine
| | - Nancy H. Beluk
- Department of Radiology, University of Pittsburgh School of Medicine
| | - Cheryl Burns
- Department of Psychiatry, University of Pittsburgh Medical Center
| | - Sue Beers
- Department of Psychiatry, University of Pittsburgh School of Medicine
| | - Cecilia Lo
- Department of Developmental Biology, University of Pittsburgh School of Medicine
| | - Ashok Panigrahy
- Department of Radiology, University of Pittsburgh School of Medicine
- Department of Biomedical Informatics, University of Pittsburgh
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Zhang Q, Li JJ. Explaining the Prospective Association of Positive and Negative Parenting Behaviors and Child ADHD Symptoms: Pathways Through Child Executive Function and Reward Responsivity. J Atten Disord 2022; 26:1774-1787. [PMID: 35676827 PMCID: PMC9960170 DOI: 10.1177/10870547221104079] [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] [Indexed: 11/17/2022]
Abstract
Objective: Parenting behavior is a well-established correlate of offspring ADHD. However, little is known about how parenting exerts its effects on offspring ADHD symptomatology. We examined whether prospective associations between positive and negative parenting behaviors and child ADHD symptoms are mediated by deficits in child executive function (EF) and reward responsivity (RR). Method: One hundred and thirty-five children with and without ADHD were assessed across two Waves, when children were mean ages 6 and 8 respectively. Children completed tasks on EF, and parents completed questionnaires about their parenting behaviors and their children's RR and ADHD symptoms. Results: Negative parenting behavior at Wave 1 was indirectly associated with offspring ADHD symptoms at Wave 2 via offspring EF. Conclusion: Individual differences in EF, but not RR, during early childhood may constitute a potential pathway by which negative parenting behaviors exerts its effects on subsequent offspring ADHD symptomatology. Treatment implications are discussed.
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Affiliation(s)
- Qi Zhang
- University of Wisconsin-Madison, USA
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8
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Moses J, Sinclair B, Schwartz DL, Silbert LC, O’Brien TJ, Law M, Vivash L. Perivascular spaces as a marker of disease severity and neurodegeneration in patients with behavioral variant frontotemporal dementia. Front Neurosci 2022; 16:1003522. [PMID: 36340772 PMCID: PMC9633276 DOI: 10.3389/fnins.2022.1003522] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2022] [Accepted: 10/06/2022] [Indexed: 11/19/2022] Open
Abstract
Background Behavioural Variant Frontotemporal Dementia (bvFTD) is a rapidly progressing neurodegenerative proteinopathy. Perivascular spaces (PVS) form a part of the brain’s glymphatic clearance system. When enlarged due to poor glymphatic clearance of toxic proteins, PVS become larger and more conspicuous on MRI. Therefore, enlarged PVS may be a useful biomarker of disease severity and progression in neurodegenerative proteinopathies such as bvFTD. This study aimed to determine the utility of PVS as a biomarker of disease progression in patients with bvFTD. Materials and methods Serial baseline and week 52 MRIs acquired from ten patients with bvFTD prospectively recruited and followed in a Phase 1b open label trial of sodium selenate for bvFTD were used in this study. An automated algorithm quantified PVS on MRI, which was visually inspected and validated by a member of the study team. The number and volume of PVS were extracted and mixed models used to assess the relationship between PVS burden and other measures of disease (cognition, carer burden scale, protein biomarkers). Additional exploratory analysis investigated PVS burden in patients who appeared to not progress over the 12 months of selenate treatment (i.e., “non-progressors”). Results Overall, PVS cluster number (ß = −3.27, CI [−7.80 – 1.27], p = 0.267) and PVS volume (ß = −36.8, CI [−84.9 – 11.3], p = 0.171) did not change over the paired MRI scans 12 months apart. There was association between cognition total composite scores and the PVS burden (PVS cluster ß = −0.802e–3, CI [9.45e–3 – −6.60e–3, p ≤ 0.001; PVS volume ß = −1.30e–3, CI [−1.55e–3 – −1.05e–3], p ≤ 0.001), as well as between the change in the cognition total composite score and the change in PVS volume (ß = 4.36e–3, CI [1.33e–3 – 7.40e–3], p = 0.046) over the trial period. There was a significant association between CSF t-tau and the number of PVS clusters (ß = 2.845, CI [0.630 – 5.06], p = 0.036). Additionally, there was a significant relationship between the change in CSF t-tau and the change in the number of PVS (ß = 1.54, CI [0.918 – 2.16], p < 0.001) and PVS volume (ß = 13.8, CI [6.37 – 21.1], p = 0.003) over the trial period. An association was found between the change in NfL and the change in PVS volume (ß = 1.40, CI [0.272 – 2.52], p = 0.045) over time. Within the “non-progressor” group (n = 7), there was a significant relationship between the change in the CSF total-tau (t-tau) levels and the change in the PVS burden (PVS cluster (ß = 1.46, CI [0.577 – 2.34], p = 0.014; PVS volume ß = 14.6, CI [3.86 – 25.4], p = 0.032) over the trial period. Additionally, there was evidence of a significant relationship between the change in NfL levels and the change in the PVS burden over time (PVS cluster ß = 0.296, CI [0.229 – 0.361], p ≤ 0.001; PVS volume ß = 3.67, CI [2.42 – 4.92], p = 0.002). Conclusion Analysis of serial MRI scans 12 months apart in patients with bvFTD demonstrated a relationship between PVS burden and disease severity as measured by the total cognitive composite score and CSF t-tau. Further studies are needed to confirm PVS as a robust marker of neurodegeneration in proteinopathies.
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Affiliation(s)
- Jasmine Moses
- Department of Neuroscience, Central Clinical School, Monash University, Melbourne, VIC, Australia
| | - Benjamin Sinclair
- Department of Neuroscience, Central Clinical School, Monash University, Melbourne, VIC, Australia
- Department of Neurology, Alfred Hospital, Melbourne, VIC, Australia
- Department of Medicine, Royal Melbourne Hospital, University of Melbourne, Melbourne, VIC, Australia
| | - Daniel L. Schwartz
- NIA-Layton Oregon Aging and Alzheimer’s Disease Research Center, Oregon Health & Science University, Portland, OR, United States
- Advanced Imaging Research Center, Oregon Health and Science University, Portland, OR, United States
| | - Lisa C. Silbert
- NIA-Layton Oregon Aging and Alzheimer’s Disease Research Center, Oregon Health & Science University, Portland, OR, United States
- Department of Neurology, Portland Veterans Affairs Health Care System, Portland, OR, United States
| | - Terence J. O’Brien
- Department of Neuroscience, Central Clinical School, Monash University, Melbourne, VIC, Australia
- Department of Neurology, Alfred Hospital, Melbourne, VIC, Australia
- Department of Medicine, Royal Melbourne Hospital, University of Melbourne, Melbourne, VIC, Australia
- Department of Neurology, Royal Melbourne Hospital, University of Melbourne, Melbourne, VIC, Australia
| | - Meng Law
- Department of Neuroscience, Central Clinical School, Monash University, Melbourne, VIC, Australia
- Department of Radiology, Alfred Health, Melbourne, VIC, Australia
- Department of Electrical and Computer Systems Engineering, Monash University, Melbourne, VIC, Australia
| | - Lucy Vivash
- Department of Neuroscience, Central Clinical School, Monash University, Melbourne, VIC, Australia
- Department of Neurology, Alfred Hospital, Melbourne, VIC, Australia
- Department of Medicine, Royal Melbourne Hospital, University of Melbourne, Melbourne, VIC, Australia
- Department of Neurology, Royal Melbourne Hospital, University of Melbourne, Melbourne, VIC, Australia
- *Correspondence: Lucy Vivash,
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Kabundula PP, Mbewe EG, Mwanza-Kabaghe S, Birbeck GL, Mweemba M, Wang B, Menon JA, Bearden DR, Adams HR. Validation of the National Institute of Health Toolbox Cognition Battery (NIHTB-CB) in Children and Adolescents with and without HIV Infection in Lusaka, Zambia. AIDS Behav 2022; 26:3436-3449. [PMID: 35445991 PMCID: PMC10310430 DOI: 10.1007/s10461-022-03669-7] [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] [Accepted: 03/23/2022] [Indexed: 11/01/2022]
Abstract
The objective of this study was to validate the NIH Toolbox Cognition Battery (NIHTB-CB) in Zambian children with and without HIV-infection. Children living with HIV and HIV-exposed, uninfected (HEU) children completed traditional neuropsychological and NIHTB-CB tasks. Using pairwise correlation and a linear regression model we measured associations between traditional measure composite scores and parental ratings of children's abilities, and NIHTB-CB scores. A Receiver Operating Characteristic (ROC) curve was developed to identify participants with impairment. 389 children, 8-17 years old participated. NIHTB-CB and traditional measures converged well as a whole and when comparing analogous individual tests across the two batteries. The NIHTB-CB composite score discriminated between the groups and was positively associated with external criteria for cognitive function: parental ratings of intelligence and school performance. Some English vocabulary and/or an unfamiliar cultural context presented challenges. NIHTB-CB was associated with children's everyday cognitive abilities, though future use may require linguistic and cultural adaptation.
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Affiliation(s)
| | - Esau G Mbewe
- Department of Educational Psychology, University of Zambia, Lusaka, Zambia
| | - Sylvia Mwanza-Kabaghe
- Department of Educational Psychology, University of Zambia, Lusaka, Zambia
- University Teaching Hospital, Neurology Research Office, Lusaka, Zambia
| | - Gretchen L Birbeck
- University Teaching Hospital, Neurology Research Office, Lusaka, Zambia
- University of Zambia School of Medicine, Lusaka, Zambia
- Division of Epilepsy, University of Rochester Medical Center Department of Neurology, Rochester, NY, USA
| | - Milimo Mweemba
- Department of Educational Psychology, University of Zambia, Lusaka, Zambia
| | - Bo Wang
- Department of Population and Quantitative Health Sciences, University of Massachusetts Medical School, Massachusetts, USA
| | - J Anitha Menon
- Department of Psychology, University of Zambia, Lusaka, Zambia
| | - David R Bearden
- Division of Child Neurology, University of Rochester Medical Center Department of Neurology, Rochester, NY, USA
| | - Heather R Adams
- Division of Child Neurology, University of Rochester Medical Center Department of Neurology, Rochester, NY, USA.
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10
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Schirmbeck K, Runge R, Rao N, Wang R, Richards B, Chan SWY, Maehler C. Assessing executive functions in preschoolers in Germany and Hong Kong: testing for measurement invariance. JOURNAL OF CULTURAL COGNITIVE SCIENCE 2022. [DOI: 10.1007/s41809-022-00112-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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11
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Han X, Zhao M, Kong Z, Xie J. Association between fundamental motor skills and executive function in preschool children: A cross-sectional study. Front Psychol 2022; 13:978994. [PMID: 36092056 PMCID: PMC9453748 DOI: 10.3389/fpsyg.2022.978994] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/27/2022] [Accepted: 08/08/2022] [Indexed: 11/13/2022] Open
Abstract
Objective The main purpose of this study was to explore the association between early fundamental motor skills (FMS) and executive function (EF) in preschool children. Methods A total of 394 young children (4.07 ± 0.76 years) were evaluated. The FMS and EF were evaluated using the Test of Gross Motor Development-2 (TGMD-2) and the NIH Toolbox Cognition Battery (NTCB), respectively. Results Total FMS score was moderately and positively correlated with total EF score (r = 0.33, p < 0.001) and was a significant predictor of total EF score (β = 0.37, p < 0.001). Specifically, locomotor skills were significant predictors of inhibition control (β = 0.21, p < 0.001), working memory (β = 0.18, p < 0.01), and cognitive flexibility (β = 0.24, p < 0.001), while object control skills were only significant predictors of inhibition control (β = 0.17, p < 0.01). Conclusion FMS were significantly and positively correlated with EF and were significant predictors of EF. Early childhood policymakers, preschool teachers, and researchers should take these connections seriously and implement appropriate complex motor intervention programs in future teaching to stimulate the development of both motor and higher-order cognitive skills in preschool children.
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Affiliation(s)
- Xiaowei Han
- Faculty of Education, Beijing Normal University, Beijing, China
| | - Meiling Zhao
- Graduate School, Capital University of Physical Education and Sports, Beijing, China
| | - Zhe Kong
- Graduate School, Capital University of Physical Education and Sports, Beijing, China
| | - Jun Xie
- School of Leisure and Social Sports, Capital University of Physical Education and Sports, Beijing, China
- *Correspondence: Jun Xie,
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12
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Taylor BK, Frenzel MR, Eastman JA, Wiesman AI, Wang YP, Calhoun VD, Stephen JM, Wilson TW. Reliability of the NIH toolbox cognitive battery in children and adolescents: a 3-year longitudinal examination. Psychol Med 2022; 52:1718-1727. [PMID: 33032665 PMCID: PMC8589010 DOI: 10.1017/s0033291720003487] [Citation(s) in RCA: 25] [Impact Index Per Article: 12.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/13/2020] [Revised: 07/15/2020] [Accepted: 09/07/2020] [Indexed: 11/06/2022]
Abstract
BACKGROUND The Cognitive Battery of the National Institutes of Health Toolbox (NIH-TB) is a collection of assessments that have been adapted and normed for administration across the lifespan and is increasingly used in large-scale population-level research. However, despite increasing adoption in longitudinal investigations of neurocognitive development, and growing recommendations that the Toolbox be used in clinical applications, little is known about the long-term temporal stability of the NIH-TB, particularly in youth. METHODS The present study examined the long-term temporal reliability of the NIH-TB in a large cohort of youth (9-15 years-old) recruited across two data collection sites. Participants were invited to complete testing annually for 3 years. RESULTS Reliability was generally low-to-moderate, with intraclass correlation coefficients ranging between 0.31 and 0.76 for the full sample. There were multiple significant differences between sites, with one site generally exhibiting stronger temporal stability than the other. CONCLUSIONS Reliability of the NIH-TB Cognitive Battery was lower than expected given early work examining shorter test-retest intervals. Moreover, there were very few instances of tests meeting stability requirements for use in research; none of the tests exhibited adequate reliability for use in clinical applications. Reliability is paramount to establishing the validity of the tool, thus the constructs assessed by the NIH-TB may vary over time in youth. We recommend further refinement of the NIH-TB Cognitive Battery and its norming procedures for children before further adoption as a neuropsychological assessment. We also urge researchers who have already employed the NIH-TB in their studies to interpret their results with caution.
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Affiliation(s)
- Brittany K. Taylor
- Department of Neurological Sciences, Cognitive Neuroscience of Development & Aging (CoNDA) Center, and the Center for Magnetoencephalography, University of Nebraska Medical Center, Omaha, NE, USA
| | - Michaela R. Frenzel
- Department of Neurological Sciences, Cognitive Neuroscience of Development & Aging (CoNDA) Center, and the Center for Magnetoencephalography, University of Nebraska Medical Center, Omaha, NE, USA
| | - Jacob A. Eastman
- Department of Neurological Sciences, Cognitive Neuroscience of Development & Aging (CoNDA) Center, and the Center for Magnetoencephalography, University of Nebraska Medical Center, Omaha, NE, USA
| | - Alex I. Wiesman
- Department of Neurological Sciences, Cognitive Neuroscience of Development & Aging (CoNDA) Center, and the Center for Magnetoencephalography, University of Nebraska Medical Center, Omaha, NE, USA
| | - Yu-Ping Wang
- Department of Biomedical Engineering, Tulane University, New Orleans, LA, USA
| | | | | | - Tony W. Wilson
- Department of Neurological Sciences, Cognitive Neuroscience of Development & Aging (CoNDA) Center, and the Center for Magnetoencephalography, University of Nebraska Medical Center, Omaha, NE, USA
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13
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Robinson KJ, Lubans DR, Mavilidi MF, Hillman CH, Benzing V, Valkenborghs SR, Barker D, Riley N. Effects of Classroom-Based Resistance Training With and Without Cognitive Training on Adolescents' Cognitive Function, On-task Behavior, and Muscular Fitness. Front Psychol 2022; 13:811534. [PMID: 35386901 PMCID: PMC8977488 DOI: 10.3389/fpsyg.2022.811534] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/08/2021] [Accepted: 02/28/2022] [Indexed: 11/13/2022] Open
Abstract
Aim: Participation in classroom physical activity breaks may improve children's cognition, but few studies have involved adolescents. The primary aim of this study was to examine the effects of classroom-based resistance training with and without cognitive training on adolescents' cognitive function. Methods: Participants were 97 secondary school students (45.4% females, mean age 15.78 ± 0.44). Four-year 10 classes from one school were included in this four-arm cluster randomized controlled trial. Classes were randomly assigned to the following groups: sedentary control with no cognitive training, sedentary with cognitive training, resistance training without cognitive training, and resistance training with cognitive training. Sessions varied in levels of both cognitive demand and resistance training (i.e., high vs. low) and were administered three times per week for 4 weeks (12 sessions). Inhibition, cognitive flexibility, episodic memory, on-task behavior, and muscular fitness were assessed at baseline and post-test. Linear mixed models were used to examine changes within and between groups. Results: In comparison with the control group, episodic memory improved significantly in the resistance training without cognitive training group (-9.87 units, 95% CI: -17.71 to -2.03, p = 0.014, d = 0.72). There were no group-by-time effects for inhibition or cognitive flexibility. Classroom activity breaks both with and without cognitive demand improved participants' on-task behavior in comparison with the control and sedentary group. The resistance training programs did not lead to improvements in muscular fitness. Conclusion: Participation in body weight resistance training without cognitive training led to selective improvements in episodic memory. No training effects were found for inhibition or cognitive flexibility. A longer study period may be necessary to induce improvements in muscular fitness and associated changes in inhibition and cognitive flexibility. Clinical Trial Registration: https://www.anzctr.org.au/ACTRN12621001341819.aspx, Australian New Zealand Clinical Trials Registry-ACTRN12621001341819.
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Affiliation(s)
- Katie J Robinson
- Priority Research Centre for Physical Activity and Nutrition, College of Human and Social Futures, University of Newcastle, Callaghan, NSW, Australia.,Hunter Medical Research Institute (HMRI), Newcastle, NSW, Australia
| | - David R Lubans
- Priority Research Centre for Physical Activity and Nutrition, College of Human and Social Futures, University of Newcastle, Callaghan, NSW, Australia.,Hunter Medical Research Institute (HMRI), Newcastle, NSW, Australia
| | - Myrto F Mavilidi
- School of Education/Early Start, University of Wollongong, Wollongong, NSW, Australia
| | - Charles H Hillman
- Department of Psychology, Northeastern University, Boston, MA, United States.,Department of Physical Therapy, Movement, and Rehabilitation Sciences, Northeastern University, Boston, MA, United States
| | - Valentin Benzing
- Institute of Sport Science, University of Bern, Bern, Switzerland
| | - Sarah R Valkenborghs
- Priority Research Centre for Physical Activity and Nutrition, College of Human and Social Futures, University of Newcastle, Callaghan, NSW, Australia.,Hunter Medical Research Institute (HMRI), Newcastle, NSW, Australia
| | - Daniel Barker
- Hunter Medical Research Institute (HMRI), Newcastle, NSW, Australia
| | - Nicholas Riley
- Priority Research Centre for Physical Activity and Nutrition, College of Human and Social Futures, University of Newcastle, Callaghan, NSW, Australia.,Hunter Medical Research Institute (HMRI), Newcastle, NSW, Australia
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14
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Numeracy skills mediate the relation between executive function and mathematics achievement in early childhood. COGNITIVE DEVELOPMENT 2022. [DOI: 10.1016/j.cogdev.2022.101154] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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15
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Finders JK, Duncan RJ, Korucu I, Bryant LB, Purpura DJ, Schmitt SA. Examining Additive and Synergistic Relations Between Preschool Self-Regulation and Executive Function Skills: Predictions to Academic Outcomes. Front Psychol 2021; 12:721282. [PMID: 34777099 PMCID: PMC8581489 DOI: 10.3389/fpsyg.2021.721282] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/06/2021] [Accepted: 10/06/2021] [Indexed: 12/01/2022] Open
Abstract
In the present study, we examined the extent to which teacher-rated self-regulation and directly assessed executive function skills were independently, additively, or synergistically related to academic achievement during the transition to kindergarten. The sample included 126 children (42% female; Mage = 4.73 years) from families with low incomes who participated in a larger evaluation of state-funded preschool. Regression models with children nested in their respective preschool classrooms investigated main effects and moderated effects of teacher-rated self-regulation skills manifested in preschool classroom behaviors and cognitive executive function skills assessed through direct assessments on math, literacy, and vocabulary in the spring of preschool and in the fall of kindergarten. Results revealed independent but not additive relations between executive function and math in the spring of preschool and self-regulation and literacy in the fall of kindergarten. One significant interaction emerged providing evidence for synergistic relations between teacher-rated self-regulation and directly assessed executive function for literacy at both timepoints across the transition to kindergarten. Implications for policy and practice are discussed.
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Affiliation(s)
- Jennifer K Finders
- Department of Human Development and Family Studies, Purdue University, West Lafayette, IN, United States
| | - Robert J Duncan
- Department of Human Development and Family Studies, Purdue University, West Lafayette, IN, United States
| | - Irem Korucu
- Child Study Center, Yale University, New Haven, CT, United States
| | - Lindsey B Bryant
- Department of Human Development and Family Studies, Purdue University, West Lafayette, IN, United States
| | - David J Purpura
- Department of Human Development and Family Studies, Purdue University, West Lafayette, IN, United States
| | - Sara A Schmitt
- Department of Human Development and Family Studies, Purdue University, West Lafayette, IN, United States
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16
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Siciliano RE, Murphy LK, Prussien KV, Henry LM, Watson KH, Patel NJ, Lee CA, McNally CM, Markham LW, Compas BE, Jordan LC. Cognitive and Attentional Function in Children with Hypoplastic Left Heart Syndrome: A Pilot Study. J Clin Psychol Med Settings 2021; 28:619-626. [PMID: 33222094 PMCID: PMC8140062 DOI: 10.1007/s10880-020-09753-1] [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] [Accepted: 11/10/2020] [Indexed: 01/14/2023]
Abstract
While survival for children with hypoplastic left heart syndrome (HLHS) has improved, compromised cardiac output and oxygen delivery persist, and children show cognitive deficits. Most research has assessed young children on broad cognitive indices; less is known about specific indices in older youth. In this pilot study, cognitive function and attention in youth ages 8 to 16 years with HLHS (n = 20) was assessed with the Wechsler Intelligence Scale for Children - Fifth Edition (WISC-V) and NIH Toolbox Cognition Battery (NTCB); parents completed the Child Behavior Checklist. Children scored significantly lower than normative means on the WISC-V Full Scale IQ, Verbal Comprehension, Visual Spatial, Working Memory, and Processing Speed indices, and the NTCB Fluid Cognition Composite; effect sizes ranged from medium to large. Attention problems had a large significant effect. Child age corresponded to lower visual spatial scores. Findings highlight the importance of assessing multiple cognitive indices for targeted intervention and investigating age and disease factors as potential correlates in larger samples.
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Affiliation(s)
- Rachel E Siciliano
- Department of Psychology and Human Development, Vanderbilt University, Nashville, TN, USA
| | - Lexa K Murphy
- Department of Psychology and Human Development, Vanderbilt University, Nashville, TN, USA
| | - Kemar V Prussien
- Department of Psychology and Human Development, Vanderbilt University, Nashville, TN, USA
| | - Lauren M Henry
- Department of Psychology and Human Development, Vanderbilt University, Nashville, TN, USA
| | - Kelly H Watson
- Department of Psychology and Human Development, Vanderbilt University, Nashville, TN, USA
| | - Niral J Patel
- Department of Pediatrics, Division of Pediatric Neurology, Vanderbilt University Medical Center, 2200 Children's Way, Nashville, TN, DOT 11212, USA
| | - Chelsea A Lee
- Department of Pediatrics, Division of Pediatric Neurology, Vanderbilt University Medical Center, 2200 Children's Way, Nashville, TN, DOT 11212, USA
| | - Colleen M McNally
- Department of Psychology and Human Development, Vanderbilt University, Nashville, TN, USA
| | - Larry W Markham
- Department of Pediatrics, Division of Pediatric Cardiology, Indiana University School of Medicine, Indianapolis, IN, USA
| | - Bruce E Compas
- Department of Psychology and Human Development, Vanderbilt University, Nashville, TN, USA
| | - Lori C Jordan
- Department of Pediatrics, Division of Pediatric Neurology, Vanderbilt University Medical Center, 2200 Children's Way, Nashville, TN, DOT 11212, USA.
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17
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Dennis EL, Caeyenberghs K, Asarnow RF, Babikian T, Bartnik-Olson B, Bigler ED, Figaji A, Giza CC, Goodrich-Hunsaker NJ, Hodges CB, Hoskinson KR, Königs M, Levin HS, Lindsey HM, Livny A, Max JE, Merkley TL, Newsome MR, Olsen A, Ryan NP, Spruiell MS, Suskauer SJ, Thomopoulos SI, Ware AL, Watson CG, Wheeler AL, Yeates KO, Zielinski BA, Thompson PM, Tate DF, Wilde EA. Challenges and opportunities for neuroimaging in young patients with traumatic brain injury: a coordinated effort towards advancing discovery from the ENIGMA pediatric moderate/severe TBI group. Brain Imaging Behav 2021; 15:555-575. [PMID: 32734437 PMCID: PMC7855317 DOI: 10.1007/s11682-020-00363-x] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/13/2022]
Abstract
Traumatic brain injury (TBI) is a major cause of death and disability in children in both developed and developing nations. Children and adolescents suffer from TBI at a higher rate than the general population, and specific developmental issues require a unique context since findings from adult research do not necessarily directly translate to children. Findings in pediatric cohorts tend to lag behind those in adult samples. This may be due, in part, both to the smaller number of investigators engaged in research with this population and may also be related to changes in safety laws and clinical practice that have altered length of hospital stays, treatment, and access to this population. The ENIGMA (Enhancing NeuroImaging Genetics through Meta-Analysis) Pediatric Moderate/Severe TBI (msTBI) group aims to advance research in this area through global collaborative meta-analysis of neuroimaging data. In this paper, we discuss important challenges in pediatric TBI research and opportunities that we believe the ENIGMA Pediatric msTBI group can provide to address them. With the paucity of research studies examining neuroimaging biomarkers in pediatric patients with TBI and the challenges of recruiting large numbers of participants, collaborating to improve statistical power and to address technical challenges like lesions will significantly advance the field. We conclude with recommendations for future research in this field of study.
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Affiliation(s)
- Emily L Dennis
- TBI and Concussion Center, Department of Neurology, University of Utah School of Medicine, Salt Lake City, UT, USA.
- Imaging Genetics Center, Stevens Neuroimaging & Informatics Institute, Keck School of Medicine of USC, Marina del Rey, Los Angeles, CA, USA.
- Psychiatry Neuroimaging Laboratory, Brigham & Women's Hospital, Boston, MA, USA.
| | - Karen Caeyenberghs
- Cognitive Neuroscience Unit, School of Psychology, Deakin University, Geelong, Australia
| | - Robert F Asarnow
- Department of Psychiatry and Biobehavioral Sciences, Semel Institute for Neuroscience and Human Behavior, UCLA, Los Angeles, CA, USA
- Brain Research Institute, UCLA, Los Angeles, CA, USA
- Department of Psychology, UCLA, Los Angeles, CA, USA
| | - Talin Babikian
- Department of Psychiatry and Biobehavioral Sciences, Semel Institute for Neuroscience and Human Behavior, UCLA, Los Angeles, CA, USA
- UCLA Steve Tisch BrainSPORT Program, Los Angeles, CA, USA
| | - Brenda Bartnik-Olson
- Department of Radiology, Loma Linda University Medical Center, Loma Linda, CA, USA
| | - Erin D Bigler
- TBI and Concussion Center, Department of Neurology, University of Utah School of Medicine, Salt Lake City, UT, USA
- Department of Psychology, Brigham Young University, Provo, UT, USA
- Neuroscience Center, Brigham Young University, Provo, UT, USA
| | - Anthony Figaji
- Division of Neurosurgery, University of Cape Town, Cape Town, South Africa
- Neuroscience Institute, University of Cape Town, Cape Town, South Africa
| | - Christopher C Giza
- UCLA Steve Tisch BrainSPORT Program, Los Angeles, CA, USA
- Department of Neurosurgery, David Geffen School of Medicine at UCLA, Los Angeles, CA, USA
| | - Naomi J Goodrich-Hunsaker
- TBI and Concussion Center, Department of Neurology, University of Utah School of Medicine, Salt Lake City, UT, USA
- Department of Psychology, Brigham Young University, Provo, UT, USA
- George E. Wahlen Veterans Affairs Salt Lake City Healthcare System, Salt Lake City, UT, USA
| | - Cooper B Hodges
- TBI and Concussion Center, Department of Neurology, University of Utah School of Medicine, Salt Lake City, UT, USA
- Department of Psychology, Brigham Young University, Provo, UT, USA
- George E. Wahlen Veterans Affairs Salt Lake City Healthcare System, Salt Lake City, UT, USA
| | - Kristen R Hoskinson
- Center for Biobehavioral Health, The Abigail Wexner Research Institute at Nationwide Children's Hospital, Columbus, OH, USA
- Department of Pediatrics, The Ohio State University College of Medicine, Columbus, OH, USA
| | - Marsh Königs
- Emma Children's Hospital, Amsterdam UMC, University of Amsterdam, Emma Neuroscience Group, Amsterdam, The Netherlands
| | - Harvey S Levin
- H. Ben Taub Department of Physical Medicine and Rehabilitation, Baylor College of Medicine, Houston, TX, USA
- Michael E. DeBakey Veterans Affairs Medical Center, Houston, TX, USA
| | - Hannah M Lindsey
- TBI and Concussion Center, Department of Neurology, University of Utah School of Medicine, Salt Lake City, UT, USA
- Department of Psychology, Brigham Young University, Provo, UT, USA
- George E. Wahlen Veterans Affairs Salt Lake City Healthcare System, Salt Lake City, UT, USA
| | - Abigail Livny
- Department of Diagnostic Imaging, Sheba Medical Center, Ramat Gan, Tel-Hashomer, Israel
- Joseph Sagol Neuroscience Center, Sheba Medical Center, Ramat Gan, Tel-Hashomer, Israel
| | - Jeffrey E Max
- Department of Psychiatry, University of California, La Jolla, San Diego, CA, USA
- Department of Psychiatry, Rady Children's Hospital, San Diego, CA, USA
| | - Tricia L Merkley
- TBI and Concussion Center, Department of Neurology, University of Utah School of Medicine, Salt Lake City, UT, USA
- Department of Psychology, Brigham Young University, Provo, UT, USA
- Neuroscience Center, Brigham Young University, Provo, UT, USA
| | - Mary R Newsome
- H. Ben Taub Department of Physical Medicine and Rehabilitation, Baylor College of Medicine, Houston, TX, USA
- Michael E. DeBakey Veterans Affairs Medical Center, Houston, TX, USA
| | - Alexander Olsen
- Department of Psychology, Norwegian University of Science and Technology, Trondheim, Norway
- Department of Physical Medicine and Rehabilitation, St. Olavs Hospital, Trondheim University Hospital, Trondheim, Norway
| | - Nicholas P Ryan
- Cognitive Neuroscience Unit, School of Psychology, Deakin University, Geelong, Australia
- Department of Paediatrics, The University of Melbourne, Melbourne, Australia
- Department of Clinical Sciences, Murdoch Children's Research Institute, Melbourne, Australia
| | - Matthew S Spruiell
- H. Ben Taub Department of Physical Medicine and Rehabilitation, Baylor College of Medicine, Houston, TX, USA
| | - Stacy J Suskauer
- Kennedy Krieger Institute, Baltimore, MD, USA
- Departments of Physical Medicine & Rehabilitation and Pediatrics, Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | - Sophia I Thomopoulos
- Imaging Genetics Center, Stevens Neuroimaging & Informatics Institute, Keck School of Medicine of USC, Marina del Rey, Los Angeles, CA, USA
| | - Ashley L Ware
- Department of Psychology, University of Calgary, Calgary, Alberta, Canada
| | - Christopher G Watson
- Department of Pediatrics, Children's Learning Institute, University of Texas Health Science Center at Houston, Houston, TX, USA
| | - Anne L Wheeler
- Hospital for Sick Children, Neuroscience and Mental Health Program, Toronto, Canada
- Physiology Department, University of Toronto, Toronto, Canada
| | - Keith Owen Yeates
- Department of Psychology, University of Calgary, Calgary, Alberta, Canada
- Alberta Children's Hospital Research Institute and Hotchkiss Brain Institute, University of Calgary, Calgary, Alberta, Canada
- Departments of Pediatrics and Clinical Neurosciences, University of Calgary, Calgary, Alberta, Canada
| | - Brandon A Zielinski
- TBI and Concussion Center, Department of Neurology, University of Utah School of Medicine, Salt Lake City, UT, USA
- Department of Pediatrics, University of Utah School of Medicine, Salt Lake City, UT, USA
| | - Paul M Thompson
- Imaging Genetics Center, Stevens Neuroimaging & Informatics Institute, Keck School of Medicine of USC, Marina del Rey, Los Angeles, CA, USA
- Departments of Neurology, Pediatrics, Psychiatry, Radiology, Engineering, and Ophthalmology, USC, Los Angeles, CA, USA
| | - David F Tate
- TBI and Concussion Center, Department of Neurology, University of Utah School of Medicine, Salt Lake City, UT, USA
- Department of Psychology, Brigham Young University, Provo, UT, USA
- George E. Wahlen Veterans Affairs Salt Lake City Healthcare System, Salt Lake City, UT, USA
- Missouri Institute of Mental Health and University of Missouri, St Louis, MO, USA
| | - Elisabeth A Wilde
- TBI and Concussion Center, Department of Neurology, University of Utah School of Medicine, Salt Lake City, UT, USA
- George E. Wahlen Veterans Affairs Salt Lake City Healthcare System, Salt Lake City, UT, USA
- H. Ben Taub Department of Physical Medicine and Rehabilitation, Baylor College of Medicine, Houston, TX, USA
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18
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Quantifying mechanisms of cognition with an experiment and modeling ecosystem. Behav Res Methods 2021; 53:1833-1856. [PMID: 33604839 DOI: 10.3758/s13428-020-01534-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/21/2020] [Indexed: 11/08/2022]
Abstract
Although there have been major strides toward uncovering the neurobehavioral mechanisms involved in cognitive functions like memory and decision making, methods for measuring behavior and accessing latent processes through computational means remain limited. To this end, we have created SUPREME (Sensing to Understanding and Prediction Realized via an Experiment and Modeling Ecosystem): a toolbox for comprehensive cognitive assessment, provided by a combination of construct-targeted tasks and corresponding computational models. SUPREME includes four tasks, each developed symbiotically with a mechanistic model, which together provide quantified assessments of perception, cognitive control, declarative memory, reward valuation, and frustrative nonreward. In this study, we provide validation analyses for each task using two sessions of data from a cohort of cognitively normal participants (N = 65). Measures of test-retest reliability (r: 0.58-0.75), stability of individual differences (ρ: 0.56-0.70), and internal consistency (α: 0.80-0.86) support the validity of our tasks. After fitting the models to data from individual subjects, we demonstrate each model's ability to capture observed patterns of behavioral results across task conditions. Our computational approaches allow us to decompose behavior into cognitively interpretable subprocesses, which we can compare both within and between participants. We discuss potential future applications of SUPREME, including clinical assessments, longitudinal tracking of cognitive functions, and insight into compensatory mechanisms.
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19
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Siciliano RE, Thigpen JC, Desjardins L, Cook JL, Steele EH, Gruhn MA, Ichinose M, Park S, Esbenshade AJ, Pastakia D, Wellons JC, Compas BE. Working memory training in pediatric brain tumor survivors after recent diagnosis: Challenges and initial effects. APPLIED NEUROPSYCHOLOGY-CHILD 2021; 11:412-421. [PMID: 33501845 DOI: 10.1080/21622965.2021.1875226] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
Research shows promise for cognitive interventions for children diagnosed with brain tumors. Interventions have been delivered approximately 5 years postdiagnosis on average, yet recent evidence shows cognitive deficits may appear near diagnosis. The present study assessed the feasibility and initial effects of working memory training in children with brain tumors delivered soon after diagnosis and followed 2 years postdiagnosis. Children completed baseline assessments 10 months postdiagnosis and were randomized to complete adaptive or nonadaptive (i.e., control) Cogmed Working Memory Training. Children were administered the WISC-IV Working Memory Index (WMI) and NIH Toolbox Cognitive Battery (NTCB), and parents completed attentional and executive function measures at four time points. On average, participants completed half of prescribed Cogmed sessions. Retention for the three follow-up assessments proved difficult. For both Cogmed groups, WMI and NTCB scores significantly improved immediately postintervention compared to baseline scores. Significant differences were not maintained at the remaining follow-ups. There was preliminary evidence for improved executive function at the final follow-up on parent-reported measures. Working memory training closer to diagnosis proved difficult, though results suggest evidence of cognitive improvement. Future studies should continue to examine potentially efficacious interventions for children with brain tumors and optimal delivery windows to maximize impact.
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Affiliation(s)
- Rachel E Siciliano
- Department of Psychology and Human Development, Vanderbilt University, Nashville, Tennessee, USA
| | - Jennifer C Thigpen
- Department of Psychology and Human Development, Vanderbilt University, Nashville, Tennessee, USA
| | - Leandra Desjardins
- Department of Psychology and Human Development, Vanderbilt University, Nashville, Tennessee, USA
| | - Jessica L Cook
- Department of Psychology and Human Development, Vanderbilt University, Nashville, Tennessee, USA
| | - Ellen H Steele
- Department of Psychology and Human Development, Vanderbilt University, Nashville, Tennessee, USA
| | - Meredith A Gruhn
- Department of Psychology and Human Development, Vanderbilt University, Nashville, Tennessee, USA
| | - Megan Ichinose
- Department of Psychology, Vanderbilt University, Nashville, Tennessee, USA
| | - Sohee Park
- Department of Psychology, Vanderbilt University, Nashville, Tennessee, USA
| | - Adam J Esbenshade
- Department of Pediatrics, Vanderbilt University Medical Center, Nashville, Tennessee, USA
| | - Devang Pastakia
- Department of Pediatrics, Vanderbilt University Medical Center, Nashville, Tennessee, USA
| | - John C Wellons
- Department of Neurosurgery, Vanderbilt University Medical Center, Nashville, Tennessee, USA
| | - Bruce E Compas
- Department of Psychology and Human Development, Vanderbilt University, Nashville, Tennessee, USA
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20
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Ross RA, Baldwin DA. Development and Initial Validation of a Scale Measuring Young Children’s Self-Perceptions of Trait Cognitive Control. JOURNAL OF COGNITION AND DEVELOPMENT 2021. [DOI: 10.1080/15248372.2020.1867554] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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21
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Zelazo PD, Lourenco SF, Frank MC, Elison JT, Heaton RK, Wellman HM, Slotkin J, Kharitonova M, Reznick JS. Measurement of Cognition for the National Children's Study. Front Pediatr 2021; 9:603126. [PMID: 34136435 PMCID: PMC8200393 DOI: 10.3389/fped.2021.603126] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/05/2020] [Accepted: 05/04/2021] [Indexed: 12/03/2022] Open
Abstract
The National Children's Study Cognitive Health Domain Team developed detailed plans for assessing cognition longitudinally from infancy to early adulthood. These plans identify high-priority aspects of cognition that can be measured efficiently and effectively, and we believe they can serve as a model for future large-scale longitudinal research. For infancy and toddlerhood, we proposed several paradigms that collectively allowed us to assess six broad cognitive constructs: (1) executive function skills, (2) episodic memory, (3) language, (4) processing speed, (5) spatial and numerical processing, and (6) social cognition. In some cases, different trial sequences within a paradigm allow for the simultaneous assessment of multiple cognitive skills (e.g., executive function skills and processing speed). We define each construct, summarize its significance for understanding developmental outcomes, discuss the feasibility of its assessment throughout development, and present our plan for measuring specific skills at different ages. Given the need for well-validated, direct behavioral measures of cognition that can be used in large-scale longitudinal studies, especially from birth to age 3 years, we also initiated three projects focused on the development of new measures.
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Affiliation(s)
- Philip David Zelazo
- Institute of Child Development, University of Minnesota, Minneapolis, MN, United States
| | - Stella F Lourenco
- Department of Psychology, Emory University, Atlanta, GA, United States
| | - Michael C Frank
- Department of Psychology, Stanford University, Palo Alto, CA, United States
| | - Jed T Elison
- Institute of Child Development, University of Minnesota, Minneapolis, MN, United States
| | - Robert K Heaton
- Department Psychiatry, University of California, San Diego, San Diego, CA, United States
| | - Henry M Wellman
- Department of Psychology, University of Michigan, Ann Arbor, MI, United States
| | - Jerry Slotkin
- Center for Health Research and Translation, University of Delaware, Newark, DE, United States
| | | | - J Steven Reznick
- Department of Psychology, University of North Carolina at Chapel Hill, Chapel Hill, NC, United States
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22
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Gullett JM, Chen Z, O'Shea A, Akbar M, Bian J, Rani A, Porges EC, Foster TC, Woods AJ, Modave F, Cohen RA. MicroRNA predicts cognitive performance in healthy older adults. Neurobiol Aging 2020; 95:186-194. [PMID: 32846274 PMCID: PMC7606424 DOI: 10.1016/j.neurobiolaging.2020.07.023] [Citation(s) in RCA: 24] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/21/2020] [Revised: 07/01/2020] [Accepted: 07/25/2020] [Indexed: 12/11/2022]
Abstract
The expression of microRNA (miRNA) is influenced by ongoing biological processes, including aging, and has begun to play a role in the measurement of neurodegenerative processes in central nervous system. The purpose of this study is to utilize machine learning approaches to determine whether miRNA can be utilized as a blood-based biomarker of cognitive aging. A random forest regression combining miRNA with biological (brain volume), clinical (comorbid conditions), and demographic variables in 115 typically aging older adults explained the greatest level of variance in cognitive performance compared to the other machine learning models explored. Three miRNA (miR-140-5p, miR-197-3p, and miR-501-3p) were top-ranked predictors of multiple cognitive outcomes (Fluid, Crystallized, and Overall Cognition) and past studies of these miRNA link them to cellular senescence, inflammatory signals for atherosclerotic formation, and potential development of neurodegenerative disorders (e.g., Alzheimer's disease). Several novel miRNAs were also linked to age and multiple cognitive functions, findings which together warrant further exploration linking these miRNAs to brain-derived metrics of neurodegeneration in typically aging older adults.
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Affiliation(s)
- Joseph M Gullett
- Center for Cognitive Aging and Memory, Department of Clinical & Health Psychology, University of Florida, Gainesville, FL, USA.
| | - Zhaoyi Chen
- Department of Health Outcomes & Biomedical Informatics, University of Florida, Gainesville, FL, USA
| | - Andrew O'Shea
- Center for Cognitive Aging and Memory, Department of Clinical & Health Psychology, University of Florida, Gainesville, FL, USA
| | - Maisha Akbar
- Center for Cognitive Aging and Memory, Department of Clinical & Health Psychology, University of Florida, Gainesville, FL, USA
| | - Jiang Bian
- Department of Health Outcomes & Biomedical Informatics, University of Florida, Gainesville, FL, USA
| | - Asha Rani
- Department of Neuroscience, University of Florida, Gainesville, FL, USA
| | - Eric C Porges
- Center for Cognitive Aging and Memory, Department of Clinical & Health Psychology, University of Florida, Gainesville, FL, USA
| | - Thomas C Foster
- Department of Neuroscience, University of Florida, Gainesville, FL, USA
| | - Adam J Woods
- Center for Cognitive Aging and Memory, Department of Clinical & Health Psychology, University of Florida, Gainesville, FL, USA; Department of Neuroscience, University of Florida, Gainesville, FL, USA
| | - Francois Modave
- Department of Health Outcomes & Biomedical Informatics, University of Florida, Gainesville, FL, USA
| | - Ronald A Cohen
- Center for Cognitive Aging and Memory, Department of Clinical & Health Psychology, University of Florida, Gainesville, FL, USA
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Gullett JM, O'Shea A, Lamb DG, Porges EC, O'Shea DM, Pasternak O, Cohen RA, Woods AJ. The association of white matter free water with cognition in older adults. Neuroimage 2020; 219:117040. [PMID: 32534124 PMCID: PMC7429363 DOI: 10.1016/j.neuroimage.2020.117040] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/07/2019] [Revised: 05/19/2020] [Accepted: 06/05/2020] [Indexed: 12/18/2022] Open
Abstract
BACKGROUND Extracellular free water within cerebral white matter tissue has been shown to increase with age and pathology, yet the cognitive consequences of free water in typical aging prior to the development of neurodegenerative disease remains unclear. Understanding the contribution of free water to cognitive function in older adults may provide important insight into the neural mechanisms of the cognitive aging process. METHODS A diffusion-weighted MRI measure of extracellular free water as well as a commonly used diffusion MRI metric (fractional anisotropy) along nine bilateral white matter pathways were examined for their relationship with cognitive function assessed by the NIH Toolbox Cognitive Battery in 47 older adults (mean age = 74.4 years, SD = 5.4 years, range = 65-85 years). Probabilistic tractography at the 99th percentile level of probability (Tracts Constrained by Underlying Anatomy; TRACULA) was utilized to produce the pathways on which microstructural characteristics were overlaid and examined for their contribution to cognitive function independent of age, education, and gender. RESULTS When examining the 99th percentile probability core white matter pathway derived from TRACULA, poorer fluid cognitive ability was related to higher mean free water values across the angular and cingulum bundles of the cingulate gyrus, as well as the corticospinal tract and the superior longitudinal fasciculus. There was no relationship between cognition and mean FA or free water-adjusted FA across the 99th percentile core white matter pathway. Crystallized cognitive ability was not associated with any of the diffusion measures. When examining cognitive domains comprising the NIH Toolbox Fluid Cognition index relationships with these white matter pathways, mean free water demonstrated strong hemispheric and functional specificity for cognitive performance, whereas mean FA was not related to age or cognition across the 99th percentile pathway. CONCLUSIONS Extracellular free water within white matter appears to increase with normal aging, and higher values are associated with significantly lower fluid but not crystallized cognitive functions. When using TRACULA to estimate the core of a white matter pathway, a higher degree of free water appears to be highly specific to the pathways associated with memory, working memory, and speeded decision-making performance, whereas no such relationship existed with FA. These data suggest that free water may play an important role in the cognitive aging process, and may serve as a stronger and more specific indicator of early cognitive decline than traditional diffusion MRI measures, such as FA.
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Affiliation(s)
- Joseph M Gullett
- Center for Cognitive Aging and Memory, McKnight Brain Institute, Department of Clinical & Health Psychology, University of Florida, 1225 Center Drive, Gainesville, FL, 32610-0165, USA.
| | - Andrew O'Shea
- Center for Cognitive Aging and Memory, McKnight Brain Institute, Department of Clinical & Health Psychology, University of Florida, 1225 Center Drive, Gainesville, FL, 32610-0165, USA
| | - Damon G Lamb
- Center for Cognitive Aging and Memory, McKnight Brain Institute, Department of Clinical & Health Psychology, University of Florida, 1225 Center Drive, Gainesville, FL, 32610-0165, USA; Brain Rehabilitation Research Center, Malcom Randall VA Medical Center, 1601 SW Archer Road, Gainesville, FL, 32608, USA; Department of Psychiatry, University of Florida, 100 S. Newell Dr., L4100, McKnight Brain Institute, Gainesville, FL, 32611, USA
| | - Eric C Porges
- Center for Cognitive Aging and Memory, McKnight Brain Institute, Department of Clinical & Health Psychology, University of Florida, 1225 Center Drive, Gainesville, FL, 32610-0165, USA
| | - Deirdre M O'Shea
- Center for Cognitive Aging and Memory, McKnight Brain Institute, Department of Clinical & Health Psychology, University of Florida, 1225 Center Drive, Gainesville, FL, 32610-0165, USA
| | - Ofer Pasternak
- Departments of Psychiatry and Radiology, Brigham and Women's Hospital, Harvard Medical School, 1249 Boylston St., Boston, MA, 02215, USA
| | - Ronald A Cohen
- Center for Cognitive Aging and Memory, McKnight Brain Institute, Department of Clinical & Health Psychology, University of Florida, 1225 Center Drive, Gainesville, FL, 32610-0165, USA
| | - Adam J Woods
- Center for Cognitive Aging and Memory, McKnight Brain Institute, Department of Clinical & Health Psychology, University of Florida, 1225 Center Drive, Gainesville, FL, 32610-0165, USA
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Zimmermann L, Frank HE, Subiaul F, Barr R. Applying computational modeling to assess age-, sex-, and strategy-related differences in Spin the Pots, a working memory task for 2- to 4-year-olds. Dev Psychobiol 2020; 63:42-53. [PMID: 32729131 DOI: 10.1002/dev.22016] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/13/2018] [Revised: 04/14/2020] [Accepted: 05/20/2020] [Indexed: 11/07/2022]
Abstract
Working memory (WM) develops rapidly during early childhood. In the present study, visual WM (VSM) was measured using the well-established Spin the Pots task (Hughes & Ensor, 2005), a complex non-verbal eight-location object occlusion task. A self-ordered hiding procedure was adopted to allow for an examination of children's strategy use during a VWM task. Participants (N = 640) between the ages of 2 and 4 years were tested under semi-naturalistic conditions, in the home or in a museum. Computational modeling was used to estimate an expected value for the total trials to complete Spin the Pots via a random search and child performance was compared to expected values. Based on this approach, we determined that children who found six stickers retrieved them in significantly fewer trials than the expected value, excluding chance performance and implicating VWM. Results also showed age-related and sex-related changes in VWM. Between 2 and 4 years of age, 4-year-olds performed significantly better than younger children and girls out-performed the boys. Spontaneous use of a color matching hiding strategy was associated with a higher success rate on the task. Implications of these findings for early development of VWM are discussed.
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Affiliation(s)
- Laura Zimmermann
- Department of Psychology, Georgetown University, Washington, DC, USA
| | - Hannah E Frank
- Department of Psychology, Temple University, Philadelphia, PA, USA
| | - Francys Subiaul
- Department of Speech, Language, and Hearing Sciences, The George Washington University, Washington, DC, USA.,Department of Anthropology, Center for the Advanced Study of Human Paleobiology, The George Washington University, Washington, DC, USA.,Institute for Neuroscience and Mind-Brain Institute, The George Washington University, Washington, DC, USA
| | - Rachel Barr
- Department of Psychology, Georgetown University, Washington, DC, USA
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Snitz BE, Tudorascu DL, Yu Z, Campbell E, Lopresti BJ, Laymon CM, Minhas DS, Nadkarni NK, Aizenstein HJ, Klunk WE, Weintraub S, Gershon RC, Cohen AD. Associations between NIH Toolbox Cognition Battery and in vivo brain amyloid and tau pathology in non-demented older adults. ALZHEIMER'S & DEMENTIA (AMSTERDAM, NETHERLANDS) 2020; 12:e12018. [PMID: 32426450 PMCID: PMC7228102 DOI: 10.1002/dad2.12018] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/19/2019] [Revised: 01/13/2020] [Accepted: 01/23/2020] [Indexed: 12/04/2022]
Abstract
INTRODUCTION The National Institutes of Health (NIH) Toolbox Cognition Battery (NIHTB-CB) was developed to be a common assessment metric across a broad array of research studies. We investigated associations between NIHTB-CB and brain amyloid and tau deposition in cognitively unimpaired older adults. METHODS One hundred eighteen community-based volunteers completed magnetic resonance imaging (MRI), Pittsburgh compound B (PiB)-PET (positron emission tomography) and AV-1451-PET neuroimaging, a neuropsychological evaluation, NIHTB-CB, and the Clinical Dementia Rating (CDR) scale. Demographically adjusted regression models evaluated cognition-biomarker associations; standardized effect sizes allowed comparison of association strength across measures. RESULTS No NIHTB-CB measures were associated with amyloid deposition. NIHTB-CB measures of fluid cognition, including Pattern Comparison Processing Speed, Dimensional Change Card Sort, and Fluid Cognition Composite, were associated with tau deposition in higher Braak regions. Pattern Comparison Processing Speed was the most robust association with sensitivity analyses. DISCUSSION NIHTB-CB tasks of processing speed and executive functions may be sensitive to pathologic tau deposition on imaging in normal aging.
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Affiliation(s)
- Beth E. Snitz
- Department of NeurologyUniversity of PittsburghSchool of MedicinePittsburghPennsylvania
| | - Dana L. Tudorascu
- Department of MedicineUniversity of Pittsburgh School of MedicinePittsburghPennsylvania
| | - Zheming Yu
- Department of RadiologyUniversity of Pittsburgh School of MedicinePittsburghPennsylvania
| | - Elizabeth Campbell
- Department of RadiologyUniversity of Pittsburgh School of MedicinePittsburghPennsylvania
| | - Brian J. Lopresti
- Department of RadiologyUniversity of Pittsburgh School of MedicinePittsburghPennsylvania
| | - Charles M. Laymon
- Department of RadiologyUniversity of Pittsburgh School of MedicinePittsburghPennsylvania
- Department of BioengineeringUniversity of Pittsburgh School of EngineeringPittsburghPennsylvania
| | - Davneet S. Minhas
- Department of RadiologyUniversity of Pittsburgh School of MedicinePittsburghPennsylvania
| | - Neelesh K. Nadkarni
- Department of MedicineUniversity of Pittsburgh School of MedicinePittsburghPennsylvania
| | - Howard J. Aizenstein
- Department of BioengineeringUniversity of Pittsburgh School of EngineeringPittsburghPennsylvania
- Department of PsychiatryUniversity of Pittsburgh School of MedicinePittsburghPennsylvania
| | - William E. Klunk
- Department of PsychiatryUniversity of Pittsburgh School of MedicinePittsburghPennsylvania
| | - Sandra Weintraub
- Department of Psychiatry and Behavioral SciencesNorthwestern University Feinberg School of MedicineChicagoIllinois
| | - Richard C. Gershon
- Department of Medical Social SciencesNorthwestern University Feinberg School of MedicineChicagoIllinois
| | - Ann D. Cohen
- Department of PsychiatryUniversity of Pittsburgh School of MedicinePittsburghPennsylvania
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Fox RS, Manly JJ, Slotkin J, Devin Peipert J, Gershon RC. Reliability and Validity of the Spanish-Language Version of the NIH Toolbox. Assessment 2020; 28:457-471. [PMID: 32264689 DOI: 10.1177/1073191120913943] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/15/2022]
Abstract
The psychometric properties of the English-language NIH Toolbox for Assessment of Neurological and Behavioral Function (NIH Toolbox) have been examined in numerous populations. This study evaluated the reliability and validity of the Spanish-language NIH Toolbox. Participants were children aged 3 to 7 years and adults aged 18 to 85 years who took part in the NIH Toolbox norming study in Spanish. Results supported the internal consistency reliability of included measures. Test-retest reliability was strong for most tests, though it was weaker for the test of olfaction among children and the test of locomotion among adults. Spearman's correlations and general linear models showed Spanish tests were often associated with age, sex, and education. Convergent validity for the two language measures that underwent more intensive development, evaluated via Spearman's correlations with legacy measures, was strong. Results support using the Spanish-language NIH Toolbox to measure neurological and behavioral functioning among Spanish-speaking individuals in the United States.
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Affiliation(s)
- Rina S Fox
- Northwestern University, Chicago, IL, USA
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27
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Marshall AT, Betts S, Kan EC, McConnell R, Lanphear BP, Sowell ER. Association of lead-exposure risk and family income with childhood brain outcomes. Nat Med 2020; 26:91-97. [PMID: 31932788 PMCID: PMC6980739 DOI: 10.1038/s41591-019-0713-y] [Citation(s) in RCA: 79] [Impact Index Per Article: 19.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2019] [Accepted: 11/22/2019] [Indexed: 02/08/2023]
Abstract
Socioeconomic factors influence brain development and structure, but most studies have overlooked neurotoxic insults that impair development, such as lead exposure. Childhood lead exposure affects cognitive development at the lowest measurable concentrations, but little is known about its impact on brain development during childhood. We examined cross-sectional associations among brain structure, cognition, geocoded measures of the risk of lead exposure and sociodemographic characteristics in 9,712 9- and 10-year-old children. Here we show stronger negative associations of living in high-lead-risk census tracts in children from lower- versus higher-income families. With increasing risk of exposure, children from lower-income families exhibited lower cognitive test scores, smaller cortical volume and smaller cortical surface area. Reducing environmental insults associated with lead-exposure risk might confer greater benefit to children experiencing more environmental adversity, and further understanding of the factors associated with high lead-exposure risk will be critical for improving such outcomes in children.
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Affiliation(s)
- Andrew T Marshall
- Children's Hospital Los Angeles, and the Department of Pediatrics, University of Southern California, Los Angeles, CA, USA
| | - Samantha Betts
- Children's Hospital Los Angeles, and the Department of Pediatrics, University of Southern California, Los Angeles, CA, USA
| | - Eric C Kan
- Children's Hospital Los Angeles, and the Department of Pediatrics, University of Southern California, Los Angeles, CA, USA
| | - Rob McConnell
- Department of Preventive Medicine, University of Southern California, Los Angeles, CA, USA
| | - Bruce P Lanphear
- Faculty of Health Sciences, Simon Fraser University, Vancouver, British Columbia, Canada
| | - Elizabeth R Sowell
- Children's Hospital Los Angeles, and the Department of Pediatrics, University of Southern California, Los Angeles, CA, USA.
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Lundine JP, Barron HD. Microstructural and Fluency Characteristics of Narrative and Expository Discourse in Adolescents With Traumatic Brain Injury. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2019; 28:1638-1648. [PMID: 31525074 DOI: 10.1044/2019_ajslp-19-0012] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
Purpose The purpose of this exploratory study was to identify specific microstructural and fluency differences in expository and narrative summaries produced by students with a traumatic brain injury (TBI) compared to students with typical development (TD). Method Five adolescents with TBI and 5 matched peers with TD verbally summarized 1 narrative and 2 expository (compare-contrast, cause-effect) lectures, creating 30 summaries. Researchers transcribed summaries and used paired t tests to analyze between-group differences in microstructural measures (productivity, lexical diversity, syntactic complexity), mazing behaviors, and pausing patterns. Results Youth with TBI produced significantly fewer utterances than teens with TD in both expository contexts, whereas youth with TD produced a significantly greater mean length of C-unit than teens with TBI in the narrative summary only. Youth with TBI produced significantly fewer filled pauses per utterance than did youth with TD during the cause-effect summary only and significantly more pauses per utterance and within-clause pauses per utterance during the compare-contrast summary. Where findings were statistically significant, effect sizes were large. There were no statistically significant between-group differences in mazing or pausing behaviors during narrative summary production. Conclusions This study is the 1st to compare microstructural and fluency characteristics in teens with TBI and those without when producing verbal summaries of a narrative and 2 types of expository passages. Findings from this study reinforce the need to expand research focusing on expository discourse tasks and identify variables that may be prone to disruption following TBI. Future work is needed to confirm whether identified differences correspond to true discourse difficulties. Supplemental Material https://doi.org/10.23641/asha.9807812.
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Affiliation(s)
- Jennifer P Lundine
- Department of Speech & Hearing Science, The Ohio State University, Columbus
- Division of Clinical Therapies & Inpatient Rehabilitation Program, Nationwide Children's Hospital, Columbus, OH
| | - Heath D Barron
- Department of Speech & Hearing Science, The Ohio State University, Columbus
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29
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Bird PK, McEachan RRC, Mon-Williams M, Small N, West J, Whincup P, Wright J, Andrews E, Barber SE, Hill LJB, Lennon L, Mason D, Shire KA, Waiblinger D, Waterman AH, Lawlor DA, Pickett KE. Growing up in Bradford: protocol for the age 7-11 follow up of the Born in Bradford birth cohort. BMC Public Health 2019; 19:939. [PMID: 31300003 PMCID: PMC6626420 DOI: 10.1186/s12889-019-7222-2] [Citation(s) in RCA: 38] [Impact Index Per Article: 7.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/20/2019] [Accepted: 06/20/2019] [Indexed: 02/06/2023] Open
Abstract
BACKGROUND Born in Bradford (BiB) is a prospective multi-ethnic pregnancy and birth cohort study that was established to examine determinants of health and development during childhood and, subsequently, adult life in a deprived multi-ethnic population in the north of England. Between 2007 and 2010, the BiB cohort recruited 12,453 women who experienced 13,776 pregnancies and 13,858 births, along with 3353 of their partners. Forty five percent of the cohort are of Pakistani origin. Now that children are at primary school, the first full follow-up of the cohort is taking place. The aims of the follow-up are to investigate the determinants of children's pre-pubertal health and development, including through understanding parents' health and wellbeing, and to obtain data on exposures in childhood that might influence future health. METHODS We are employing a multi-method approach across three data collection arms (community-based family visits, school based physical assessment, and whole classroom cognitive, motor function and wellbeing measures) to follow-up over 9000 BiB children aged 7-11 years and their families between 2017 and 2021. We are collecting detailed parent and child questionnaires, cognitive and sensorimotor assessments, blood pressure, anthropometry and blood samples from parents and children. Dual x-ray absorptiometry body scans, accelerometry and urine samples are collected on subsamples. Informed consent is collected for continued routine data linkage to health, social care and education records. A range of engagement activities are being used to raise the profile of BiB and to disseminate findings. DISCUSSION Our multi-method approach to recruitment and assessment provides an efficient method of collecting rich data on all family members. Data collected will enhance BiB as a resource for the international research community to study the interplay between ethnicity, socioeconomic circumstances and biology in relation to cardiometabolic health, mental health, education, cognitive and sensorimotor development and wellbeing.
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Affiliation(s)
- Philippa K Bird
- Born in Bradford, Bradford Institute for Institute for Health Research, Bradford Teaching Hospitals NHS Foundation Trust, Bradford Royal Infirmary, Duckworth Lane, Bradford, BD9 6RJ UK
- Leeds Teaching Hospitals NHS Trust, Great George Street, Leeds, LS1 3EX UK
| | - Rosemary R. C. McEachan
- Born in Bradford, Bradford Institute for Institute for Health Research, Bradford Teaching Hospitals NHS Foundation Trust, Bradford Royal Infirmary, Duckworth Lane, Bradford, BD9 6RJ UK
| | - Mark Mon-Williams
- Born in Bradford, Bradford Institute for Institute for Health Research, Bradford Teaching Hospitals NHS Foundation Trust, Bradford Royal Infirmary, Duckworth Lane, Bradford, BD9 6RJ UK
- School of Psychology, University of Leeds, Leeds, LS2 9JT UK
| | - Neil Small
- Born in Bradford, Bradford Institute for Institute for Health Research, Bradford Teaching Hospitals NHS Foundation Trust, Bradford Royal Infirmary, Duckworth Lane, Bradford, BD9 6RJ UK
- Faculty of Health Studies, University of Bradford, Bradford, BD7 1DP UK
| | - Jane West
- Born in Bradford, Bradford Institute for Institute for Health Research, Bradford Teaching Hospitals NHS Foundation Trust, Bradford Royal Infirmary, Duckworth Lane, Bradford, BD9 6RJ UK
- Population Health Science, Bristol Medical School, Bristol University, Oakfield House, Oakfield Grove, BS8 2BN UK
| | - Peter Whincup
- Population Health Research Institute, St George’s, University of London, Cranmer Terrace, London, SW17 0RE UK
| | - John Wright
- Born in Bradford, Bradford Institute for Institute for Health Research, Bradford Teaching Hospitals NHS Foundation Trust, Bradford Royal Infirmary, Duckworth Lane, Bradford, BD9 6RJ UK
| | - Elizabeth Andrews
- Born in Bradford, Bradford Institute for Institute for Health Research, Bradford Teaching Hospitals NHS Foundation Trust, Bradford Royal Infirmary, Duckworth Lane, Bradford, BD9 6RJ UK
| | - Sally E Barber
- Born in Bradford, Bradford Institute for Institute for Health Research, Bradford Teaching Hospitals NHS Foundation Trust, Bradford Royal Infirmary, Duckworth Lane, Bradford, BD9 6RJ UK
| | - Liam J B Hill
- School of Psychology, University of Leeds, Leeds, LS2 9JT UK
| | - Laura Lennon
- Born in Bradford, Bradford Institute for Institute for Health Research, Bradford Teaching Hospitals NHS Foundation Trust, Bradford Royal Infirmary, Duckworth Lane, Bradford, BD9 6RJ UK
| | - Dan Mason
- Born in Bradford, Bradford Institute for Institute for Health Research, Bradford Teaching Hospitals NHS Foundation Trust, Bradford Royal Infirmary, Duckworth Lane, Bradford, BD9 6RJ UK
| | - Katy A Shire
- Born in Bradford, Bradford Institute for Institute for Health Research, Bradford Teaching Hospitals NHS Foundation Trust, Bradford Royal Infirmary, Duckworth Lane, Bradford, BD9 6RJ UK
| | - Dagmar Waiblinger
- Born in Bradford, Bradford Institute for Institute for Health Research, Bradford Teaching Hospitals NHS Foundation Trust, Bradford Royal Infirmary, Duckworth Lane, Bradford, BD9 6RJ UK
| | | | - Deborah A. Lawlor
- MRC Integrative Epidemiology Unit at the University of Bristol, Oakfield House, Oakfield Grove, Bristol BS8 2BN UK
- Population Health Science, Bristol Medical School, University of Bristol University, Oakfield House, Oakfield Grove, Bristol BS8 2BN UK
- Bristol NIHR Biomedical Research Centre, University Hospitals Bristol NHS Foundation Trust, University of Bristol, Oakfield House, Oakfield Grove, Bristol BS8 2BN UK
| | - Kate E. Pickett
- Born in Bradford, Bradford Institute for Institute for Health Research, Bradford Teaching Hospitals NHS Foundation Trust, Bradford Royal Infirmary, Duckworth Lane, Bradford, BD9 6RJ UK
- Department of Health Sciences University of York Seebohm Rowntree Building, University of York, Heslington, York YO10 5DD UK
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Plummer EA, Wang Q, Larson-Nath CM, Scheurer JM, Ramel SE. Body composition and cognition in preschool-age children with congenital gastrointestinal anomalies. Early Hum Dev 2019; 129:5-10. [PMID: 30562643 PMCID: PMC6382521 DOI: 10.1016/j.earlhumdev.2018.12.001] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/10/2018] [Revised: 10/30/2018] [Accepted: 12/02/2018] [Indexed: 10/27/2022]
Abstract
BACKGROUND Children with congenital gastrointestinal anomalies (CGIAs) experience multiple stressors while hospitalized in neonatal intensive care units during an essential time of growth and development. Early stress and inadequate nutrition are linked to altered growth patterns and later neurodevelopmental delays. In other at-risk populations, improved fat-free mass (FFM) accretion is associated with improved cognitive outcomes. OBJECTIVE To determine if body composition is associated with cognitive function in preschool-age children with CGIAs. STUDY DESIGN An observational study examined body composition and cognition in 34 preschool-age children with CGIAs. Anthropometric measurements and body composition testing via air displacement plethysmography were obtained. Measurements were compared with a reference group of healthy, term-born children. Cognition was measured with the NIH Toolbox Early Childhood Cognition Battery. Linear regression was used to test the association of body composition with cognitive function. RESULTS Compared with the reference group, children with CGIAs had similar anthropometric measurements (weight, height, and body mass index z-scores) and body composition at preschool-age. Processing speed scores were lower than standardized means (p = 0.001). Increased FFM was associated with higher receptive vocabulary scores (p = 0.001), cognitive flexibility scores (p = 0.005), and general cognitive function scores (p = 0.05). CONCLUSIONS At preschool-age, children with CGIAs have similar growth and body composition to their peers. In children with CGIAs, higher FFM was associated with higher cognitive scores. Closer tracking of body composition and interventions aimed at increasing FFM may improve long-term outcomes in this population.
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Affiliation(s)
- Erin A. Plummer
- Division of Neonatology, Department of Pediatrics University of Minnesota, Minneapolis, MN, United States
| | - Qi Wang
- Clinical and Translational Science Institute University of Minnesota, Minneapolis, MN, United States
| | - Catherine M. Larson-Nath
- Division of Gastroenterology, Hepatology, and Nutrition, Department of Pediatrics University of Minnesota, Minneapolis, MN, United States
| | - Johannah M. Scheurer
- Division of Neonatology, Department of Pediatrics University of Minnesota, Minneapolis, MN, United States
| | - Sara E. Ramel
- Division of Neonatology, Department of Pediatrics University of Minnesota, Minneapolis, MN, United States
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Yuan W, Wade SL, Quatman-Yates C, Hugentobler JA, Gubanich PJ, Kurowski BG. Structural Connectivity Related to Persistent Symptoms After Mild TBI in Adolescents and Response to Aerobic Training: Preliminary Investigation. J Head Trauma Rehabil 2018; 32:378-384. [PMID: 28520668 PMCID: PMC5668180 DOI: 10.1097/htr.0000000000000318] [Citation(s) in RCA: 31] [Impact Index Per Article: 5.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
OBJECTIVE To quantify structural connectivity abnormalities in adolescents with mild traumatic brain injury (mTBI) and to investigate connectivity changes following aerobic training using graph theory and diffusion tensor imaging tractography. SETTING Outpatient research setting. PARTICIPANTS Twenty-two children (age: 15.83 ± 1.77 years, 10 females) with 4 to 16 weeks of persistent symptoms after mTBI and a matched healthy comparison group. DESIGN Randomized clinical trial of aerobic training and stretching comparison combined with case-control comparison. MAIN MEASURES (1) Five global network measures: global efficiency (Eglob), mean local efficiency, modularity, normalized clustering coefficient (γ), normalized characteristic path length (λ), and small-worldness (σ). (2) The self-reported Post-Concussion Symptom Inventory score. RESULTS At initial enrollment, adolescents with mTBI had significantly lower Eglob and higher γ, λ, and σ (all P < .05) than healthy peers. After the intervention, significantly increased Eglob and decreased λ (both P < .05) were found in the aerobic training group. Improvement in Post-Concussion Symptom Inventory scores was significantly correlated with the Eglob increase and λ decrease in the aerobic training and λ decrease in the stretching comparison group (all P < .05). CONCLUSION This pilot study showed initial evidence that structural connectivity analysis was sensitive to brain network abnormalities and may serve as an imaging biomarker in children with persistent symptoms after mTBI.
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Affiliation(s)
- Weihong Yuan
- Pediatric Neuroimaging Research Center, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH
- University of Cincinnati, College of Medicine, Cincinnati, OH
| | - Shari L. Wade
- Division of Physical Medicine and Rehabilitation, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH
- University of Cincinnati, College of Medicine, Cincinnati, OH
| | | | - Jason A. Hugentobler
- Division of Sports Medicine, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH
| | - Paul J. Gubanich
- Division of Sports Medicine, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH
| | - Brad G. Kurowski
- Division of Physical Medicine and Rehabilitation, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH
- University of Cincinnati, College of Medicine, Cincinnati, OH
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Lundine JP, Harnish SM, McCauley RJ, Blackett DS, Zezinka A, Chen W, Fox RA. Adolescent Summaries of Narrative and Expository Discourse: Differences and Predictors. Lang Speech Hear Serv Sch 2018; 49:551-568. [DOI: 10.1044/2018_lshss-17-0105] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/28/2017] [Accepted: 01/15/2018] [Indexed: 11/09/2022] Open
Abstract
Purpose
Summarizing expository passages is a critical academic skill that is understudied in language research. The purpose of this study was to compare the quality of verbal summaries produced by adolescents for 3 different discourse types and to determine whether a composite measure of cognitive skill or a test of expressive syntax predicted their performance.
Method
Fifty adolescents listened to, and then verbally summarized, 1 narrative and 2 expository lectures (compare–contrast and cause–effect). They also participated in testing that targeted expressive syntax and 5 cognitive subdomains.
Results
Summary quality scores were significantly different across discourse types, with a medium effect size. Analyses revealed significantly higher summary quality scores for cause–effect than compare–contrast summaries. Although the composite cognitive measure contributed significantly to the prediction of quality scores for both types of expository summaries, the expressive syntax score only contributed significantly to the quality scores for narrative summaries.
Conclusions
These results support previous research indicating that type of expository discourse may impact student performance. These results also show, for the first time, that cognition may play a predictive role in determining summary quality for expository but not narrative passages in this population. In addition, despite the more complex syntax commonly associated with exposition versus narratives, an expressive syntax score was only predictive of performance on narrative summaries. These findings provide new information, questions, and directions for future research for those who study academic discourse and for professionals who must identify and manage the problems of students struggling with different types of academic discourse.
Supplemental Material
https://doi.org/10.23641/asha.6167879
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Affiliation(s)
- Jennifer P. Lundine
- Department of Speech & Hearing Science, The Ohio State University, Columbus
- Division of Clinical Therapies & Inpatient Rehabilitation Program, Nationwide Children's Hospital, Columbus, OH
| | - Stacy M. Harnish
- Department of Speech & Hearing Science, The Ohio State University, Columbus
| | | | | | - Alexandra Zezinka
- Department of Speech & Hearing Science, The Ohio State University, Columbus
| | - Wei Chen
- Research Information Solutions and Innovation, The Research Institute at Nationwide Children's Hospital, Columbus, OH
| | - Robert A. Fox
- Department of Speech & Hearing Science, The Ohio State University, Columbus
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Lundine JP, Harnish SM, McCauley RJ, Zezinka AB, Blackett DS, Fox RA. Exploring Summarization Differences for Two Types of Expository Discourse in Adolescents With Traumatic Brain Injury. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2018; 27:247-257. [PMID: 29121200 DOI: 10.1044/2017_ajslp-16-0131] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/04/2016] [Accepted: 05/17/2017] [Indexed: 06/07/2023]
Abstract
PURPOSE Annually, nearly 700,000 U.S. children and adolescents experience a traumatic brain injury (TBI). Many of them struggle academically, despite failing to qualify for special education services because their cognitive communication impairments are subtle. METHOD In this exploratory study, five adolescents with TBI provided verbal summaries of two expository lectures (compare-contrast, cause-effect) and participated in cognitive and expressive syntax testing. Their performance on these tasks was compared descriptively to that of 50 adolescents with typical development. RESULTS For adolescents with TBI, mean summary quality scores for both exposition types were at least 1 SD lower than those of adolescents with typical development and notably 2 SDs below for the cause-effect passage. The adolescents with TBI who had below-average cognitive scores showed better performance on compare-contrast summaries compared to cause-effect, whereas the majority of adolescents with typical development showed the opposite tendency. CONCLUSIONS These results provide preliminary evidence that students with TBI, particularly those with cognitive deficits, may struggle with expository discourse despite acceptable performance on a measure of expressive syntax. This study also indicates that researchers should explore how students with TBI perform on academically relevant discourse tasks in order to inform future assessment and intervention efforts. SUPPLEMENTAL MATERIALS https://doi.org/10.23641/asha.5572786.
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Affiliation(s)
- Jennifer P Lundine
- Department of Speech and Hearing Science, The Ohio State University, Columbus
- Division of Clinical Therapies and the Inpatient Rehabilitation Program, Nationwide Children's Hospital, Columbus, OH
| | - Stacy M Harnish
- Department of Speech and Hearing Science, The Ohio State University, Columbus
| | - Rebecca J McCauley
- Department of Speech and Hearing Science, The Ohio State University, Columbus
| | - Alexandra B Zezinka
- Department of Speech and Hearing Science, The Ohio State University, Columbus
| | | | - Robert A Fox
- Department of Speech and Hearing Science, The Ohio State University, Columbus
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Woods AJ, Cohen R, Marsiske M, Alexander GE, Czaja SJ, Wu S. Augmenting cognitive training in older adults (The ACT Study): Design and Methods of a Phase III tDCS and cognitive training trial. Contemp Clin Trials 2018; 65:19-32. [PMID: 29313802 PMCID: PMC5803439 DOI: 10.1016/j.cct.2017.11.017] [Citation(s) in RCA: 45] [Impact Index Per Article: 7.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/04/2017] [Revised: 11/27/2017] [Accepted: 11/29/2017] [Indexed: 12/31/2022]
Abstract
BACKGROUND Adults over age 65 represent the fastest growing population in the US. Decline in cognitive abilities is a hallmark of advanced age and is associated with loss of independence and dementia risk. There is a pressing need to develop effective interventions for slowing or reversing the cognitive aging process. While certain forms of cognitive training have shown promise in this area, effects only sometimes transfer to neuropsychological tests within or outside the trained domain. This paper describes a NIA-funded Phase III adaptive multisite randomized clinical trial, examining whether transcranial direct current stimulation (tDCS) of frontal cortices enhances neurocognitive outcomes achieved from cognitive training in older adults experiencing age-related cognitive decline: the Augmenting Cognitive Training in Older Adults study (ACT). METHODS ACT will enroll 360 participants aged 65 to 89 with age-related cognitive decline, but not dementia. Participants will undergo cognitive training intervention or education training-control combined with tDCS or sham tDCS control. Cognitive training employs a suite of eight adaptive training tasks focused on attention/speed of processing and working memory from Posit Science BrainHQ. Training control involves exposure to educational nature/history videos and related content questions of the same interval/duration as the cognitive training. Participants are assessed at baseline, after training (12weeks), and 12-month follow-up on our primary outcome measure, NIH Toolbox Fluid Cognition Composite Score, as well as a comprehensive neurocognitive, functional, clinical and multimodal neuroimaging battery. SIGNIFICANCE The findings from this study have the potential to significantly enhance efforts to ameliorate cognitive aging and slow dementia.
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Affiliation(s)
- Adam J Woods
- Center for Cognitive Aging and Memory, Cognitive Aging and Memory Clinical Translational Research Program, Department of Clinical and Health Psychology, McKnight Brain Institute, University of Florida, United States.
| | - Ronald Cohen
- Center for Cognitive Aging and Memory, Cognitive Aging and Memory Clinical Translational Research Program, Department of Clinical and Health Psychology, McKnight Brain Institute, University of Florida, United States
| | - Michael Marsiske
- Center for Cognitive Aging and Memory, Cognitive Aging and Memory Clinical Translational Research Program, Department of Clinical and Health Psychology, McKnight Brain Institute, University of Florida, United States
| | - Gene E Alexander
- Departments of Psychology and Psychiatry, Neuroscience and Physiological Sciences Graduate Interdisciplinary Programs, BIO5 Institute, and McKnight Brain Institute, University of Arizona, Tucson, AZ, United States
| | - Sara J Czaja
- Center on Aging, Department of Psychiatry and Behavioral Sciences, McKnight Brain Institute, Miller School of Medicine, University of Miami, United States
| | - Samuel Wu
- Department of Biostatistics, University of Florida, United States
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Moore DM, D'Mello AM, McGrath LM, Stoodley CJ. The developmental relationship between specific cognitive domains and grey matter in the cerebellum. Dev Cogn Neurosci 2017; 24:1-11. [PMID: 28088647 PMCID: PMC5429176 DOI: 10.1016/j.dcn.2016.12.001] [Citation(s) in RCA: 52] [Impact Index Per Article: 7.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/16/2016] [Revised: 10/17/2016] [Accepted: 12/09/2016] [Indexed: 12/24/2022] Open
Abstract
There is growing evidence that the cerebellum is involved in cognition and cognitive development, yet little is known about the developmental relationship between cerebellar structure and cognitive subdomains in children. We used voxel-based morphometry to assess the relationship between cerebellar grey matter (GM) and language, reading, working memory, executive function, and processing speed in 110 individuals aged 8-17 years from the Pediatric Imaging, Neurocognition, and Genetics (PING) Study. Further, we examined the effect of age on the relationships between cerebellar GM and cognition. Higher scores on vocabulary, reading, working memory, and set-shifting were associated with increased GM in the posterior cerebellum (lobules VI-IX), in regions which are typically engaged during cognitive tasks in healthy adults. For reading, working memory, and processing speed, the relationship between cerebellar GM and cognitive performance changed with age in specific cerebellar subregions. As in adults, posterior lobe cerebellar GM was associated with cognitive performance in a pediatric population, and this relationship mirrored the known developmental trajectory of posterior cerebellar GM. These findings provide further evidence that specific regions of the cerebellum support cognition and cognitive development, and suggest that the strength of this relationship depends on developmental stage.
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Affiliation(s)
- Dorothea M Moore
- Department of Psychology, American University, Washington, DC, USA
| | - Anila M D'Mello
- Department of Psychology, American University, Washington, DC, USA
| | - Lauren M McGrath
- School of Education, American University, Washington, DC, USA; Center for Behavioral Neuroscience, American University, Washington, DC, USA; Department of Psychology, University of Denver, Denver, CO, USA
| | - Catherine J Stoodley
- Department of Psychology, American University, Washington, DC, USA; Center for Behavioral Neuroscience, American University, Washington, DC, USA.
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Family Socioeconomic Status Moderates Associations Between Television Viewing and School Readiness Skills. J Dev Behav Pediatr 2017; 38:233-239. [PMID: 28240651 DOI: 10.1097/dbp.0000000000000425] [Citation(s) in RCA: 36] [Impact Index Per Article: 5.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
OBJECTIVE We examined whether the negative relation between television viewing that exceeds the recommendations of the American Academy of Pediatrics (AAP) and school readiness varied by family income. METHODS Data were collected from 807 children from diverse backgrounds. Parents reported hours of television viewing, as well as family income. Children were assessed using measures of math, knowledge of letters and words, and executive function (EF). RESULTS Television viewing was negatively associated with math and EF but not with letter and word knowledge. An interaction between television viewing and family income indicated that the effect of television viewing in excess of the AAP recommended maximum had negative associations with math and EF that increased as a linear function of family income. Furthermore, EF partially mediated the relation between television viewing and math. CONCLUSION Television viewing is negatively associated with children's school readiness skills, and this association increased as family income decreased. Active efforts to reinforce AAP guidelines to limit the amount of television children watch should be made, especially for children from middle- to lower-income families.
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REFERENCES. Monogr Soc Res Child Dev 2017. [DOI: 10.1111/mono.12286] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
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Subiaul F, Zimmermann L, Renner E, Schilder B, Barr R. Defining Elemental Imitation Mechanisms: A Comparison of Cognitive and Motor-Spatial Imitation Learning Across Object- and Computer-Based Tasks. JOURNAL OF COGNITION AND DEVELOPMENT 2015. [DOI: 10.1080/15248372.2015.1053483] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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Subiaul F, Patterson EM, Schilder B, Renner E, Barr R. Becoming a high-fidelity - super - imitator: what are the contributions of social and individual learning? Dev Sci 2014; 18:1025-35. [PMID: 25545051 DOI: 10.1111/desc.12276] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/07/2013] [Accepted: 09/26/2014] [Indexed: 11/30/2022]
Abstract
In contrast to other primates, human children's imitation performance goes from low to high fidelity soon after infancy. Are such changes associated with the development of other forms of learning? We addressed this question by testing 215 children (26-59 months) on two social conditions (imitation, emulation) - involving a demonstration - and two asocial conditions (trial-and-error, recall) - involving individual learning - using two touchscreen tasks. The tasks required responding to either three different pictures in a specific picture order (Cognitive: Airplane→Ball→Cow) or three identical pictures in a specific spatial order (Motor-Spatial: Up→Down→Right). There were age-related improvements across all conditions and imitation, emulation and recall performance were significantly better than trial-and-error learning. Generalized linear models demonstrated that motor-spatial imitation fidelity was associated with age and motor-spatial emulation performance, but cognitive imitation fidelity was only associated with age. While this study provides evidence for multiple imitation mechanisms, the development of one of those mechanisms - motor-spatial imitation - may be bootstrapped by the development of another social learning skill - motor-spatial emulation. Together, these findings provide important clues about the development of imitation, which is arguably a distinctive feature of the human species.
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Affiliation(s)
- Francys Subiaul
- Department of Speech & Hearing Science, The George Washington University, USA.,Department of Anthropology: Center for the Advanced Study of Hominid Paleobiology, The George Washington University, USA.,GW Institute for Neuroscience and Mind-Brain Institute, USA.,Smithsonian Institution, National Museum of Natural History, USA
| | | | - Brian Schilder
- Department of Anthropology: Center for the Advanced Study of Hominid Paleobiology, The George Washington University, USA
| | - Elizabeth Renner
- Department of Anthropology: Center for the Advanced Study of Hominid Paleobiology, The George Washington University, USA
| | - Rachel Barr
- Department of Psychology, Georgetown University, USA
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Denboer JW, Nicholls C, Corte C, Chestnut K. National Institutes of Health Toolbox Cognition Battery. Arch Clin Neuropsychol 2014; 29:692-694. [PMCID: PMC4263919 DOI: 10.1093/arclin/acu033] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/03/2023] Open
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The cognition battery of the NIH toolbox for assessment of neurological and behavioral function: validation in an adult sample. J Int Neuropsychol Soc 2014; 20:567-78. [PMID: 24959840 PMCID: PMC4103959 DOI: 10.1017/s1355617714000320] [Citation(s) in RCA: 211] [Impact Index Per Article: 21.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
This study introduces a special series on validity studies of the Cognition Battery (CB) from the U.S. National Institutes of Health Toolbox for the Assessment of Neurological and Behavioral Function (NIHTB) (Gershon, Wagster et al., 2013) in an adult sample. This first study in the series describes the sample, each of the seven instruments in the NIHTB-CB briefly, and the general approach to data analysis. Data are provided on test-retest reliability and practice effects, and raw scores (mean, standard deviation, range) are presented for each instrument and the gold standard instruments used to measure construct validity. Accompanying papers provide details on each instrument, including information about instrument development, psychometric properties, age and education effects on performance, and convergent and discriminant construct validity. One study in the series is devoted to a factor analysis of the NIHTB-CB in adults and another describes the psychometric properties of three composite scores derived from the individual measures representing fluid and crystallized abilities and their combination. The NIHTB-CB is designed to provide a brief, comprehensive, common set of measures to allow comparisons among disparate studies and to improve scientific communication.
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Segretin MS, Lipina SJ, Hermida MJ, Sheffield TD, Nelson JM, Espy KA, Colombo JA. Predictors of cognitive enhancement after training in preschoolers from diverse socioeconomic backgrounds. Front Psychol 2014; 5:205. [PMID: 24659975 PMCID: PMC3952047 DOI: 10.3389/fpsyg.2014.00205] [Citation(s) in RCA: 27] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/12/2013] [Accepted: 02/23/2014] [Indexed: 11/13/2022] Open
Abstract
The association between socioeconomic status and child cognitive development, and the positive impact of interventions aimed at optimizing cognitive performance, are well-documented. However, few studies have examined how specific socio-environmental factors may moderate the impact of cognitive interventions among poor children. In the present study, we examined how such factors predicted cognitive trajectories during the preschool years, in two samples of children from Argentina, who participated in two cognitive training programs (CTPs) between the years 2002 and 2005: the School Intervention Program (SIP; N = 745) and the Cognitive Training Program (CTP; N = 333). In both programs children were trained weekly for 16 weeks and tested before and after the intervention using a battery of tasks assessing several cognitive control processes (attention, inhibitory control, working memory, flexibility and planning). After applying mixed model analyses, we identified sets of socio-environmental predictors that were associated with higher levels of pre-intervention cognitive control performance and with increased improvement in cognitive control from pre- to post-intervention. Child age, housing conditions, social resources, parental occupation and family composition were associated with performance in specific cognitive domains at baseline. Housing conditions, social resources, parental occupation, family composition, maternal physical health, age, group (intervention/control) and the number of training sessions were related to improvements in specific cognitive skills from pre- to post-training.
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Affiliation(s)
- M. Soledad Segretin
- Unidad de Neurobiología Aplicada, Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Centro de Educación Médica e Investigaciones Clínicas Norberto Quirno (CEMIC), Ciudad Autonoma de Buenos AiresBuenos Aires, Argentina
| | - Sebastián J. Lipina
- Unidad de Neurobiología Aplicada, Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Centro de Educación Médica e Investigaciones Clínicas Norberto Quirno (CEMIC), Ciudad Autonoma de Buenos AiresBuenos Aires, Argentina
| | - M. Julia Hermida
- Unidad de Neurobiología Aplicada, Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Centro de Educación Médica e Investigaciones Clínicas Norberto Quirno (CEMIC), Ciudad Autonoma de Buenos AiresBuenos Aires, Argentina
| | - Tiffany D. Sheffield
- Office of Research, University of NebraskaLincoln, NE, USA
- Department of Psychology, University of NebraskaLincoln, NE, USA
| | - Jennifer M. Nelson
- Office of Research, University of NebraskaLincoln, NE, USA
- Department of Psychology, University of NebraskaLincoln, NE, USA
| | - Kimberly A. Espy
- Department of Psychology, University of NebraskaLincoln, NE, USA
- Department of Psychology, University of OregonEugene, OR, USA
| | - Jorge A. Colombo
- Unidad de Neurobiología Aplicada, Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Centro de Educación Médica e Investigaciones Clínicas Norberto Quirno (CEMIC), Ciudad Autonoma de Buenos AiresBuenos Aires, Argentina
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