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Bai Y, Zhang B, Feng T. Neural basis responsible for effect of grit on procrastination: The interaction between the self-regulation and motivation neural pathways. Prog Neuropsychopharmacol Biol Psychiatry 2024:111037. [PMID: 38795822 DOI: 10.1016/j.pnpbp.2024.111037] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/18/2023] [Revised: 05/07/2024] [Accepted: 05/22/2024] [Indexed: 05/28/2024]
Abstract
Procrastination has a detrimental impact on academic performance, health, and subjective well-being. Previous studies indicated that grit was negatively related to procrastination. However, the underlying neural basis of this relationship remains unclear. To address this issue, we utilized voxel-based morphometry (VBM) and resting-state functional connectivity (RSFC) analysis to identify the neural substrates of how is grit linked to procrastination. Behavioral results showed that procrastination was negatively associated with grit. VBM analysis revealed that gray matter volume (GMV) in the left precuneus was positively associated with the consistency of interest (CI), a subcomponent of grit, while the right medial orbital frontal cortex (mOFC) was positively correlated with the perseverance of effort (PE), another subcomponent of grit. Moreover, the RSFC analysis indicated that both precuneus-medial superior frontal gyrus (mSFG) and precuneus-insula connectivity were positively related to CI, while the functional coupling of right mOFC with left anterior cingulate cortex (ACC) was positively related to PE. Importantly, the structural equation modeling (SEM) results were well suited for the influence of grit on procrastination via both self-regulation (mOFC-ACC) and motivation pathways (precuneus-mSFG, precuneus-insula). Together, these findings imply that self-regulation and motivation could be two neural circuits underlying the impact of grit on procrastination.
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Affiliation(s)
- Youling Bai
- Faculty of Psychology, Southwest University, Chongqing 400715, China
| | - Biying Zhang
- Faculty of Psychology, Southwest University, Chongqing 400715, China
| | - Tingyong Feng
- Faculty of Psychology, Southwest University, Chongqing 400715, China; Key Laboratory of Cognition and Personality, Ministry of Education, 400715, China.
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2
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Dalléry R, Saleh Y, Manohar S, Husain M. Persistence of effort in apathy. Rev Neurol (Paris) 2023; 179:1047-1060. [PMID: 37451928 DOI: 10.1016/j.neurol.2023.03.017] [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: 12/19/2021] [Revised: 02/19/2023] [Accepted: 03/29/2023] [Indexed: 07/18/2023]
Abstract
The syndrome of apathy has generated increasing interest in recent years as systematic evaluations have revealed its high prevalence and strong negative impact on quality of life across a wide range of neurological and psychiatric conditions. However, although several theoretical models have been proposed to account for various aspects of the condition, understanding of this syndrome is still incomplete. One influential model has proposed that apathy might be described as a quantitative reduction of goal-directed behaviour in comparison to an individual's prior level of functioning. Persistence of activity defined as the capacity to continue with a task - sometimes in the face of setbacks, high levels of difficulty or fatigue - is a crucial but understudied aspect of goal-directed behaviour. Surprisingly, it has not been investigated yet in the context of apathy. Here, we provide an overview of theoretical and experimental aspects of persistence in effort that might assist to develop methods for the investigation of persistence in human behaviour, particularly within the pathologic context of apathy.
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Affiliation(s)
- R Dalléry
- Department of Experimental Psychology, University of Oxford, Oxford, UK; Université Paris Sorbonne, Paris, France; Service de neurologie, centre de référence maladie de Huntington, hôpital Henri-Mondor-Albert-Chenevier, AP-HP, 94010 Créteil, France.
| | - Y Saleh
- Department of Experimental Psychology, University of Oxford, Oxford, UK; Nuffield Department Clinical Neurosciences, University of Oxford, Oxford, UK
| | - S Manohar
- Department of Experimental Psychology, University of Oxford, Oxford, UK; Institute of Cognitive Neuroscience, University College London, London, UK
| | - M Husain
- Department of Experimental Psychology, University of Oxford, Oxford, UK; Nuffield Department Clinical Neurosciences, University of Oxford, Oxford, UK
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3
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Fleck JI, Patel P, Riley E, Ferri CV. Mindset matters: contributions from grit and growth mindsets to successful aging. Aging Ment Health 2023:1-9. [PMID: 37970946 DOI: 10.1080/13607863.2023.2280626] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/14/2023] [Accepted: 10/29/2023] [Indexed: 11/19/2023]
Abstract
OBJECTIVE Though we all age, some age more successfully than others. Health and social connections have been identified as cornerstones to successful aging, yet the contributions from psychological factors are less clear. Our goal was to examine the influence of grit and growth mindset in successful aging in middle and older age. We also assessed whether grit or growth mindset mediated the lifestyle-successful aging relationship. METHOD We used a telephone questionnaire to measure grit and growth mindset, successful aging, and lifestyle for 263 adults, ages 40-80 years. RESULTS Higher grit-effort and growth mindset predicted more successful aging in younger (40-64 years) and older groups (65-80 years). Additionally, exercise frequency predicted successful aging for the combined sample and partially mediated the relationship between growth mindset and successful aging. CONCLUSIONS Our findings reveal grit-effort and a growth mindset as important contributors to successful aging in middle and older adulthood. Because psychological constructs are malleable, continued study of grit and growth mindsets is essential to enable their eventual application in changing the aging process.
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Affiliation(s)
- Jessica I Fleck
- School of Social and Behavioral Sciences, Stockton University, Galloway, NJ, USA
| | - Poorva Patel
- School of Social and Behavioral Sciences, Stockton University, Galloway, NJ, USA
| | - Emma Riley
- School of Social and Behavioral Sciences, Stockton University, Galloway, NJ, USA
| | - Christine V Ferri
- School of Social and Behavioral Sciences, Stockton University, Galloway, NJ, USA
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4
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Park S, Park D, Kim MJ. Similarity in functional connectome architecture predicts teenage grit. Soc Cogn Affect Neurosci 2023; 18:nsad047. [PMID: 37700673 PMCID: PMC10549957 DOI: 10.1093/scan/nsad047] [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: 04/13/2023] [Revised: 07/14/2023] [Accepted: 09/05/2023] [Indexed: 09/14/2023] Open
Abstract
Grit is a personality trait that encapsulates the tendency to persevere and maintain consistent interest for long-term goals. While prior studies found that grit predicts positive behavioral outcomes, there is a paucity of work providing explanatory evidence from a neurodevelopmental perspective. Based on previous research suggesting the utility of the functional connectome (FC) as a developmental measure, we tested the idea that individual differences in grit might be, in part, rooted in brain development in adolescence and emerging adulthood (N = 64, 11-19 years of age). Our analysis showed that grit was associated with connectome stability across conditions and connectome similarity across individuals. Notably, inter-subject representational similarity analysis revealed that teenagers who were grittier shared similar FC architecture with each other, more so than those with lower grit. Our findings suggest that individuals with high levels of grit are more likely to exhibit a converging pattern of whole-brain functional connectivity, which may underpin subsequent beneficial behavioral outcomes.
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Affiliation(s)
- Sujin Park
- Department of Psychology, Sungkyunkwan University, Seoul 03063, South Korea
- Center for Neuroscience Imaging Research, Institute for Basic Science, Suwon 16419, South Korea
| | - Daeun Park
- Department of Psychology, Sungkyunkwan University, Seoul 03063, South Korea
| | - M Justin Kim
- Department of Psychology, Sungkyunkwan University, Seoul 03063, South Korea
- Center for Neuroscience Imaging Research, Institute for Basic Science, Suwon 16419, South Korea
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Feng Y, Pahor A, Seitz AR, Barbour DL, Jaeggi SM. Unicorn, Hare, or Tortoise? Using Machine Learning to Predict Working Memory Training Performance. J Cogn 2023; 6:53. [PMID: 37692193 PMCID: PMC10487130 DOI: 10.5334/joc.319] [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: 02/16/2023] [Accepted: 08/15/2023] [Indexed: 09/12/2023] Open
Abstract
People differ considerably in the extent to which they benefit from working memory (WM) training. Although there is increasing research focusing on individual differences associated with WM training outcomes, we still lack an understanding of which specific individual differences, and in what combination, contribute to inter-individual variations in training trajectories. In the current study, 568 undergraduates completed one of several N-back intervention variants over the course of two weeks. Participants' training trajectories were clustered into three distinct training patterns (high performers, intermediate performers, and low performers). We applied machine-learning algorithms to train a binary tree model to predict individuals' training patterns relying on several individual difference variables that have been identified as relevant in previous literature. These individual difference variables included pre-existing cognitive abilities, personality characteristics, motivational factors, video game experience, health status, bilingualism, and socioeconomic status. We found that our classification model showed good predictive power in distinguishing between high performers and relatively lower performers. Furthermore, we found that openness and pre-existing WM capacity to be the two most important factors in distinguishing between high and low performers. However, among low performers, openness and video game background were the most significant predictors of their learning persistence. In conclusion, it is possible to predict individual training performance using participant characteristics before training, which could inform the development of personalized interventions.
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Affiliation(s)
- Yi Feng
- University of California, Irvine, School of Education, School of Social Sciences (Department of Cognitive Sciences), Irvine, California, USA
| | - Anja Pahor
- University of California, Riverside, Department of Psychology, Riverside, California, USA
- Northeastern University, Department of Psychology, Boston, Massachusetts, USA
- University of Maribor, Department of Psychology, Maribor, Slovenia
| | - Aaron R. Seitz
- University of California, Riverside, Department of Psychology, Riverside, California, USA
- Northeastern University, Department of Psychology, Boston, Massachusetts, USA
| | - Dennis L. Barbour
- Washington University in St. Louis, Department of Biomedical Engineering, St. Louis, Missouri, USA
| | - Susanne M. Jaeggi
- University of California, Irvine, School of Education, School of Social Sciences (Department of Cognitive Sciences), Irvine, California, USA
- Northeastern University, Department of Psychology, Boston, Massachusetts, USA
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Spencer‐Smith M, Weinman A, Quach J, Pascoe L, Mensah F, Wake M, Roberts G, Anderson PJ. Grit and working memory training outcomes for children with low working memory. Acta Paediatr 2023; 112:1938-1940. [PMID: 37166432 PMCID: PMC10952299 DOI: 10.1111/apa.16835] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/18/2023] [Revised: 05/07/2023] [Accepted: 05/09/2023] [Indexed: 05/12/2023]
Affiliation(s)
- Megan Spencer‐Smith
- Turner Institute for Brain and Mental Health and School of Psychological SciencesMonash UniversityMelbourneVictoriaAustralia
- Clinical Sciences ThemeMurdoch Children's Research InstituteMelbourneVictoriaAustralia
| | - Amber Weinman
- Turner Institute for Brain and Mental Health and School of Psychological SciencesMonash UniversityMelbourneVictoriaAustralia
| | - Jon Quach
- Population Health ThemeMurdoch Children's Research InstituteMelbourneVictoriaAustralia
- Melbourne Graduate School of EducationThe University of MelbourneMelbourneVictoriaAustralia
| | - Leona Pascoe
- Turner Institute for Brain and Mental Health and School of Psychological SciencesMonash UniversityMelbourneVictoriaAustralia
- Clinical Sciences ThemeMurdoch Children's Research InstituteMelbourneVictoriaAustralia
| | - Fiona Mensah
- Population Health ThemeMurdoch Children's Research InstituteMelbourneVictoriaAustralia
- Department of PaediatricsThe University of MelbourneMelbourneVictoriaAustralia
| | - Melissa Wake
- Population Health ThemeMurdoch Children's Research InstituteMelbourneVictoriaAustralia
- Department of PaediatricsThe University of MelbourneMelbourneVictoriaAustralia
- Liggins InstituteThe University of AucklandAucklandNew Zealand
| | - Gehan Roberts
- Population Health ThemeMurdoch Children's Research InstituteMelbourneVictoriaAustralia
- Department of PaediatricsThe University of MelbourneMelbourneVictoriaAustralia
- The Centre for Community Child HealthRoyal Children's HospitalMelbourneVictoriaAustralia
| | - Peter J. Anderson
- Turner Institute for Brain and Mental Health and School of Psychological SciencesMonash UniversityMelbourneVictoriaAustralia
- Clinical Sciences ThemeMurdoch Children's Research InstituteMelbourneVictoriaAustralia
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7
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Wang S, Zhao Y, Li J. True grit and brain: Trait grit mediates the connection of DLPFC functional connectivity density to posttraumatic growth following COVID-19. J Affect Disord 2023; 325:313-320. [PMID: 36627056 PMCID: PMC9824952 DOI: 10.1016/j.jad.2023.01.022] [Citation(s) in RCA: 19] [Impact Index Per Article: 19.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/18/2022] [Revised: 12/21/2022] [Accepted: 01/04/2023] [Indexed: 01/09/2023]
Abstract
BACKGROUND There is increasing interest in identifying factors to predict posttraumatic growth (PTG), a positive psychological response following traumatic events (e.g., the COVID-19 pandemic). Grit, a psychological trait of perseverance and passion to pursue long-term goals, has emerged as a promising predictor for PTG. This study aimed to examine the functional connectivity markers of grit and the potential brain-grit mechanism in predicting PTG. METHODS Baseline brain imaging scans and grit scale and other controlling measures were administered in 100 normal young adults before the COVID-19 pandemic, and follow-up PTG measurement was obtained during the period of community-level outbreak. Whole-brain correlation analysis and prediction analysis were used to identify the brain regions whose functional connectivity density (FCD) related to individuals' grit scores. Mediation analyses were performed to explore the mediation relation between FCD, grit and PTG. RESULTS Grit was positively related to FCD in the right dorsolateral prefrontal cortex (DLPFC), a core hub implicated in self-regulation and reward-motivation processes. Furthermore, grit mediated the effect of right DLPFC FCD on COVID-related PTG. These results survived controlling for self-control and family socioeconomic status. LIMITATIONS Our study is limited by only one-session neuroimaging data and self-reported behavioral measures in a sample of normal adults. CONCLUSIONS This study indicates grit and right DLPFC FCD as neuropsychological contributors for the development of PTG. It deepens our understanding of the neural bases of grit, and may have clinical potential to develop targeted brain interventions aimed at improving grit to raise PTG and mental health during the pandemic.
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Affiliation(s)
- Song Wang
- College of Teacher Education, Dali University, Dali, China; West China Hospital of Sichuan University, Chengdu, China.
| | - Yajun Zhao
- School of Education and Psychology, Southwest Minzu University, Chengdu, China
| | - Jingguang Li
- College of Teacher Education, Dali University, Dali, China.
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Wu Y, Besson P, Azcona EA, Bandt SK, Parrish TB, Breiter HC, Katsaggelos AK. A multicohort geometric deep learning study of age dependent cortical and subcortical morphologic interactions for fluid intelligence prediction. Sci Rep 2022; 12:17760. [PMID: 36273036 PMCID: PMC9588039 DOI: 10.1038/s41598-022-22313-x] [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: 12/03/2021] [Accepted: 10/12/2022] [Indexed: 01/19/2023] Open
Abstract
The relationship of human brain structure to cognitive function is complex, and how this relationship differs between childhood and adulthood is poorly understood. One strong hypothesis suggests the cognitive function of Fluid Intelligence (Gf) is dependent on prefrontal cortex and parietal cortex. In this work, we developed a novel graph convolutional neural networks (gCNNs) for the analysis of localized anatomic shape and prediction of Gf. Morphologic information of the cortical ribbons and subcortical structures was extracted from T1-weighted MRIs within two independent cohorts, the Adolescent Brain Cognitive Development Study (ABCD; age: 9.93 ± 0.62 years) of children and the Human Connectome Project (HCP; age: 28.81 ± 3.70 years). Prediction combining cortical and subcortical surfaces together yielded the highest accuracy of Gf for both ABCD (R = 0.314) and HCP datasets (R = 0.454), outperforming the state-of-the-art prediction of Gf from any other brain measures in the literature. Across both datasets, the morphology of the amygdala, hippocampus, and nucleus accumbens, along with temporal, parietal and cingulate cortex consistently drove the prediction of Gf, suggesting a significant reframing of the relationship between brain morphology and Gf to include systems involved with reward/aversion processing, judgment and decision-making, motivation, and emotion.
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Affiliation(s)
- Yunan Wu
- Department of Electrical Computer Engineering, Northwestern University, Evanston, IL, USA.
| | - Pierre Besson
- grid.16753.360000 0001 2299 3507Department of Radiology, Northwestern University, Feinberg School of Medicine, Chicago, IL USA
| | - Emanuel A. Azcona
- grid.16753.360000 0001 2299 3507Department of Electrical Computer Engineering, Northwestern University, Evanston, IL USA
| | - S. Kathleen Bandt
- grid.16753.360000 0001 2299 3507Department of Neurosurgery, Northwestern University, Feinberg School of Medicine, Chicago, IL USA
| | - Todd B. Parrish
- grid.16753.360000 0001 2299 3507Department of Radiology, Northwestern University, Feinberg School of Medicine, Chicago, IL USA
| | - Hans C. Breiter
- grid.24827.3b0000 0001 2179 9593Departments of Computer Science and Biomedical Engineering, University of Cincinnati, Cincinnat, OH USA ,grid.32224.350000 0004 0386 9924Laboratory of Neuroimaging and Genetics, Department of Psychiatry, Massachusetts General Hospital and Harvard School of Medicine, Boston, MA USA
| | - Aggelos K. Katsaggelos
- grid.16753.360000 0001 2299 3507Department of Electrical Computer Engineering, Northwestern University, Evanston, IL USA ,grid.16753.360000 0001 2299 3507Department of Radiology, Northwestern University, Feinberg School of Medicine, Chicago, IL USA ,grid.16753.360000 0001 2299 3507Department of Computer Science, Northwestern University, Evanston, IL USA
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9
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Aguerre NV, Gómez-Ariza CJ, Ibáñez-Molina AJ, Bajo MT. Electrophysiological Prints of Grit. Front Psychol 2021; 12:730172. [PMID: 34721192 PMCID: PMC8551368 DOI: 10.3389/fpsyg.2021.730172] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/24/2021] [Accepted: 09/09/2021] [Indexed: 11/13/2022] Open
Abstract
While scientific interest in understanding the grit trait has grown exponentially in recent years, one important gap in the grit literature relates to its biological and neural substrate. In the present study, we adopted a hypotheses-driven approach in a large sample of young adults (N = 120) with diverse educational backgrounds and work experiences in order to investigate the electrophysiological correlates of grit both during rest and while performing a learning task. Additionally, we selected a measure of impulsiveness to better understand the neural similarities and differences between grit and related self-control constructs. Based on previous work that implicated the prefrontal cortex in grit, we hypothesized that high grit participants would have lower frontal theta/beta ratio (a broadly used index that reflects prefrontally-mediated top-down processes, which might indicate better control over subcortical information). Furthermore, we expected the perseverance of effort facet of grit to be linked to higher complexity during task engagement because previous research has shown complexity indexes (entropy and fractal dimension) to be linked to effort while performing cognitive tasks. Our results revealed that although there were no differences at rest as a function of grit, the participants with high grit and high consistency of interest scores exhibited lower frontal theta/beta ratios during the learning task. This pattern suggests that individual differences in grit might be more evident when top-down control processes are at work. Furthermore, there was a positive association between perseverance of effort and entropy at task, which might indicate more effort and engagement in the task. Finally, no association was found between the neural indexes (frontal theta/beta ratio, entropy, or fractal dimension) and impulsiveness, neither impulsiveness mediated between grit and brain measures. Finally, when controlling for impulsiveness and demographic variables (gender, age, education, and work experience) the effects at the facet level remained statistically significant. While there is still a long way to fully understand the neural mechanisms of grit, the present work constitutes a step toward unveiling the electrophysiological prints of grit.
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Affiliation(s)
- Nuria V. Aguerre
- Department of Experimental Psychology—Mind, Brain and Behavior Research Center (CIMCYC), University of Granada, Granada, Spain
| | | | | | - M. Teresa Bajo
- Department of Experimental Psychology—Mind, Brain and Behavior Research Center (CIMCYC), University of Granada, Granada, Spain
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Validación de la estructura psicométrica de las escalas Grit-O y Grit-S en el contexto colombiano y su relación con el éxito académico. ACTA COLOMBIANA DE PSICOLOGIA 2021. [DOI: 10.14718/acp.2021.24.2.9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022] Open
Abstract
Dentro de los constructos que se han estudiado en los últimos años como predictores del desempeño académico se encuentra el factor grit. En la presente investigación se realizaron dos estudios con el objetivo de adaptar y validar la escala Grit-O a un contexto colombiano, así como determinar la validez de criterio de la escala Grit-S por medio del desempeño académico en estudiantes universitarios. En el primer estudio (n = 500) se realizó un análisis factorial exploratorio a través de un método de extracción de mínimos cuadrados no ponderados y un análisis factorial confirmatorio a través de un método de extracción de máxima verosimilitud. Los análisis arrojaron adecuados índices de validez y confiabilidad para las dos escalas (Grit-O y Grit-S) —siendo Grit-S la que presentó mejores índices de ajuste—, y la distribución de ítems por factor de la escala coincidió con la validación original. Sin embargo, los dos factores —perseverancia en el esfuerzo y consistencia en el interés— no se agruparon bajo el constructo grit. En el segundo estudio (n = 89) se observó la relación existente entre la puntuación obtenida en la escala Grit-S y diferentes indicadores de desempeño académico —promedio, número de materias perdidas, entre otros—. Para esto, se realizó un análisis de correlación y de regresión lineal múltiple, tras lo cual se encontraron correlaciones moderadas entre el puntaje total de la escala Grit-S y sus dos componentes con las medidas de desempeño académico. En el análisis de regresión se encontró que el puntaje total de la escala es mejor predictor del desempeño académico (.016**) que el puntaje de cada uno de los componentes de la escala por separado. Al final, en la discusión se comparan los hallazgos con validaciones realizadas en otros países y se dan algunas recomendaciones respecto al uso de la escala.
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11
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Working memory capacity, variability, and response to intervention at age 6 and its association to inattention and mathematics age 9. COGNITIVE DEVELOPMENT 2021. [DOI: 10.1016/j.cogdev.2021.101013] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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Becht AI, Klapwijk ET, Wierenga LM, van der Cruijsen R, Spaans J, van der Aar L, Peters S, Branje S, Meeus W, Crone EA. Longitudinal associations between structural prefrontal cortex and nucleus accumbens development and daily identity formation processes across adolescence. Dev Cogn Neurosci 2020; 46:100880. [PMID: 33202352 PMCID: PMC7677671 DOI: 10.1016/j.dcn.2020.100880] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/01/2020] [Revised: 11/05/2020] [Accepted: 11/06/2020] [Indexed: 11/28/2022] Open
Abstract
We tested whether adolescents with daily high identity uncertainty showed differential structural brain development across adolescence and young adulthood. Participants (N = 150, MageT1 15.92 years) were followed across three waves, covering 4 years. Self-reported daily educational identity and structural brain data of lateral prefrontal cortex (lPFC)/anterior cingulate cortex (ACC), medial PFC, and nucleus accumbens (NAcc) was collected across three waves. All hypotheses were pre-registered. Latent class growth analyses confirmed 2 identity subgroups: an identity synthesis class (characterized by strong commitments, and low uncertainty), and an identity moratorium class (high daily identity uncertainty). Latent growth curve models revealed, on average, delayed maturation of the lateral PFC/ACC and medial PFC and stable NAcc. Yet, adolescents in identity moratorium showed lower levels and less decline in NAcc gray matter volume. Lateral PFC/ACC and medial PFC trajectories did not differ between identity subgroups. Exploratory analyses revealed that adolescents with higher baseline levels and delayed maturation of lateral PFC/ACC and medial PFC gray matter volume, surface area, and cortical thickness reported higher baseline levels and stronger increases of in-depth exploration. These results provide insight into how individual differences in brain development relate to fluctuations in educational identity development across adolescence and young adulthood.
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Affiliation(s)
- Andrik I Becht
- Erasmus School of Social and Behavioural Sciences, Erasmus University Rotterdam, The Netherlands; Research Center Adolescent Development, Utrecht University, The Netherlands; Brain and Development Research Center, Leiden University, The Netherlands.
| | - Eduard T Klapwijk
- Erasmus School of Social and Behavioural Sciences, Erasmus University Rotterdam, The Netherlands; Brain and Development Research Center, Leiden University, The Netherlands
| | - Lara M Wierenga
- Brain and Development Research Center, Leiden University, The Netherlands
| | - Renske van der Cruijsen
- Erasmus School of Social and Behavioural Sciences, Erasmus University Rotterdam, The Netherlands
| | - Jochem Spaans
- Erasmus School of Social and Behavioural Sciences, Erasmus University Rotterdam, The Netherlands
| | - Laura van der Aar
- Erasmus School of Social and Behavioural Sciences, Erasmus University Rotterdam, The Netherlands
| | - Sabine Peters
- Brain and Development Research Center, Leiden University, The Netherlands
| | - Susan Branje
- Research Center Adolescent Development, Utrecht University, The Netherlands
| | - Wim Meeus
- Research Center Adolescent Development, Utrecht University, The Netherlands
| | - Eveline A Crone
- Erasmus School of Social and Behavioural Sciences, Erasmus University Rotterdam, The Netherlands; Brain and Development Research Center, Leiden University, The Netherlands
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Marron TR, Berant E, Axelrod V, Faust M. Spontaneous cognition and its relationship to human creativity: A functional connectivity study involving a chain free association task. Neuroimage 2020; 220:117064. [DOI: 10.1016/j.neuroimage.2020.117064] [Citation(s) in RCA: 14] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/31/2019] [Revised: 05/24/2020] [Accepted: 06/13/2020] [Indexed: 11/30/2022] Open
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14
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Cromwell HC, Abe N, Barrett KC, Caldwell-Harris C, Gendolla GH, Koncz R, Sachdev PS. Mapping the interconnected neural systems underlying motivation and emotion: A key step toward understanding the human affectome. Neurosci Biobehav Rev 2020; 113:204-226. [DOI: 10.1016/j.neubiorev.2020.02.032] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/31/2018] [Revised: 01/22/2020] [Accepted: 02/25/2020] [Indexed: 01/09/2023]
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15
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Gerholm T, Kallioinen P, Tonér S, Frankenberg S, Kjällander S, Palmer A, Lenz-Taguchi H. A randomized controlled trial to examine the effect of two teaching methods on preschool children's language and communication, executive functions, socioemotional comprehension, and early math skills. BMC Psychol 2019; 7:59. [PMID: 31488204 PMCID: PMC6729003 DOI: 10.1186/s40359-019-0325-9] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/18/2019] [Accepted: 07/17/2019] [Indexed: 11/26/2022] Open
Abstract
BACKGROUND During the preschool years, children's development of skills like language and communication, executive functions, and socioemotional comprehension undergo dramatic development. Still, our knowledge of how these skills are enhanced is limited. The preschool contexts constitute a well-suited arena for investigating these skills and hold the potential for giving children an equal opportunity preparing for the school years to come. The present study compared two pedagogical methods in the Swedish preschool context as to their effect on language and communication, executive functions, socioemotional comprehension, and early math. The study targeted children in the age span four-to-six-year-old, with an additional focus on these children's backgrounds in terms of socioeconomic status, age, gender, number of languages, time spent at preschool, and preschool start. An additional goal of the study was to add to prior research by aiming at disentangling the relationship between the investigated variables. METHOD The study constitutes a randomized controlled trial including 18 preschools and 29 preschool units, with a total of 431 children, and 98 teachers. The interventions lasted for 6 weeks, preceded by pre-testing and followed by post-testing of the children. Randomization was conducted on the level of preschool unit, to either of the two interventions or to control. The interventions consisted of a socioemotional and material learning paradigm (SEMLA) and a digitally implemented attention and math training paradigm (DIL). The preschools were further evaluated with ECERS-3. The main analysis was a series of univariate mixed regression models, where the nested structure of individuals, preschool units and preschools were modeled using random variables. RESULTS The result of the intervention shows that neither of the two intervention paradigms had measurable effects on the targeted skills. However, there were results as to the follow-up questions, such as executive functions predicting all other variables (language and communication, socioemotional comprehension, and math). Background variables were related to each other in patterns congruent with earlier findings, such as socioeconomic status predicting outcome measures across the board. The results are discussed in relation to intervention fidelity, length of intervention, preschool quality, and the impact of background variables on children's developmental trajectories and life prospects.
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Affiliation(s)
- Tove Gerholm
- Dept of Linguistics, Stockholm University, Stockholm, Sweden
| | | | - Signe Tonér
- Dept of Linguistics, Stockholm University, Stockholm, Sweden
| | - Sofia Frankenberg
- Dept of Child and Youth Studies, Stockholm University, Stockholm, Sweden
| | - Susanne Kjällander
- Dept of Child and Youth Studies, Stockholm University, Stockholm, Sweden
| | - Anna Palmer
- Dept of Child and Youth Studies, Stockholm University, Stockholm, Sweden
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Darki F, Sauce B, Klingberg T. Inter-Individual Differences in Striatal Connectivity Is Related to Executive Function Through Fronto-Parietal Connectivity. Cereb Cortex 2019; 30:672-681. [DOI: 10.1093/cercor/bhz117] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/16/2019] [Revised: 03/26/2019] [Accepted: 05/06/2019] [Indexed: 11/12/2022] Open
Abstract
Abstract
The striatum has long been associated with cognitive functions, but the mechanisms behind this are still unclear. Here we tested a new hypothesis that the striatum contributes to executive function (EF) by strengthening cortico-cortical connections. Striatal connectivity was evaluated by measuring the resting-state functional connectivity between ventral and dorsal striatum in 570 individuals, aged 3–20 years. Using structural equation modeling, we found that inter-individual differences in striatal connectivity had an indirect effect (via fronto-parietal functional connectivity) and a direct effect on a compound EF measure of working memory, inhibition, and set-shifting/flexibility. The effect of fronto-parietal connectivity on cognition did not depend on age: the influence was as strong in older as younger children. In contrast, striatal connectivity was closely related to changes in cognitive ability during childhood development, suggesting a specific role of the striatum in cognitive plasticity. These results support a new principle for striatal functioning, according to which striatum promotes cognitive development by strengthening of cortico-cortical connectivity.
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Affiliation(s)
- Fahimeh Darki
- Department of Neuroscience, Karolinska Institutet, Stockholm, Sweden
| | - Bruno Sauce
- Department of Neuroscience, Karolinska Institutet, Stockholm, Sweden
| | - Torkel Klingberg
- Department of Neuroscience, Karolinska Institutet, Stockholm, Sweden
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Howard MC, Crayne MP. Persistence: Defining the multidimensional construct and creating a measure. PERSONALITY AND INDIVIDUAL DIFFERENCES 2019. [DOI: 10.1016/j.paid.2018.11.005] [Citation(s) in RCA: 22] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/19/2022]
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18
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Fuhrmann D, Schweizer S, Leung J, Griffin C, Blakemore SJ. The neurocognitive correlates of academic diligence in adolescent girls. Cogn Neurosci 2018; 10:88-99. [PMID: 30099928 PMCID: PMC6373776 DOI: 10.1080/17588928.2018.1504762] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/30/2023]
Abstract
Academic diligence is the ability to regulate behavior in the service of goals, and a predictor of educational attainment. Here we combined behavioral, structural MRI, functional MRI and connectivity data to investigate the neurocognitive correlates of diligence. We assessed whether individual differences in diligence are related to the interplay between frontal control and striatal reward systems, as predicted by the dual-systems hypothesis of adolescent development. We obtained behavioral measures of diligence from 40 adolescent girls (aged 14-15 years) using the Academic Diligence Task. We collected structural imaging data for each participant, as well as functional imaging data during an emotional go-no-go self-control task. As predicted by the dual-systems hypothesis, we found that inferior frontal activation and gyrification correlated with academic diligence. However, neither striatal activation nor structure, nor fronto-striatal connectivity, showed clear associations with diligence. Instead, we found prominent activation of temporal areas during the go-no-go task. This suggests that academic diligence is associated with an extended network of brain regions.
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Affiliation(s)
- Delia Fuhrmann
- a Institute of Cognitive Neuroscience, Division of Psychology and Language Sciences , University College London , London , UK.,b MRC Cognition and Brain Sciences Unit , School of Clinical Medicine, University of Cambridge , Cambridge , UK
| | - Susanne Schweizer
- b MRC Cognition and Brain Sciences Unit , School of Clinical Medicine, University of Cambridge , Cambridge , UK
| | - Jovita Leung
- a Institute of Cognitive Neuroscience, Division of Psychology and Language Sciences , University College London , London , UK
| | - Cait Griffin
- a Institute of Cognitive Neuroscience, Division of Psychology and Language Sciences , University College London , London , UK
| | - Sarah-Jayne Blakemore
- a Institute of Cognitive Neuroscience, Division of Psychology and Language Sciences , University College London , London , UK
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19
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Gerholm T, Hörberg T, Tonér S, Kallioinen P, Frankenberg S, Kjällander S, Palmer A, Taguchi HL. A protocol for a three-arm cluster randomized controlled superiority trial investigating the effects of two pedagogical methodologies in Swedish preschool settings on language and communication, executive functions, auditive selective attention, socioemotional skills and early maths skills. BMC Psychol 2018; 6:29. [PMID: 29914566 PMCID: PMC6006789 DOI: 10.1186/s40359-018-0239-y] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/08/2018] [Accepted: 05/25/2018] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND During the preschool years, children develop abilities and skills in areas crucial for later success in life. These abilities include language, executive functions, attention, and socioemotional skills. The pedagogical methods used in preschools hold the potential to enhance these abilities, but our knowledge of which pedagogical practices aid which abilities, and for which children, is limited. The aim of this paper is to describe an intervention study designed to evaluate and compare two pedagogical methodologies in terms of their effect on the above-mentioned skills in Swedish preschool children. METHOD The study is a randomized control trial (RCT) where two pedagogical methodologies were tested to evaluate how they enhanced children's language, executive functions and attention, socioemotional skills, and early maths skills during an intensive 6-week intervention. Eighteen preschools including 28 units and 432 children were enrolled in a municipality close to Stockholm, Sweden. The children were between 4;0 and 6;0 years old and each preschool unit was randomly assigned to either of the interventions or to the control group. Background information on all children was collected via questionnaires completed by parents and preschools. Pre- and post-intervention testing consisted of a test battery including tests on language, executive functions, selective auditive attention, socioemotional skills and early maths skills. The interventions consisted of 6 weeks of intensive practice of either a socioemotional and material learning paradigm (SEMLA), for which group-based activities and interactional structures were the main focus, or an individual, digitally implemented attention and math training paradigm, which also included a set of self-regulation practices (DIL). All preschools were evaluated with the ECERS-3. DISCUSSION If this intervention study shows evidence of a difference between group-based learning paradigms and individual training of specific skills in terms of enhancing children's abilities in fundamental areas like language, executive functions and attention, socioemotional skills and early math, this will have big impact on the preschool agenda in the future. The potential for different pedagogical methodologies to have different impacts on children of different ages and with different backgrounds invites a wider discussion within the field of how to develop a preschool curriculum suited for all children.
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Affiliation(s)
- Tove Gerholm
- Department of Linguistics, Stockholm University, Stockholm, Sweden
| | - Thomas Hörberg
- Department of Linguistics, Stockholm University, Stockholm, Sweden
- Department of Psychology, Stockholm University, Stockholm, Sweden
| | - Signe Tonér
- Department of Linguistics, Stockholm University, Stockholm, Sweden
| | | | - Sofia Frankenberg
- Department of Child and Youth Studies, Stockholm University, Stockholm, Sweden
| | - Susanne Kjällander
- Department of Child and Youth Studies, Stockholm University, Stockholm, Sweden
| | - Anna Palmer
- Department of Child and Youth Studies, Stockholm University, Stockholm, Sweden
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Becht AI, Bos MG, Nelemans SA, Peters S, Vollebergh WA, Branje SJ, Meeus WH, Crone EA. Goal-Directed Correlates and Neurobiological Underpinnings of Adolescent Identity: A Multimethod Multisample Longitudinal Approach. Child Dev 2018. [DOI: 10.1111/cdev.13048] [Citation(s) in RCA: 21] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/14/2022]
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21
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Wang S, Dai J, Li J, Wang X, Chen T, Yang X, He M, Gong Q. Neuroanatomical correlates of grit: Growth mindset mediates the association between gray matter structure and trait grit in late adolescence. Hum Brain Mapp 2018; 39:1688-1699. [PMID: 29331059 DOI: 10.1002/hbm.23944] [Citation(s) in RCA: 50] [Impact Index Per Article: 8.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/21/2017] [Revised: 11/12/2017] [Accepted: 12/21/2017] [Indexed: 02/05/2023] Open
Abstract
There is a long-standing interest in exploring the factors related to student achievement. As a newly explored personality trait, grit is defined as a person's tendency to pursue long-term goals with continual perseverance and passion, and grit plays a critical role in student achievement. Increasing evidence has shown that growth mindset, the belief that one's basic abilities are malleable and can be developed through effort, is a potential factor for cultivating grit. However, less is known about the association between grit and the brain and the role of growth mindset in this association. Here, we utilized voxel-based morphometry to examine the neuroanatomical correlates of grit in 231 healthy adolescent students by performing structural magnetic resonance imaging. The whole-brain regression analyses revealed that the regional gray matter volume (rGMV) in the left dorsolateral prefrontal cortex (DLPFC) negatively predicted grit. In contrast, the rGMV in the right putamen positively predicted grit. Furthermore, mediating analyses suggested that growth mindset served as a mediator in the association between left DLPFC volume and grit. Our results persisted even after controlling for the influences of self-control and delayed gratification. Overall, our study presents novel evidence for the neuroanatomical basis of grit and highlights that growth mindset might play an essential role in cultivating a student's grit level.
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Affiliation(s)
- Song Wang
- Huaxi MR Research Center (HMRRC), Department of Radiology, West China Hospital of Sichuan University, Chengdu, 610041, China.,Department of Psychoradiology, Chengdu Mental Health Center, Chengdu, 610036, China
| | - Jing Dai
- Department of Psychoradiology, Chengdu Mental Health Center, Chengdu, 610036, China
| | - Jingguang Li
- College of Education, Dali University, Dali, 671003, China
| | - Xu Wang
- School of Life Sciences, Beijing University of Chinese Medicine, Beijing, 100029, China
| | - Taolin Chen
- Huaxi MR Research Center (HMRRC), Department of Radiology, West China Hospital of Sichuan University, Chengdu, 610041, China
| | - Xun Yang
- School of Sociality and Psychology, Southwest University for Nationalities, Chengdu, 610041, China
| | - Manxi He
- Department of Psychoradiology, Chengdu Mental Health Center, Chengdu, 610036, China
| | - Qiyong Gong
- Huaxi MR Research Center (HMRRC), Department of Radiology, West China Hospital of Sichuan University, Chengdu, 610041, China.,Department of Psychoradiology, Chengdu Mental Health Center, Chengdu, 610036, China.,Department of Psychology, School of Public Administration, Sichuan University, Chengdu, 610065, China
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22
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Sjöwall D, Hertz M, Klingberg T. No Long-Term Effect of Physical Activity Intervention on Working Memory or Arithmetic in Preadolescents. Front Psychol 2017; 8:1342. [PMID: 28848464 PMCID: PMC5554341 DOI: 10.3389/fpsyg.2017.01342] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/03/2017] [Accepted: 07/24/2017] [Indexed: 11/13/2022] Open
Abstract
We investigate if increased physical activity (PA) leads to enhanced working memory capacity and arithmetic performance, in a 2-year school-based intervention in preadolescent children (age 6–13). The active school (n = 228) increased PA (aimed at increasing cardiovascular fitness) from 2 to 5 days a week while the control school (n = 242) remained at 2 days. Twice a year, participants performed tests of arithmetic as well as verbal and spatial working memory. They also rated stress with a questionnaire at the start and at the end of the intervention. There was no beneficial development of working memory or arithmetic for the active school as compared to the control school. Furthermore, subgroup analyses revealed no favorable intervention effect for high/low baseline fitness, cognition or grit. Unexpectedly, a significant increase in self-rated stress was detected for the active school and this effect was driven by girls rather than boys and by the younger rather than older children. These results indicate that longtime high intensity PA does not lead to a beneficial development of working memory or arithmetic in preadolescent children.
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Affiliation(s)
- Douglas Sjöwall
- Department of Neuroscience, Karolinska InstituteStockholm, Sweden
| | | | - Torkel Klingberg
- Department of Neuroscience, Karolinska InstituteStockholm, Sweden
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