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Ganesan K, Thompson A, Smid CR, Cañigueral R, Li Y, Revill G, Puetz V, Bernhardt BC, Dosenbach NUF, Kievit R, Steinbeis N. Cognitive control training with domain-general response inhibition does not change children's brains or behavior. Nat Neurosci 2024:10.1038/s41593-024-01672-w. [PMID: 38834704 DOI: 10.1038/s41593-024-01672-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/21/2023] [Accepted: 05/03/2024] [Indexed: 06/06/2024]
Abstract
Cognitive control is required to organize thoughts and actions and is critical for the pursuit of long-term goals. Childhood cognitive control relates to other domains of cognitive functioning and predicts later-life success and well-being. In this study, we used a randomized controlled trial to test whether cognitive control can be improved through a pre-registered 8-week intervention in 235 children aged 6-13 years targeting response inhibition and whether this leads to changes in multiple behavioral and neural outcomes compared to a response speed training. We show long-lasting improvements of closely related measures of cognitive control at the 1-year follow-up; however, training had no impact on any behavioral outcomes (decision-making, academic achievement, mental health, fluid reasoning and creativity) or neural outcomes (task-dependent and intrinsic brain function and gray and white matter structure). Bayesian analyses provide strong evidence of absent training effects. We conclude that targeted training of response inhibition does little to change children's brains or their behavior.
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Affiliation(s)
- Keertana Ganesan
- Division of Psychology and Language Sciences, University College London, London, UK
| | - Abigail Thompson
- Division of Psychology and Language Sciences, University College London, London, UK
- Evidence Based Practice Unit, Anna Freud National Centre for Children and Families, London, UK
| | - Claire R Smid
- Division of Psychology and Language Sciences, University College London, London, UK
| | - Roser Cañigueral
- Division of Psychology and Language Sciences, University College London, London, UK
| | - Yongjing Li
- Division of Psychology and Language Sciences, University College London, London, UK
| | - Grace Revill
- Division of Psychology and Language Sciences, University College London, London, UK
| | - Vanessa Puetz
- Division of Psychology and Language Sciences, University College London, London, UK
| | - Boris C Bernhardt
- Department of Neurology and Neurosurgery, McConnell Brain Imaging Centre, McGill University, Montreal, Quebec, Canada
| | - Nico U F Dosenbach
- Mallinckrodt Institute of Radiology, Washington University School of Medicine, St. Louis, MO, USA
- Department of Neurology, Washington University School of Medicine, St. Louis, MO, USA
- Department of Biomedical Engineering, Washington University in St. Louis, St. Louis, MO, USA
- Department of Psychological and Brain Sciences, Washington University in St. Louis, St. Louis, MO, USA
- Department of Pediatrics, Washington University School of Medicine, St. Louis, MO, USA
| | - Rogier Kievit
- Department of Cognitive Neuroscience, Donders Institute for Brain, Cognition and Behavior, Radboud University Medical Center, Nijmegen, The Netherlands
| | - Nikolaus Steinbeis
- Division of Psychology and Language Sciences, University College London, London, UK.
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2
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Amédée LM, Cyr C, Jean-Thorn A, Hébert M. Executive functioning in child victims of sexual abuse: A multi-informant comparative study. CHILD ABUSE & NEGLECT 2024; 152:106737. [PMID: 38564916 DOI: 10.1016/j.chiabu.2024.106737] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/18/2023] [Revised: 03/01/2024] [Accepted: 03/05/2024] [Indexed: 04/04/2024]
Abstract
BACKGROUND Research examining the association between child sexual abuse and executive functions is limited. Yet, exposure to traumatic situations at a young age has been associated with changes in the prefrontal cortex, which hosts executive functions (Wesarg et al., 2020). These functions are crucial for social adaptation, as they make it possible to inhibit maladaptive behavior and respond flexibly to the demands of the environment. As middle childhood is a sensitive period for the development of self-regulatory abilities, exploring executive functioning in school-age children could provide potential intervention targets (Dajani & Uddin, 2015). OBJECTIVE Using multiple informants, this study compared executive functioning of sexually abused children to that of non-sexually victimized children and examined whether the differences were moderated by sex. METHODS The sample consisted of 225, 6-to-12 years old children with a history of child sexual abuse (CSA) and 97 children without a history of CSA. Children completed two executive functioning tasks measuring cognitive flexibility and inhibition. Parents and teachers completed questionnaires evaluating children's executive functioning. RESULTS In comparison to non-abused children, children with a history of CSA displayed greater executive functioning difficulties as assessed by both informant-reported questionnaires and self-completed tasks. Significant interaction effects were found, such as CSA predicting lower inhibition and executive functions at school in boys but not in girls. CONCLUSION This study is a first step in understanding the association between CSA and executive functioning and offers a clearer picture of the differential impact of sexual trauma according to children's sex.
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3
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Richson BN, Abber SR, Wierenga CE. Conceptualizing avoidant/restrictive food intake disorder via an executive functioning lens. Int J Eat Disord 2024. [PMID: 38804560 DOI: 10.1002/eat.24233] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/30/2023] [Revised: 05/14/2024] [Accepted: 05/15/2024] [Indexed: 05/29/2024]
Abstract
Avoidant/restrictive food intake disorder (ARFID) is a heterogeneous disorder wherein restrictive eating is primarily attributed to non-shape/weight-based reasons (e.g., sensory sensitivity) that empirical research continues to explore. Mounting evidence suggests that ARFID often presents alongside neurodevelopmental diagnoses (NDs) or divergent neurodevelopment broadly. Executive functioning (EF) differences often characterize divergent neurodevelopmental trajectories. Additionally, restrictive eating in anorexia nervosa has been conceptualized as related to EF factors (e.g., set shifting). Given the neurodevelopmental phenotype that may be associated with ARFID and the role of EF in anorexia nervosa, this paper proposes EF as a potentially important, yet understudied factor in ARFID pathology. We posit that various observed ARFID behavioral/cognitive tendencies can be conceptualized in relation to EF differences. We contextualize commonly observed ARFID presentations within "core" EF components (i.e., cognitive flexibility, working memory, inhibitory control), leading to hypotheses about EF in ARFID. Finally, we offer additional considerations/directions for future research on EF in ARFID. Increased research on EF in ARFID is needed to consider this potential common factor in the etiology and maintenance of this heterogeneous disorder. We aim to promote further consideration of EF in ARFID etiology, maintenance, and treatment-outcome research. PUBLIC SIGNIFICANCE: This article proposes that aspects of executive functioning (EF) may play a role in the onset and maintenance of avoidant/restrictive food intake disorder (ARFID), although this notion is largely untested by existing research. Further research on the role of EF in ARFID may assist with refining models and treatments for this heterogeneous disorder.
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Affiliation(s)
- Brianne N Richson
- Sanford Center for Biobehavioral Research, Sanford Research, Fargo, North Dakota, USA
- Department of Psychiatry and Behavioral Science, University of North Dakota School of Medicine and Health Sciences, Fargo, North Dakota, USA
| | - Sophie R Abber
- Department of Psychology, Florida State University, Tallahassee, Florida, USA
| | - Christina E Wierenga
- Department of Psychiatry, University of California San Diego Eating Disorders Center for Treatment and Research, San Diego, California, USA
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Eng CM, Tsegai-Moore A, Fisher AV. Incorporating Evidence-Based Gamification and Machine Learning to Assess Preschool Executive Function: A Feasibility Study. Brain Sci 2024; 14:451. [PMID: 38790430 PMCID: PMC11119088 DOI: 10.3390/brainsci14050451] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/01/2024] [Revised: 04/17/2024] [Accepted: 04/28/2024] [Indexed: 05/26/2024] Open
Abstract
Computerized assessments and digital games have become more prevalent in childhood, necessitating a systematic investigation of the effects of gamified executive function assessments on performance and engagement. This study examined the feasibility of incorporating gamification and a machine learning algorithm that adapts task difficulty to individual children's performance into a traditional executive function task (i.e., Flanker Task) with children ages 3-5. The results demonstrated that performance on a gamified version of the Flanker Task was associated with performance on the traditional version of the task and standardized academic achievement outcomes. Furthermore, gamification grounded in learning science and developmental psychology theories applied to a traditional executive function measure increased children's task enjoyment while preserving psychometric properties of the Flanker Task. Overall, this feasibility study indicates that gamification and adaptive machine learning algorithms can be successfully incorporated into executive function assessments with young children to increase enjoyment and reduce data loss with developmentally appropriate and intentional practices.
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Affiliation(s)
- Cassondra M. Eng
- Department of Psychiatry & Behavioral Sciences, Stanford University, 1520 Page Mill Road Stanford, Stanford, CA 94304, USA
- Department of Psychology, Carnegie Mellon University, 5000 Forbes Avenue, 335I Baker Hall, Pittsburgh, PA 15213, USA;
| | - Aria Tsegai-Moore
- Department of Psychology, Columbia University, 406 Schermerhorn Hall, 1190 Amsterdam Avenue, New York, NY 10027, USA;
| | - Anna V. Fisher
- Department of Psychology, Carnegie Mellon University, 5000 Forbes Avenue, 335I Baker Hall, Pittsburgh, PA 15213, USA;
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5
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Yeshua M, Berger A. The Development of Cognitive Control in Preschoolers and Kindergarteners: The Case of Post-Error Slowing and Delayed Disinhibition. J Intell 2024; 12:41. [PMID: 38667708 PMCID: PMC11051561 DOI: 10.3390/jintelligence12040041] [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: 01/18/2024] [Revised: 03/06/2024] [Accepted: 03/30/2024] [Indexed: 04/28/2024] Open
Abstract
This study aimed to investigate two specific behavioral manifestations of the executive attention systems in preschoolers and kindergarteners, beyond the unique contribution of intelligence. We tested post-error slowing [RT¯Post-error trial-RT¯Not post-error trial] as a marker of reactive control and delayed disinhibition as a novel marker for proactive control. One hundred and eighty preschool- and kindergarten-aged children, as well as their mothers (final sample: 155 children and 174 mothers), performed an adapted task based on Go/NoGo and Stroop-like paradigms-the emotional day-night task. The children showed reliable post-error slowing and delayed disinhibition (mean size effects of 238.18 ms and 58.31 ms, respectively), while the adult size effects were 40-50% smaller. The post-error slowing effect was present for both sexes in all the tested ages, while the delayed disinhibition effect was present only for girls. Both effects showed large individual differences that became smaller in adulthood. Our findings emphasize the earlier maturation of reactive control compared to proactive control, and the earlier maturation of proactive cognitive control in girls compared to boys.
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Affiliation(s)
- Maor Yeshua
- Department of Psychology, Ben-Gurion University of the Negev, Beer Sheva 84105, Israel;
| | - Andrea Berger
- Department of Psychology, Ben-Gurion University of the Negev, Beer Sheva 84105, Israel;
- School of Brain Sciences and Cognition, Ben-Gurion University of the Negev, Beer Sheva 84105, Israel
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6
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Schantell M, Taylor BK, Mansouri A, Arif Y, Coutant AT, Rice DL, Wang YP, Calhoun VD, Stephen JM, Wilson TW. Theta oscillatory dynamics serving cognitive control index psychosocial distress in youth. Neurobiol Stress 2024; 29:100599. [PMID: 38213830 PMCID: PMC10776433 DOI: 10.1016/j.ynstr.2023.100599] [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: 06/28/2023] [Revised: 11/09/2023] [Accepted: 12/10/2023] [Indexed: 01/13/2024] Open
Abstract
Background Psychosocial distress among youth is a major public health issue characterized by disruptions in cognitive control processing. Using the National Institute of Mental Health's Research Domain Criteria (RDoC) framework, we quantified multidimensional neural oscillatory markers of psychosocial distress serving cognitive control in youth. Methods The sample consisted of 39 peri-adolescent participants who completed the NIH Toolbox Emotion Battery (NIHTB-EB) and the Eriksen flanker task during magnetoencephalography (MEG). A psychosocial distress index was computed with exploratory factor analysis using assessments from the NIHTB-EB. MEG data were analyzed in the time-frequency domain and peak voxels from oscillatory maps depicting the neural cognitive interference effect were extracted for voxel time series analyses to identify spontaneous and oscillatory aberrations in dynamics serving cognitive control as a function of psychosocial distress. Further, we quantified the relationship between psychosocial distress and dynamic functional connectivity between regions supporting cognitive control. Results The continuous psychosocial distress index was strongly associated with validated measures of pediatric psychopathology. Theta-band neural cognitive interference was identified in the left dorsolateral prefrontal cortex (dlPFC) and middle cingulate cortex (MCC). Time series analyses of these regions indicated that greater psychosocial distress was associated with elevated spontaneous activity in both the dlPFC and MCC and blunted theta oscillations in the MCC. Finally, we found that stronger phase coherence between the dlPFC and MCC was associated with greater psychosocial distress. Conclusions Greater psychosocial distress was marked by alterations in spontaneous and oscillatory theta activity serving cognitive control, along with hyperconnectivity between the dlPFC and MCC.
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Affiliation(s)
- Mikki Schantell
- Institute for Human Neuroscience, Boys Town National Research Hospital, Boys Town, NE, USA
- College of Medicine, University of Nebraska Medical Center, Omaha, NE, USA
- Center for Pediatric Brain Health, Boys Town National Research Hospital, Boys Town, NE, USA
| | - Brittany K. Taylor
- Institute for Human Neuroscience, Boys Town National Research Hospital, Boys Town, NE, USA
- Center for Pediatric Brain Health, Boys Town National Research Hospital, Boys Town, NE, USA
- Department of Pharmacology & Neuroscience, Creighton University, Omaha, NE, USA
| | - Amirsalar Mansouri
- Institute for Human Neuroscience, Boys Town National Research Hospital, Boys Town, NE, USA
| | - Yasra Arif
- Institute for Human Neuroscience, Boys Town National Research Hospital, Boys Town, NE, USA
- Center for Pediatric Brain Health, Boys Town National Research Hospital, Boys Town, NE, USA
| | - Anna T. Coutant
- Institute for Human Neuroscience, Boys Town National Research Hospital, Boys Town, NE, USA
- Center for Pediatric Brain Health, Boys Town National Research Hospital, Boys Town, NE, USA
| | - Danielle L. Rice
- Institute for Human Neuroscience, Boys Town National Research Hospital, Boys Town, NE, USA
- Center for Pediatric Brain Health, Boys Town National Research Hospital, Boys Town, NE, USA
| | - Yu-Ping Wang
- Department of Biomedical Engineering, Tulane University, New Orleans, LA, USA
| | - Vince D. Calhoun
- Tri-institutional Center for Translational Research in Neuroimaging & Data Science (TReNDS), Georgia State University, Georgia Institute of Technology, Emory University, Atlanta, GA, USA
| | | | - Tony W. Wilson
- Institute for Human Neuroscience, Boys Town National Research Hospital, Boys Town, NE, USA
- College of Medicine, University of Nebraska Medical Center, Omaha, NE, USA
- Center for Pediatric Brain Health, Boys Town National Research Hospital, Boys Town, NE, USA
- Department of Pharmacology & Neuroscience, Creighton University, Omaha, NE, USA
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7
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McAusland L, Burton CL, Bagnell A, Boylan K, Hatchard T, Lingley-Pottie P, Al Maruf A, McGrath P, Newton AS, Rowa K, Schachar RJ, Shaheen SM, Stewart S, Arnold PD, Crosbie J, Mattheisen M, Soreni N, Stewart SE, Meier S. The genetic architecture of youth anxiety: a study protocol. BMC Psychiatry 2024; 24:159. [PMID: 38395805 PMCID: PMC10885620 DOI: 10.1186/s12888-024-05583-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/17/2024] [Accepted: 02/03/2024] [Indexed: 02/25/2024] Open
Abstract
BACKGROUND Anxiety disorders are the most common psychiatric problems among Canadian youth and typically have an onset in childhood or adolescence. They are characterized by high rates of relapse and chronicity, often resulting in substantial impairment across the lifespan. Genetic factors play an important role in the vulnerability toward anxiety disorders. However, genetic contribution to anxiety in youth is not well understood and can change across developmental stages. Large-scale genetic studies of youth are needed with detailed assessments of symptoms of anxiety disorders and their major comorbidities to inform early intervention or preventative strategies and suggest novel targets for therapeutics and personalization of care. METHODS The Genetic Architecture of Youth Anxiety (GAYA) study is a Pan-Canadian effort of clinical and genetic experts with specific recruitment sites in Calgary, Halifax, Hamilton, Toronto, and Vancouver. Youth aged 10-19 (n = 13,000) will be recruited from both clinical and community settings and will provide saliva samples, complete online questionnaires on demographics, symptoms of mental health concerns, and behavioural inhibition, and complete neurocognitive tasks. A subset of youth will be offered access to a self-managed Internet-based cognitive behavioral therapy resource. Analyses will focus on the identification of novel genetic risk loci for anxiety disorders in youth and assess how much of the genetic risk for anxiety disorders is unique or shared across the life span. DISCUSSION Results will substantially inform early intervention or preventative strategies and suggest novel targets for therapeutics and personalization of care. Given that the GAYA study will be the biggest genomic study of anxiety disorders in youth in Canada, this project will further foster collaborations nationally and across the world.
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Affiliation(s)
- Laina McAusland
- The Mathison Centre for Mental Health Research & Education, Hotchkiss Brain Institute, Cumming School of Medicine, University of Calgary, Calgary, AB, Canada.
- Department of Psychiatry, University of Calgary, Calgary, AB, Canada.
- Department of Medical Genetics, University of Calgary, Calgary, AB, Canada.
| | - Christie L Burton
- Neurosciences & Mental Health, Hospital for Sick Children, Toronto, ON, Canada
| | - Alexa Bagnell
- Department of Psychiatry, Dalhousie University, Halifax, NS, Canada
| | - Khrista Boylan
- Department of Psychiatry and Behavioural Neurosciences, McMaster University, Hamilton, ON, Canada
- Offord Center for Child Studies, Hamilton, ON, Canada
- Child and Youth Mental Health Program, Hamilton Health Sciences, Hamilton, ON, Canada
| | - Taylor Hatchard
- Department of Psychiatry and Behavioural Neurosciences, McMaster University, Hamilton, ON, Canada
- Youth Wellness Center, St. Joseph's Healthcare, Hamilton, ON, Canada
| | - Patricia Lingley-Pottie
- Department of Psychiatry, Dalhousie University, Halifax, NS, Canada
- Department of Psychiatry, IWK Health Centre, Halifax, NS, Canada
| | - Abdullah Al Maruf
- The Mathison Centre for Mental Health Research & Education, Hotchkiss Brain Institute, Cumming School of Medicine, University of Calgary, Calgary, AB, Canada
- Department of Psychiatry, University of Calgary, Calgary, AB, Canada
- College of Pharmacy, Rady Faculty of Health Sciences, University of Manitoba, Winnipeg, MB, Canada
| | - Patrick McGrath
- Department of Psychiatry, Dalhousie University, Halifax, NS, Canada
| | - Amanda S Newton
- Department of Pediatrics, University of Alberta, Edmonton, AB, Canada
| | - Karen Rowa
- Department of Psychiatry and Behavioural Neurosciences, McMaster University, Hamilton, ON, Canada
- Anxiety Treatment and Research Clinic, St. Joseph's Healthcare Hamilton, Hamilton, ON, Canada
- Department of Psychology, Neuroscience, and Behaviour, McMaster University, Hamilton, ON, Canada
| | - Russell J Schachar
- Neurosciences & Mental Health, Hospital for Sick Children, Toronto, ON, Canada
- Department of Psychiatry, University of Toronto, Toronto, ON, Canada
| | - S-M Shaheen
- The Mathison Centre for Mental Health Research & Education, Hotchkiss Brain Institute, Cumming School of Medicine, University of Calgary, Calgary, AB, Canada
- Department of Psychiatry, University of Calgary, Calgary, AB, Canada
| | - Sam Stewart
- Department of Epidemiology and Community Health, Dalhousie University, Halifax, NS, Canada
| | - Paul D Arnold
- The Mathison Centre for Mental Health Research & Education, Hotchkiss Brain Institute, Cumming School of Medicine, University of Calgary, Calgary, AB, Canada
- Department of Psychiatry, University of Calgary, Calgary, AB, Canada
- Department of Medical Genetics, University of Calgary, Calgary, AB, Canada
- Alberta Children's Hospital Research Institute, University of Calgary, Calgary, AB, Canada
| | - Jennifer Crosbie
- Neurosciences & Mental Health, Hospital for Sick Children, Toronto, ON, Canada
- Department of Psychiatry, University of Toronto, Toronto, ON, Canada
| | - Manuel Mattheisen
- Department of Psychiatry, Dalhousie University, Halifax, NS, Canada
- Department of Epidemiology and Community Health, Dalhousie University, Halifax, NS, Canada
- Department of Computer Science, Dalhousie University, Halifax, NS, Canada
| | - Noam Soreni
- Department of Psychiatry and Behavioural Neurosciences, McMaster University, Hamilton, ON, Canada
- Offord Center for Child Studies, Hamilton, ON, Canada
- Anxiety Treatment and Research Clinic, St. Joseph's Healthcare Hamilton, Hamilton, ON, Canada
- Pediatric OCD Consultation Service, St. Joseph's Healthcare Hamilton, Hamilton, ON, Canada
| | - S Evelyn Stewart
- British Columbia Children's Hospital Research Institute, Vancouver, BC, Canada
- Department of Psychiatry, University of British Columbia, Vancouver, BC, Canada
| | - Sandra Meier
- Department of Psychiatry, Dalhousie University, Halifax, NS, Canada
- Department of Epidemiology and Community Health, Dalhousie University, Halifax, NS, Canada
- Department of Computer Science, Dalhousie University, Halifax, NS, Canada
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8
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Décaillet M, Denervaud S, Huguenin-Virchaux C, Besuchet L, Bickle-Graz M, Fischer-Fumeaux CJ, Schneider J. Executive functions assessment in very preterm children at school age: A pilot study about a clinical and experimental approach. APPLIED NEUROPSYCHOLOGY. CHILD 2023:1-12. [PMID: 38015558 DOI: 10.1080/21622965.2023.2287059] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/29/2023]
Abstract
While the survival rate of very preterm (VPT) infants has increased in the last decades, they are still at risk of developing long-term neurodevelopmental impairments, especially regarding self-regulatory abilities, and goal-directed behaviors. These skills rely on executive functions (EFs), an umbrella term encompassing the core capacities for inhibition, shifting, and working memory. Existing comprehensive tests are time-consuming and therefore not suitable for all pediatric neuropsychological assessments. The Flanker task is an experimental computer game having the advantage to last less than ten minutes while giving multiple EFs measures. Here, we tested the potency of this task in thirty-one VPT children aged 8-10 years during their clinical assessment. First, we found that VPT children performed in the norm for most clinical tests (i.e., WISC-V, BRIEF, and NEPSY) except for the CPT-3 where they were slower with more omission errors, which could indicate inattentiveness. Second, some Flanker task scores were correlated with standardized clinical testing without resisting to multiple comparisons correction. Finally, compared to full-term children, VPT children showed poorer performance in global EFs measure and lower accuracy in the Flanker task. These findings suggest that this child-friendly version of the Flanker task demonstrated a reasonable sensitivity in capturing EFs with good discrimination between VPT and term children despite VPT children's mild difficulties. It may represent a promising tool for neuropsychological assessments and be suitable as a screening test, providing further validating larger studies. Moreover, while VPT schoolchildren globally display normal intelligence, subtle difficulties that seem to relate to EFs are observed.
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Affiliation(s)
- Marion Décaillet
- Clinic of Neonatology, Department of Mother-Woman-Child, Lausanne University Hospital and University of Lausanne, Lausanne, Switzerland
- Departement of Radiology, Lausanne University Hospital and University of Lausanne, Lausanne, Switzerland
- The Sense Innovation and Research Center, Lausanne and Sion, Switzerland
| | - Solange Denervaud
- Departement of Radiology, Lausanne University Hospital and University of Lausanne, Lausanne, Switzerland
| | - Cléo Huguenin-Virchaux
- Clinic of Neonatology, Department of Mother-Woman-Child, Lausanne University Hospital and University of Lausanne, Lausanne, Switzerland
- The Sense Innovation and Research Center, Lausanne and Sion, Switzerland
| | - Laureline Besuchet
- Clinic of Neonatology, Department of Mother-Woman-Child, Lausanne University Hospital and University of Lausanne, Lausanne, Switzerland
- The Sense Innovation and Research Center, Lausanne and Sion, Switzerland
| | - Myriam Bickle-Graz
- Clinic of Neonatology, Department of Mother-Woman-Child, Lausanne University Hospital and University of Lausanne, Lausanne, Switzerland
| | - Céline Julie Fischer-Fumeaux
- Clinic of Neonatology, Department of Mother-Woman-Child, Lausanne University Hospital and University of Lausanne, Lausanne, Switzerland
| | - Juliane Schneider
- Clinic of Neonatology, Department of Mother-Woman-Child, Lausanne University Hospital and University of Lausanne, Lausanne, Switzerland
- The Sense Innovation and Research Center, Lausanne and Sion, Switzerland
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9
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Warren CV, Kroll CF, Kopp B. Dopaminergic and norepinephrinergic modulation of endogenous event-related potentials: A systematic review and meta-analysis. Neurosci Biobehav Rev 2023; 151:105221. [PMID: 37150485 DOI: 10.1016/j.neubiorev.2023.105221] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/11/2021] [Revised: 05/02/2023] [Accepted: 05/03/2023] [Indexed: 05/09/2023]
Abstract
Event-related potentials (ERPs) represent the cortical processing of sensory, motor or cognitive functions invoked by particular events or stimuli. A current theory posits that the catecholaminergic neurotransmitters dopamine (DA) and norepinephrine (NE) modulate a number of endogenous ERPs during various cognitive processes. This manuscript aims to evaluate a leading neurotransmitter hypothesis with a systematic overview and meta-analysis of pharmacologic DA and NE manipulation of specific ERPs in healthy subjects during executive function. Specifically, the frontally-distributed P3a, N2, and Ne/ERN (or error-related negativity) are supposedly modulated primarily by DA, whereas the parietally-distributed P3b is thought to be modulated by NE. Based on preceding research, we refer to this distinction between frontally-distributed DA-sensitive and parietally-distributed NE-sensitive ERP components as the Extended Neurobiological Polich (ENP) hypothesis. Our systematic review and meta-analysis indicate that this distinction is too simplistic and many factors interact with DA and NE to influence these specific ERPs. These may include genetic factors, the specific cognitive processes engaged, or elements of study design, i.e. session or sequence effects or data-analysis strategies.
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Affiliation(s)
- Claire V Warren
- Charlotte Fresenius Hochschule, Alte Rabenstraße 32, 20148 Hamburg, Germany; Professorship for Clinical Psychology, Helmut-Schmidt University/ Bundeswehr University Hamburg, Holstenhofweg 85, 22043 Hamburg, Germany.
| | - Charlotte F Kroll
- Department of Psychiatry & Neuropsychology, School for Mental Health and Neuroscience, Faculty of Health, Medicine and Life Sciences, Maastricht University, Minderbroedersberg 4-6. P.O. Box 616, Maastricht, MD, 6200, The Netherlands
| | - Bruno Kopp
- Clinic für Neurology, Hannover Medical School, Carl-Neuberg-Straße 1, 30625 Hannover, Germany
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10
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St. Laurent CW, Rasmussen CL, Holmes JF, Cremone-Caira A, Kurdziel LBF, Desrochers PC, Spencer RMC. Associations of activity, sedentary, and sleep behaviors with cognitive and social-emotional health in early childhood. JOURNAL OF ACTIVITY, SEDENTARY AND SLEEP BEHAVIORS 2023; 2:7. [PMID: 38798902 PMCID: PMC11116218 DOI: 10.1186/s44167-023-00016-6] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/06/2022] [Accepted: 01/27/2023] [Indexed: 05/29/2024]
Abstract
Background Early childhood is important for cognitive and social-emotional development, and a time in which to promote healthy movement behaviors (sedentary behavior, physical activity, and sleep). Movement behaviors may have interactive influences on cognition and social-emotional factors in young children, but most previous research has explored them independently. The purpose of this study was to determine if movement behaviors are associated with measures of cognitive and social-emotional health in young children and if so, to describe optimal compositions of movement behaviors of a daily cycle for such outcomes. Methods Children (n = 388, 33 to 70 months, 44.6% female) from a clinical trial (ClinicalTrials.gov ID: NCT03285880, first posted September 18, 2017) wore accelerometers on their wrists for 24-h for 9.56 ± 3.3 days. Movement behavior compositions consisted of time spent in sedentary behaviors, light intensity physical activity, moderate to vigorous intensity physical activity (MVPA), and sleep. Outcomes were cognitive (receptive vocabulary, declarative and procedural memory, and executive attention) and social-emotional measures (temperament and behavioral problems). Compositional linear regression models with isometric log ratios were used to investigate the relations between the movement behavior composition and the cognitive and social-emotional health measures. If a significant association was found between the composition and an outcome, we further explored the "optimal" 24-h time-use for said outcome. Results Movement behavior compositions were associated with receptive vocabulary. The composition associated with the predicted top five percent of vocabulary scores consisted of 12.1 h of sleep, 4.7 h of sedentary time, 5.6 h of light physical activity, and 1.7 h of MVPA. Conclusions While behavior compositions are related to vocabulary ability in early childhood, our findings align with the inconclusiveness of the current evidence regarding other developmental outcomes. Future research exploring activities within these four movement behaviors, that are meaningful to cognitive and social-emotional development, may be warranted. Supplementary Information The online version contains supplementary material available at 10.1186/s44167-023-00016-6.
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Affiliation(s)
- Christine W. St. Laurent
- Department of Psychological and Brain Sciences, University of Massachusetts Amherst, 135 Hicks Way, Tobin Hall, Amherst, MA 01003 USA
| | - Charlotte Lund Rasmussen
- Department of Public Health and Nursing, Norwegian University of Science and Technology, Trondheim, Norway
- Department of Physical Education and Sport Sciences, University of Limerick, Limerick, Ireland
- Faculty of Physical Culture, Palacký University Olomouc, Olomouc, Czech Republic
| | - Jennifer F. Holmes
- Department of Psychological and Brain Sciences, University of Massachusetts Amherst, 135 Hicks Way, Tobin Hall, Amherst, MA 01003 USA
| | | | | | - Phillip C. Desrochers
- Sensing, Perception, and Applied Robotics Division, Charles River Analytics, Cambridge, MA USA
| | - Rebecca M. C. Spencer
- Department of Psychological and Brain Sciences, University of Massachusetts Amherst, 135 Hicks Way, Tobin Hall, Amherst, MA 01003 USA
- Institute for Applied Life Sciences, University of Massachusetts Amherst, Amherst, MA USA
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11
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King J, Marcus T, Markant J. Individual differences in selective attention and engagement shape students’ learning from visual cues and instructor presence during online lessons. Sci Rep 2023; 13:5075. [PMID: 36977822 PMCID: PMC10047463 DOI: 10.1038/s41598-023-32069-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/26/2022] [Accepted: 03/22/2023] [Indexed: 03/29/2023] Open
Abstract
AbstractAlthough some researchers recommend minimizing extraneous visual information in multimedia lessons, others have demonstrated that features such as visual cues and instructor videos can enhance learning. However, variability in selective attention skills may influence students’ ability to benefit from these additional features. This study investigated links between college students’ selective attention skills and their learning from video lessons that varied in the use of visual cues and the instructor video. Learning outcomes depended on both the visual features available and students’ effort and selective attention skills. Among students who reported increased effort during the lessons, those with more efficient selective attention benefited most when a single additional feature (i.e., either visual cues or the instructor video) was used. All students, regardless of attention skills, benefited when both visual cues and the instructor were combined. These findings suggest that learning during multimedia lessons may depend on the visual features of the lessons and the student’s effort and attention skills.
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12
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Unger L, Sloutsky VM. Category learning is shaped by the multifaceted development of selective attention. J Exp Child Psychol 2023; 226:105549. [PMID: 36116317 DOI: 10.1016/j.jecp.2022.105549] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/11/2022] [Revised: 08/28/2022] [Accepted: 08/31/2022] [Indexed: 11/25/2022]
Abstract
Categories are a fundamental building block of cognition that simplify the multitude of entities we encounter into equivalence classes. By simplifying this barrage of inputs, categories support reasoning about and interacting with their members. For example, despite differences in size, color, and other features, we can treat members of the category of dogs as equivalent, and thus generalize information about any given dog to other dogs. Simplifying entities into categories in adulthood is supported by selective attention, in which people focus on category-relevant attributes, while filtering out category-irrelevant attributes. However, much category learning takes place in infancy and early childhood, when selective attention undergoes substantial development. We designed two experiments to disentangle the contributions of the focusing and filtering aspects of selective attention to category learning over development. Experiment 1 provided evidence that learning simple categories was accompanied by selective attention in both 4- and 5- year-old children and adults. Experiment 2 provided evidence that only focusing contributed to selective attention in 4-year-olds, whereas both focusing and filtering contributed to selective attention in 5-year-olds and adults. Thus, category learning may recruit different aspects of selective attention across development.
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Affiliation(s)
- Layla Unger
- Department of Psychology, The Ohio State University, United States.
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13
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Ger E, Roebers C. Hearts, flowers, and fruits: All children need to reveal their post-error slowing. J Exp Child Psychol 2023; 226:105552. [PMID: 36166942 DOI: 10.1016/j.jecp.2022.105552] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/18/2022] [Revised: 08/26/2022] [Accepted: 09/05/2022] [Indexed: 10/14/2022]
Abstract
Slowing down responses after errors (i.e., post-error slowing [PES]) is an established finding in adults. Yet PES in young children is still not well understood. In this study, we investigated (a) whether young children show PES in tasks with different types of cognitive conflict and differing demands on executive functions, (b) whether PES is adaptive and efficient in the sense that it is associated with better task performance, and (c) whether PES correlates between tasks. We tested 4- to 6-year-old children on the Funny Fruits task (FF; n = 143), a Stroop-like task that incorporates semantic conflict and taxes children's inhibition skills, and the Hearts and Flowers task (HF; n = 170), which incorporates spatial conflict and taxes children's inhibition skills in its incongruent block and taxes both inhibition and cognitive flexibility (rule-switching) skills in its mixed block. A subgroup of children were tested on both FF and HF (n = 74). Results revealed that, first, children showed PES in FF and both blocks of HF, indicating that PES occurs in both types of conflict and under varying executive demands. Second, PES was associated with task accuracy, but only for FF and the mixed HF. Third, a between-task association in PES emerged only between FF and the mixed HF. Together, these findings indicate that PES is still a developing strategy in young children; it is present but only adaptive for, and correlates between, semantic inhibition and spatial flexibility.
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Affiliation(s)
- Ebru Ger
- Department of Psychology, University of Bern, 3012 Bern, Switzerland.
| | - Claudia Roebers
- Department of Psychology, University of Bern, 3012 Bern, Switzerland
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Assessing Inhibitory Control in the Real World Is Virtually Possible: A Virtual Reality Demonstration. Behav Sci (Basel) 2022; 12:bs12110444. [PMID: 36421740 PMCID: PMC9687711 DOI: 10.3390/bs12110444] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/13/2022] [Revised: 11/09/2022] [Accepted: 11/10/2022] [Indexed: 11/16/2022] Open
Abstract
Executive functions are the key ingredient for behaviour regulation. Among them, inhibitory control is one of the main exponents of executive functions, and in the last decades, it has received a good amount of attention thanks to the development of chronometric tasks associated with paradigms that allow exploring human behaviour when the inhibitory component is needed. Among the different paradigms typically used, the Simon and flanker tasks are probably the most popular ones. These have been subjected to modifications in order to assess inhibitory control from different perspectives (e.g., in different samples or in combination with different research techniques). However, its use has been relegated to classical presentation modalities within laboratory settings. The accessibility of virtual reality (VR) technology has opened new research avenues to investigate inhibition control with a high ecological validity while retaining tightly controlled lab conditions and good measurement accuracy. We present two cutting-edge modifications of the standard Simon and flanker tasks that have been adapted to real-world settings using VR and human-like avatars as target stimuli. Our findings show that virtual reality is a credible tool for testing inhibitory control with a high degree of transferability and generalizability to the real world.
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15
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Interaction between color and attentional level in children’s conflict control. Cogn Process 2022; 23:647-654. [DOI: 10.1007/s10339-022-01107-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/22/2021] [Accepted: 08/11/2022] [Indexed: 11/03/2022]
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16
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Gleichmann DC, Pinner JFL, Garcia C, Hakeem JH, Kodituwakku P, Stephen JM. A Pilot Study Examining the Effects of Music Training on Attention in Children with Fetal Alcohol Spectrum Disorders (FASD). SENSORS (BASEL, SWITZERLAND) 2022; 22:5642. [PMID: 35957202 PMCID: PMC9370928 DOI: 10.3390/s22155642] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 06/09/2022] [Revised: 07/20/2022] [Accepted: 07/25/2022] [Indexed: 06/15/2023]
Abstract
Prior studies indicate differences in brain volume and neurophysiological responses of musicians relative to non-musicians. These differences are observed in the sensory, motor, parietal, and frontal cortex. Children with a fetal alcohol spectrum disorder (FASD) experience deficits in auditory, motor, and executive function domains. Therefore, we hypothesized that short-term music training in children with an FASD due to prenatal alcohol exposure may improve brain function. Children (N = 20) with an FASD were randomized to participate in either five weeks of piano training or to a control group. Selective attention was evaluated approximately seven weeks apart (pre-/post-music training or control intervention), examining longitudinal effects using the Attention Networks Test (ANT), a well-established paradigm designed to evaluate attention and inhibitory control, while recording EEG. There was a significant group by pre-/post-intervention interaction for the P250 ms peak of the event-related potential and for theta (4-7 Hz) power in the 100-300 ms time window in response to the congruent condition when the flanking stimuli were oriented congruently with the central target stimulus in fronto-central midline channels from Cz to Fz. A trend for improved reaction time at the second assessment was observed for the music trained group only. These results support the hypothesis that music training changes the neural indices of attention as assessed by the ANT in children with an FASD. This study should be extended to evaluate the effects of music training relative to a more closely matched active control and determine whether additional improvements emerge with longer term music training.
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Affiliation(s)
| | - John F. L. Pinner
- Department of Psychology, University of New Mexico, 2300 Menaul Boulevard NE, Albuquerque, NM 87107, USA; (J.F.L.P.); (C.G.)
| | - Christopher Garcia
- Department of Psychology, University of New Mexico, 2300 Menaul Boulevard NE, Albuquerque, NM 87107, USA; (J.F.L.P.); (C.G.)
| | - Jaynie H. Hakeem
- Music Therapy—A Sound Approach, 1212 Daskalos Dr. NE, Albuquerque, NM 87123, USA;
| | - Piyadasa Kodituwakku
- Center for Development and Disability, Department of Pediatrics, University of New Mexico, 2300 Menaul Boulevard NE, Albuquerque, NM 87107, USA;
| | - Julia M. Stephen
- The Mind Research Network, 1101 Yale Blvd NE, Albuquerque, NM 87106, USA;
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17
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Executive Function-Related Improvements on a Commercial CBT-Based Weight Management Intervention: Pilot Randomized Controlled Trial. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19148763. [PMID: 35886615 PMCID: PMC9320503 DOI: 10.3390/ijerph19148763] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/20/2022] [Revised: 07/06/2022] [Accepted: 07/14/2022] [Indexed: 11/17/2022]
Abstract
Executive functioning is a key component involved in many of the processes necessary for effective weight management behavior change (e.g., setting goals). Cognitive behavioral therapy (CBT) and third-wave CBT (e.g., mindfulness) are considered first-line treatments for obesity, but it is unknown to what extent they can improve or sustain executive functioning in a generalized weight management intervention. This pilot randomized controlled trial examined if a CBT-based generalized weight management intervention would affect executive functioning and executive function-related brain activity in individuals with obesity or overweight. Participants were randomized to an intervention condition (N = 24) that received the Noom Weight program or to a control group (N = 26) receiving weekly educational newsletters. EEG measurements were taken during Flanker, Stroop, and N-back tasks at baseline and months 1 through 4. After 4 months, the intervention condition evidenced greater accuracy over time on the Flanker and Stroop tasks and, to a lesser extent, neural markers of executive function compared to the control group. The intervention condition also lost more weight than controls (−7.1 pounds vs. +1.0 pounds). Given mixed evidence on whether weight management interventions, particularly CBT-based weight management interventions, are associated with changes in markers of executive function, this pilot study contributes preliminary evidence that a multicomponent CBT-based weight management intervention (i.e., that which provides both support for weight management and is based on CBT) can help individuals sustain executive function over 4 months compared to controls.
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18
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Liu J, Li Y, Zhou T, Lu Y, Sang M, Li L, Fang C, Hu W, Sun X, Quan M, Liu J. Relationship Between Gross Motor Skills and Inhibitory Control in Preschool Children: A Pilot Study. Front Hum Neurosci 2022; 16:848230. [PMID: 35903789 PMCID: PMC9314641 DOI: 10.3389/fnhum.2022.848230] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/04/2022] [Accepted: 06/16/2022] [Indexed: 11/21/2022] Open
Abstract
Purpose Gross motor skills (GMS) and inhibitory control (IC) which are both development in preschool stage is significant for preschooler to healthy growth. However, the evidence of relationship between them in preschoolers are still insufficient, most of studies only focus on youth. Thus, the aim of this research is to examine the association between GMS and IC in preschool children. Methods This cross-sectional study used baseline data from a previous intervention study of preschoolers conducted in 2018. GMS were assessed by using the Test for Gross Motor Development (2nd edition) in preschoolers, which includes two subtests of locomotor and object control skills. Total GMS is calculated from the sum of these two subtests. The Fish Flanker task was used to evaluate both accuracy and reaction time of IC. Multivariate linear regression models were established to analyze the relationships between GMS and IC. Results A total of 123 preschool-age children (55 girls, 68 boys) were included in the final analysis. After adjusting for confounders, GMS (β = −8.27 ms, 95%CI: −14.2, −2.34), locomotor (β = −11.2 ms, 95%CI: −21.43, −0.97), and object control skills (β = −12.15 ms, 95%CI: −22.07, −2.23) were all negatively related with reaction time of IC. Conclusion There was a significant negative correlation between gross motor skills and the reaction time of inhibitory control in preschool children. Further research is needed to verify this finding in prospective and experimental studies.
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Affiliation(s)
- Jiajia Liu
- School of Kinesiology, Shanghai University of Sport, Shanghai, China
| | - Yiyan Li
- School of Kinesiology, Shanghai University of Sport, Shanghai, China
| | - Tang Zhou
- School of Kinesiology, Shanghai University of Sport, Shanghai, China
| | - Yanhua Lu
- School of Kinesiology, Shanghai University of Sport, Shanghai, China
| | - Menghao Sang
- School of Kinesiology, Shanghai University of Sport, Shanghai, China
| | - Longkai Li
- School of Kinesiology, Shanghai University of Sport, Shanghai, China
| | - Chunyi Fang
- Rehabilitation & Sports Medicine Research Institute of Zhejiang Province, Zhejiang Provincial People’s Hospital, People’s Hospital of Hangzhou Medical College, Hangzhou, China
| | - Wenwen Hu
- Department of Physical Education, Institute of Disaster Prevention, Langfang, China
| | - Xiaojiao Sun
- School of Physical Education and Sport Training, Shanghai University of Sport, Shanghai, China
| | - Minghui Quan
- School of Kinesiology, Shanghai University of Sport, Shanghai, China
- Shanghai Frontiers Science Research Base of Exercise and Metabolic Health, Shanghai University of Sport, Shanghai, China
| | - Jinyan Liu
- Department of Physical Education, Donghua University, Shanghai, China
- *Correspondence: Jinyan Liu,
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19
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Inconsistent flanker congruency effects across stimulus types and age groups: A cautionary tale. Behav Res Methods 2022:10.3758/s13428-022-01889-2. [PMID: 35768744 DOI: 10.3758/s13428-022-01889-2] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/23/2022] [Indexed: 11/08/2022]
Abstract
The flanker task is a common measure of selective attention and response competition across populations, age groups, and experiential contexts. Adapting it for different uses often involves changing methodological features that are rarely empirically compared with the previous design. This paper presents an example of how typical methodological changes can differentially elicit congruency effects across age groups. We compared two flanker tasks, using direction stimuli on a laptop versus color stimuli on a tablet, in young children (2-7 years; Experiment 1), older children (6-10 years; Experiment 2a), and adults (19-23 years; Experiment 2b). Young children showed the expected congruency effects in the direction task, and one year later a subset of the sample completed the color task, also showing congruency effects. Longitudinal comparisons showed no difference in the congruency effect across tasks, but nearly half of the sample was excluded due to high error rates. To avoid excluding children with few correct trials, we modified a new measure, signed residual time, to incorporate correctness and reaction time per trial. With the larger sample, this measure showed no difference in congruency effects across tasks. To compare these tasks when completed within the same session, we tested older children and young adults in both tasks and found congruency effects in the direction task but not the color task. These results raise concern that tasks adapted for young children may not perform comparably in other samples, and we caution researchers to anticipate this possibility when modifying cognitive tasks.
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Abstract
The current study examined concurrent relationships between children's self-regulation, measured behaviorally and by parent-report, and children's internalizing and externalizing symptoms. The aim was to distinguish which components of self-regulation (attention vs. inhibitory control, "hot" vs. "cool" regulation) best predict dimensional symptomatology and clinical disorders in young children. The participants were 120 children, ages 4-8 years old. Results showed that greater parent-reported attention was associated with fewer internalizing and externalizing symptoms. Behaviorally-measured hot inhibitory control related to fewer internalizing symptoms, whereas parent-reported inhibitory control related to fewer externalizing symptoms. Similar patterns emerged for clinical diagnoses, with parent-rated attention most strongly predicting disorders across domains. Results support prior evidence implicating self-regulatory deficits in externalizing problems, while also demonstrating that components of self-regulation are impaired with internalizing symptoms. Further, different sub-components of self-regulation relate to different dimensions of psychopathology in children. Interventions should target these areas in children at-risk for disorders.
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21
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Dubravac M, Roebers CM, Meier B. Age-related qualitative differences in post-error cognitive control adjustments. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2022; 40:287-305. [PMID: 35040504 PMCID: PMC9306937 DOI: 10.1111/bjdp.12403] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/27/2021] [Revised: 11/03/2021] [Accepted: 12/20/2021] [Indexed: 11/28/2022]
Abstract
Detecting an error signals the need for increased cognitive control and behavioural adjustments. Considerable development in performance monitoring and cognitive control is evidenced by lower error rates and faster response times in multi-trial executive function tasks with age. Besides these quantitative changes, we were interested in whether qualitative changes in balancing accuracy and speed contribute to developmental progression during elementary school years. We conducted two studies investigating the temporal and developmental trajectories of post-error slowing in three prominent cognitive conflict tasks (Stroop, Simon, and flanker). We instructed children (8-, 10-, and 12-year-old) and adults to respond as fast and as accurately as possible and measured their response times on four trials after correct and incorrect responses to a cognitive conflict. Results revealed that all age groups had longer response times on post-error versus post-correct trials, reflecting post-error slowing. Critically, slowing on the first post-error trial declined with age, suggesting an age-related reduction in the orienting response towards errors. This age effect diminished on subsequent trials, suggesting more fine-tuned cognitive control adjustments with age. Overall, the consistent pattern across tasks suggests an age-related change from a relatively strong orienting response to more balanced cognitive control adaptations.
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Affiliation(s)
- Mirela Dubravac
- Institute of Psychology, University of Bern, Bern, Switzerland
| | | | - Beat Meier
- Institute of Psychology, University of Bern, Bern, Switzerland
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22
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Berger P, Grosse Wiesmann C. Positive emotion enhances conflict processing in preschoolers. Dev Sci 2021; 25:e13199. [PMID: 34821447 DOI: 10.1111/desc.13199] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/14/2021] [Revised: 10/14/2021] [Accepted: 11/18/2021] [Indexed: 11/30/2022]
Abstract
The rapid detection and resolution of conflict between opposing action tendencies is crucial for our ability to engage in goal-directed behavior. Research in adults suggests that emotions can serve as a "relevance detector" that alarms attentional and sensory systems, thereby leading to more efficient conflict processing. In contrast, previous research in children has almost exclusively stressed the impeding influence of emotion on the attentional system, as suggested by the protracted development of performance in "hot" executive function tasks. Do preschool children show a facilitative effect of emotion on conflict processing? We addressed this question applying a modified version of a color flanker task that either involved or did not involve positive emotional stimuli in preschool children (N = 43, with preregistered Bayesian sequential design, aged 2.8-7.0 years). Our results show a robust conflict effect with higher error rates in incongruent compared to congruent trials. Crucially, conflict resolution was faster in emotional compared to neutral conditions. Furthermore, while efficient conflict processing increases with age, we find evidence against an age-related change in the influence of positive emotion on conflict processing. Taken together, these findings provide indication that positive emotion can trigger efficient control processes already from early on in life. In contrast to the predominant view in developmental psychology, this indicates that, depending on the role that emotion has in conflict processing, emotion may show a facilitative or impeding effect already in the preschool period.
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Affiliation(s)
- Philipp Berger
- Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig, Germany.,Research Group Milestones of Early Cognitive Development, Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig, Germany
| | - Charlotte Grosse Wiesmann
- Research Group Milestones of Early Cognitive Development, Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig, Germany
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Chevalier N, Hadley LV, Balthrop K. Midfrontal theta oscillations and conflict monitoring in children and adults. Dev Psychobiol 2021; 63:e22216. [PMID: 34813101 DOI: 10.1002/dev.22216] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/21/2021] [Revised: 09/28/2021] [Accepted: 10/30/2021] [Indexed: 12/31/2022]
Abstract
Conflict monitoring is central in cognitive control, as detection of conflict serves as a signal for the need to engage control. This study examined whether (1) midfrontal theta oscillations similarly support conflict monitoring in children and adults, and (2) performance monitoring difficulty influences conflict monitoring and resolution. Children (n = 25) and adults (n = 24) completed a flanker task with fair or rigged response feedback. Relative to adults, children showed a smaller congruency effect on midfrontal theta power, overall lower midfrontal theta power and coherence, and (unlike adults) no correlation between midfrontal theta power and N2 amplitude, suggesting that reduced neural communication efficiency contributes to less efficient conflict monitoring in children than adults. In both age groups, response feedback fairness affected response times and the P3, but neither midfrontal theta oscillations nor the N2, indicating that performance monitoring difficulty influenced conflict resolution but not conflict monitoring.
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Affiliation(s)
| | - Lauren V Hadley
- Hearing Sciences-Scottish Section, Glasgow Royal Infirmary, University of Nottingham, Glasgow, UK
| | - Kullen Balthrop
- University Counseling Services, Murray State University, Murray, Kentucky, USA
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Bruce J, Pears KC, McDermott JM, Fox NA, Fisher PA. Effects of a school readiness intervention on electrophysiological indices of external response monitoring in children in foster care. Dev Psychopathol 2021; 33:832-842. [PMID: 32489170 PMCID: PMC7710616 DOI: 10.1017/s0954579420000164] [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] [Indexed: 11/06/2022]
Abstract
This study examined the impact of a school readiness intervention on external response monitoring in children in foster care. Behavioral and event-related potential (ERP) data were collected during a flanker task from children who received the Kids In Transition to School (KITS) Program (n = 26) and children who received services as usual (n = 19) before and after the intervention. While there were no significant group differences on the behavioral data, the ERP data for the two groups of children significantly differed. Specifically, in contrast to the children who received services as usual, the children who received the KITS Program displayed greater amplitude differences between positive and negative performance feedback over time for the N1, which reflects early attention processes, and feedback-related negativity, which reflects evaluation processes. In addition, although the two groups did not differ on amplitude differences between positive and negative performance feedback for these ERP components before the intervention, the children who received the KITS Program displayed greater amplitude differences than the children who received services as usual after the intervention. These results suggest that the KITS Program had an effect on responsivity to external performance feedback, which may be beneficial during the transition into kindergarten.
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Gonthier C, Blaye A. Preschoolers are capable of fine-grained implicit cognitive control: Evidence from development of the context-specific proportion congruency effect. J Exp Child Psychol 2021; 210:105211. [PMID: 34157498 DOI: 10.1016/j.jecp.2021.105211] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/23/2020] [Revised: 05/19/2021] [Accepted: 05/19/2021] [Indexed: 10/21/2022]
Abstract
Whereas much of the developmental literature has focused on the difficulties of young children in regulating their behavior, an increasing base of evidence suggests that children may be capable of surprisingly flexible engagement of cognitive control when based on implicit experience with the situation. One of the most fine-grained examples of implicit cognitive control in adults is the context-specific proportion congruency (CSPC) effect-the finding that interference in a conflict task is reduced for stimuli that are presented in a context (e.g., a spatial location) where stimuli are generally incongruent. Can such a subtle modulation of control be observed in children? In Experiment 1 (N = 180), we showed that this effect exists in preschoolers for two different types of context manipulation and that its magnitude is at least as large as in older children. In Experiment 2 (N = 40), we confirmed that the effect transfers to unbiased stimuli, indicating that it is not attributable to contingency learning of stimulus-response associations and can be taken to actually reflect cognitive control. These results support the possibility that implicit cognitive control (implemented without explicit intentions and without requiring subject awareness) can be functionally distinct from explicit control and that even very young children can implement fine-grained cognitive control when it is based on implicit cues.
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Affiliation(s)
| | - Agnès Blaye
- Laboratoire de Psychologie Cognitive (UMR 7290), Centre National de la Recherche Scientifique (CNRS), Aix Marseille Université, 13331 Marseille, France
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Kangas BD, Iturra-Mena AM, Robble MA, Luc OT, Potter D, Nickels S, Bergman J, Carlezon WA, Pizzagalli DA. Concurrent electrophysiological recording and cognitive testing in a rodent touchscreen environment. Sci Rep 2021; 11:11665. [PMID: 34083596 PMCID: PMC8175731 DOI: 10.1038/s41598-021-91091-9] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/02/2020] [Accepted: 05/18/2021] [Indexed: 02/04/2023] Open
Abstract
Challenges in therapeutics development for neuropsychiatric disorders can be attributed, in part, to a paucity of translational models capable of capturing relevant phenotypes across clinical populations and laboratory animals. Touch-sensitive procedures are increasingly used to develop innovative animal models that better align with testing conditions used in human participants. In addition, advances in electrophysiological techniques have identified neurophysiological signatures associated with characteristics of neuropsychiatric illness. The present studies integrated these methodologies by developing a rat flanker task with electrophysiological recordings based on reverse-translated protocols used in human electroencephalogram (EEG) studies of cognitive control. Various touchscreen-based stimuli were evaluated for their ability to efficiently gain stimulus control and advance to flanker test sessions. Optimized stimuli were then examined for their elicitation of prototypical visual evoked potentials (VEPs) across local field potential (LFP) wires and EEG skull screws. Of the stimuli evaluated, purple and green photographic stimuli were associated with efficient training and expected flanker interference effects. Orderly stimulus-locked outcomes were also observed in VEPs across LFP and EEG recordings. These studies along with others verify the feasibility of concurrent electrophysiological recordings and rodent touchscreen-based cognitive testing and encourage future use of this integrated approach in therapeutics development.
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Affiliation(s)
- Brian D. Kangas
- grid.38142.3c000000041936754XHarvard Medical School, McLean Hospital, 115 Mill Street, Belmont, MA 02478 USA
| | - Ann M. Iturra-Mena
- grid.38142.3c000000041936754XHarvard Medical School, McLean Hospital, 115 Mill Street, Belmont, MA 02478 USA
| | - Mykel A. Robble
- grid.38142.3c000000041936754XHarvard Medical School, McLean Hospital, 115 Mill Street, Belmont, MA 02478 USA
| | - Oanh T. Luc
- grid.38142.3c000000041936754XHarvard Medical School, McLean Hospital, 115 Mill Street, Belmont, MA 02478 USA
| | - David Potter
- grid.38142.3c000000041936754XHarvard Medical School, McLean Hospital, 115 Mill Street, Belmont, MA 02478 USA
| | - Stefanie Nickels
- grid.38142.3c000000041936754XHarvard Medical School, McLean Hospital, 115 Mill Street, Belmont, MA 02478 USA
| | - Jack Bergman
- grid.38142.3c000000041936754XHarvard Medical School, McLean Hospital, 115 Mill Street, Belmont, MA 02478 USA
| | - William A. Carlezon
- grid.38142.3c000000041936754XHarvard Medical School, McLean Hospital, 115 Mill Street, Belmont, MA 02478 USA
| | - Diego A. Pizzagalli
- grid.38142.3c000000041936754XHarvard Medical School, McLean Hospital, 115 Mill Street, Belmont, MA 02478 USA
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27
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Ralli AM, Chrysochoou E, Roussos P, Diakogiorgi K, Dimitropoulou P, Filippatou D. Executive Function, Working Memory, and Verbal Fluency in Relation to Non-Verbal Intelligence in Greek-Speaking School-Age Children with Developmental Language Disorder. Brain Sci 2021; 11:brainsci11050604. [PMID: 34066872 PMCID: PMC8151609 DOI: 10.3390/brainsci11050604] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/13/2021] [Revised: 04/26/2021] [Accepted: 04/27/2021] [Indexed: 12/02/2022] Open
Abstract
Developmental Language Disorder (DLD) is often associated with impairments in working memory (WM), executive functions (EF), and verbal fluency. Moreover, increasing evidence shows poorer performance of children with DLD on non-verbal intelligence tests relative to their typically developing (TD) peers. Yet, the degree and generality of relevant difficulties remain unclear. The present study aimed at investigating WM capacity, key EFs and verbal fluency in relation to non-verbal intelligence in Greek-speaking school-age children with DLD, compared to TD peers (8–9 years). To our knowledge, the present study is the first to attempt a systematic relevant assessment with Greek-speaking school-age children, complementing previous studies mostly involving English-speaking participants. The results showed that children with DLD scored lower than TD peers on the non-verbal intelligence measure. Groups did not differ in the inhibition measures obtained (tapping resistance to either distractor or proactive interference), but children with DLD were outperformed by TD peers in the WM capacity, updating, monitoring (mixing cost), and verbal fluency (phonological and semantic) measures. The effects showed limited (in the case of backward digit recall) or no dependence on non-verbal intelligence. Findings are discussed in terms of their theoretical and practical implications as well as in relation to future lines of research.
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Affiliation(s)
- Asimina M. Ralli
- Department of Psychology, National and Kapodistrian University of Athens, 15784 Athens, Greece; (P.R.); (D.F.)
- Correspondence: ; Tel.: +30-210-7277945
| | - Elisavet Chrysochoou
- School of Psychology, Aristotle University of Thessaloniki, 54124 Thessaloniki, Greece;
| | - Petros Roussos
- Department of Psychology, National and Kapodistrian University of Athens, 15784 Athens, Greece; (P.R.); (D.F.)
| | | | | | - Diamanto Filippatou
- Department of Psychology, National and Kapodistrian University of Athens, 15784 Athens, Greece; (P.R.); (D.F.)
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28
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Taylor BK, Eastman JA, Frenzel MR, Embury CM, Wang YP, Calhoun VD, Stephen JM, Wilson TW. Neural oscillations underlying selective attention follow sexually divergent developmental trajectories during adolescence. Dev Cogn Neurosci 2021; 49:100961. [PMID: 33984667 PMCID: PMC8131898 DOI: 10.1016/j.dcn.2021.100961] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/20/2020] [Revised: 03/02/2021] [Accepted: 04/15/2021] [Indexed: 01/06/2023] Open
Abstract
A cohort of 9- to 16-year-olds completed a classic flanker task during MEG. There were developmentally-sensitive interference effects in key attention regions. Youth showed sexually-divergent patterns of age-related interference activity. Maturational differences among males supported improved task behavior.
Selective attention processes are critical to everyday functioning and are known to develop through at least young adulthood. Although numerous investigations have studied the maturation of attention systems in the brain, these studies have largely focused on the spatial configuration of these systems; there is a paucity of research on the neural oscillatory dynamics serving selective attention, particularly among youth. Herein, we examined the developmental trajectory of neural oscillatory activity serving selective attention in 53 typically developing youth age 9-to-16 years-old. Participants completed the classic arrow-based flanker task during magnetoencephalography, and the resulting data were imaged in the time-frequency domain. Flanker interference significantly modulated theta and alpha/beta oscillations within prefrontal, mid-cingulate, cuneus, and occipital regions. Interference-related neural activity also increased with age in the temporoparietal junction and the rostral anterior cingulate. Sex-specific effects indicated that females had greater theta interference activity in the anterior insula, whereas males showed differential effects in theta and alpha/beta oscillations across frontoparietal regions. Finally, males showed age-related changes in alpha/beta interference in the cuneus and middle frontal gyrus, which predicted improved behavioral performance. Taken together, these data suggest sexually-divergent developmental trajectories underlying selective attention in youth.
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Affiliation(s)
- Brittany K Taylor
- Institute for Human Neuroscience, Boys Town National Research Hospital, Boys Town, NE, USA
| | - Jacob A Eastman
- Institute for Human Neuroscience, Boys Town National Research Hospital, Boys Town, NE, USA
| | - Michaela R Frenzel
- Institute for Human Neuroscience, Boys Town National Research Hospital, Boys Town, NE, USA
| | - Christine M Embury
- Institute for Human Neuroscience, Boys Town National Research Hospital, Boys Town, NE, USA; Department of Psychology, University of Nebraska Omaha, Omaha, NE, USA
| | - Yu-Ping Wang
- Department of Biomedical Engineering, Tulane University, New Orleans, LA, USA
| | - Vince D Calhoun
- Mind Research Network, Albuquerque, NM, USA; Tri-institutional Center for Translational Research in Neuroimaging and Data Science (TReNDS), Georgia State University, Georgia Institute of Technology, Emory University, Atlanta, GA, USA
| | | | - Tony W Wilson
- Institute for Human Neuroscience, Boys Town National Research Hospital, Boys Town, NE, USA.
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29
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Thompson A, Steinbeis N. Computational modelling of attentional bias towards threat in paediatric anxiety. Dev Sci 2020; 24:e13055. [PMID: 33098719 PMCID: PMC8244064 DOI: 10.1111/desc.13055] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/06/2020] [Revised: 09/18/2020] [Accepted: 10/04/2020] [Indexed: 12/04/2022]
Abstract
Computational modelling can be used to precisely characterize the cognitive processes involved in attentional biases towards threat, yet so far has only been applied in the context of adult anxiety. Furthermore, studies investigating attentional biases in childhood anxiety have largely used tasks that conflate automatic and controlled attentional processes. By using a perceptual load paradigm, we separately investigate contributions from automatic and controlled processes to attentional biases towards negative stimuli and their association with paediatric anxiety. We also use computational modelling to investigate these mechanisms in children for the first time. In a sample of 60 children (aged 5‐11 years) we used a perceptual load task specifically adapted for children, in order to investigate attentional biases towards fearful (compared with happy and neutral) faces. Outcome measures were reaction time and percentage accuracy. We applied a drift diffusion model to investigate the precise cognitive mechanisms involved. The load effect was associated with significant differences in response time, accuracy and the diffusion modelling parameters drift rate and extra‐decisional time. Greater anxiety was associated with greater accuracy and the diffusion modelling parameter ‘drift rate’ on the fearful face trials. This was specific to the high load condition. These findings suggest that attentional biases towards fearful faces in childhood anxiety are driven by increased perceptual sensitivity towards fear in automatic attentional systems. Our findings from computational modelling suggest that current attention bias modification treatments should target perceptual encoding directly rather than processes occurring afterwards.
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Affiliation(s)
- Abigail Thompson
- Department of Clinical, Educational and Health Psychology, UCL, London, UK
| | - Nikolaus Steinbeis
- Department of Clinical, Educational and Health Psychology, UCL, London, UK
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30
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Target-flanker similarity effects reflect image segmentation not perceptual grouping. Atten Percept Psychophys 2020; 83:658-675. [PMID: 32851582 DOI: 10.3758/s13414-020-02094-z] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
When responding to the identity of a visual target, nearby stimuli (flankers) that are associated with the same response as the target cause faster and more accurate responding than flankers that are associated with different responses. Because this flanker-congruence effect (FCE) decreases with increasing target-flanker separation, it was thought to reflect limited precision of spatial selection mechanisms. Later studies, however, showed that FCEs are larger when the target and flankers are the same color compared to when they are different colors. This led to the group selection hypothesis, which states that flankers are perceptually grouped with the target and are obligatorily selected along with it, regardless of spatial separation. An alternative hypothesis, the image segmentation hypothesis, states that feature differences facilitate the segmentation of visual information into relevant and irrelevant parts, thereby mitigating the limitations of spatial precision of selection mechanisms. We test between these hypotheses using a design in which targets and flankers are grouped or not grouped, while holding feature differences in the stimulus constant. Contrary to earlier results, we found that same-colored flankers do not yield larger FCEs than different-colored flankers when feature differences are held constant. We conclude that similarity effects on the FCE reflect differential support for image segmentation, on which selection depends, rather than the obligatory selection of perceptually grouped flankers and targets.
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31
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Hooper B, Faria LO, Fortes LDS, Wanner SP, Albuquerque MR. Development and reliability of a test for assessing executive functions during exercise. APPLIED NEUROPSYCHOLOGY-ADULT 2020; 29:750-760. [PMID: 32854556 DOI: 10.1080/23279095.2020.1807984] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/20/2022]
Abstract
Previous research suggests that performance on executive functions tests may be different at rest, versus when one is engaged in physical exercise. Therefore, the present study aimed to develop an integrated system that evaluates executive functions during exercise. We conducted two test-retest studies, with ten healthy male volunteers participating in each study. Participants visited the laboratory three (Study 1) or four (Study 2) times. During the first visit in both studies, questionnaires were administered, and a maximal cardiopulmonary exercise test (CPT) was performed. In Study 1, during the second and third visits, participants exercised on a cycle ergometer at a moderate intensity for 30 minutes before starting the Flanker/Reverse Flanker test while they were still cycling. In Study 2, during the second visit, participants performed three sets of the executive functions test while sitting on the bike, with a 5 min interval between each set. On visits 3 and 4, participants performed the same exercise protocol as the one described in Study 1. In summary, our results indicated that the Flanker/Reverse Flanker test that we developed and conducted in exercising individuals has similar elements to previous versions and can be considered a reliable test for executive functions assessment during exercise.
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Affiliation(s)
- Beatriz Hooper
- Sports Psychology Laboratory, Universidade Federal de Minas Gerais (UFMG), Belo Horizonte, Brazil
| | - Larissa Oliveira Faria
- Sports Psychology Laboratory, Universidade Federal de Minas Gerais (UFMG), Belo Horizonte, Brazil
| | - Leonardo de Sousa Fortes
- Associate Graduate Program of Physical Education of Federal University of Paraíba (UFPB), João Pessoa, Brazil
| | - Samuel Penna Wanner
- Sports Psychology Laboratory, Universidade Federal de Minas Gerais (UFMG), Belo Horizonte, Brazil.,Exercise Physiology Laboratory, Universidade Federal de Minas Gerais (UFMG), Belo Horizonte, Brazil
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32
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Hassan R, Poole KL, Schmidt LA. Revisiting the double-edged sword of self-regulation: Linking shyness, attentional shifting, and social behavior in preschoolers. J Exp Child Psychol 2020; 196:104842. [PMID: 32387814 DOI: 10.1016/j.jecp.2020.104842] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/07/2020] [Accepted: 02/27/2020] [Indexed: 11/16/2022]
Abstract
Although children's self-regulation has been conceptualized positively, there may be individual differences in self-regulatory processes, some of which might not be adaptive depending on temperamental factors. We examined whether individual differences in children's self-regulation (i.e., inhibitory control and attentional shifting) moderated the association between shyness and social behavior in multiple social contexts (N = 156 children, 74 girls; Mage = 4.06 years, SD = 0.78). Only in children with high attentional shifting was shyness associated with lower levels of social support seeking during a frustration task and with lower levels of social engagement during a stranger approach task. These results were not attributable to differences in baseline physiological arousal indexed by respiratory sinus arrhythmia. These findings suggest that for some shy children, high levels of self-regulation may be less adaptive, leading to rigidity or over-control in some social contexts, possibly hindering social interaction.
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Affiliation(s)
- Raha Hassan
- Department of Psychology, Neuroscience, and Behavior, McMaster University, Hamilton, Ontario L8S 4K1, Canada.
| | - Kristie L Poole
- Department of Psychology, Neuroscience, and Behavior, McMaster University, Hamilton, Ontario L8S 4K1, Canada
| | - Louis A Schmidt
- Department of Psychology, Neuroscience, and Behavior, McMaster University, Hamilton, Ontario L8S 4K1, Canada
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33
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Bowers ME, Buzzell GA, Salo V, Troller-Renfree SV, Hodgkinson CA, Goldman D, Gorodetsky E, Martin McDermott J, Henderson HA, Fox NA. Relations between catechol-O-methyltransferase Val158Met genotype and inhibitory control development in childhood. Dev Psychobiol 2019; 62:181-190. [PMID: 31372986 DOI: 10.1002/dev.21901] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/19/2018] [Revised: 07/08/2019] [Accepted: 07/09/2019] [Indexed: 12/28/2022]
Abstract
The Val158Met rs4680 single-nucleotide polymorphism (SNP) at the catechol-O-methyltransferase (COMT) gene, primarily involved in dopamine breakdown within prefrontal cortex, has shown relations with inhibitory control (IC) in both adults and children. However, little is known about how COMT genotype relates to developmental trajectories of IC throughout childhood. Here, our study explored the effects of the COMT genotype (Val/Val, Val/Met, and Met/Met) on IC trajectories between the ages of 5 and 10 years. Children (n = 222) completed a Go/Nogo task at ages 5, 7, and 10; IC was characterized using signal detection theory to examine IC performance (d') and response strategy (RS) (criterion). COMT genotype was not related to initial levels of IC performance and RS at age 5 or change in RS from ages 5 to 10. In contrast, COMT genotype was related to change in IC performance between 5 and 10 years. While Val/Val children did not differ from Val/Met children in development of IC performance, children with the Met/Met genotype exhibited more rapid development of IC performance when compared with Val/Met peers. These results suggest that COMT genotype modulates the development of IC performance in middle childhood.
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Affiliation(s)
- Maureen E Bowers
- Neuroscience and Cognitive Science Program, University of Maryland, College Park, MD, USA
| | - George A Buzzell
- Department of Human Development and Quantitative Methodology, University of Maryland, College Park, MD, USA
| | - Virginia Salo
- Department of Human Development and Quantitative Methodology, University of Maryland, College Park, MD, USA
| | - Sonya V Troller-Renfree
- Department of Human Development and Quantitative Methodology, University of Maryland, College Park, MD, USA
| | - Colin A Hodgkinson
- Laboratory of Neurogenetics, Intramural Research Program, The National Institute on Alcohol Abuse and Alcoholism, Bethesda, MD, USA
| | - David Goldman
- Laboratory of Neurogenetics, Intramural Research Program, The National Institute on Alcohol Abuse and Alcoholism, Bethesda, MD, USA
| | - Elena Gorodetsky
- Office of Research on Women's Health, The National Institute of Health, Bethesda, MD, USA
| | | | | | - Nathan A Fox
- Neuroscience and Cognitive Science Program, University of Maryland, College Park, MD, USA.,Department of Human Development and Quantitative Methodology, University of Maryland, College Park, MD, USA
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34
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Johann VE, Karbach J. Effects of game‐based and standard executive control training on cognitive and academic abilities in elementary school children. Dev Sci 2019; 23:e12866. [DOI: 10.1111/desc.12866] [Citation(s) in RCA: 26] [Impact Index Per Article: 5.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/07/2018] [Revised: 03/06/2019] [Accepted: 05/03/2019] [Indexed: 11/28/2022]
Affiliation(s)
- Verena E. Johann
- Department of Psychology University of Koblenz‐Landau Landau in der Pfalz Germany
- Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA) Frankfurt Germany
| | - Julia Karbach
- Department of Psychology University of Koblenz‐Landau Landau in der Pfalz Germany
- Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA) Frankfurt Germany
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35
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A Preliminary, Randomized-Controlled Trial of Mindfulness and Game-Based Executive Function Trainings to Promote Self-Regulation in Internationally-Adopted Children. Dev Psychopathol 2019; 31:1513-1525. [DOI: 10.1017/s0954579418001190] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
AbstractAlthough many children adopted internationally show remarkable recovery once placed in families, as a group they continue to exhibit persisting developmental deficits and delays in self-regulation. The current study uses a stratified, randomized, controlled trial to evaluate the effects of mindfulness-based and executive function trainings (EFTs) on internationally adopted (IA) children's self-regulation, including effortful/inhibitory control, attention, delay of gratification, and emotion-regulation. IA children ages 6–10 years were randomized into mindfulness training (MT), EFT, or no intervention (NI) groups. The MT and EFT groups attended 12 one-hour group sessions. Ninety-six children (MT, n = 33; EFT, n = 32; NI, n = 31) completed the study and were tested on computerized and non-computerized measures of self-regulation. Compared with the NI group, the MT group improved delay of gratification, and the EFT group improved inhibitory control and selective attention. There was no effect of either intervention on emotion regulation. MTs and EFTs show promise for improving self-regulation in IA children.
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36
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Reuter EM, Vieluf S, Koutsandreou F, Hübner L, Budde H, Godde B, Voelcker-Rehage C. A Non-linear Relationship Between Selective Attention and Associated ERP Markers Across the Lifespan. Front Psychol 2019; 10:30. [PMID: 30745886 PMCID: PMC6360996 DOI: 10.3389/fpsyg.2019.00030] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/02/2018] [Accepted: 01/07/2019] [Indexed: 11/13/2022] Open
Abstract
The ability to selectively attend to task-relevant information increases throughout childhood and decreases in older age. Here, we intended to investigate these opposing developmental trajectories, to assess whether gains and losses early and late in life are associated with similar or different electrophysiological changes, and to get a better understanding about the development in middle-adulthood. We (re-)analyzed behavioral and electrophysiological data of 211 participants, who performed a colored Flanker task while their Electroencephalography (EEG) was recorded. Participants were subdivided into six groups depending on their age, ranging from 8 to 83 years. We analyzed response speed and accuracy as well as the event replated potential (ERP) components P1 and N1, associated with visual processing and attention, N2 as marker of interference suppression and cognitive control, and P3 as a marker of cognitive updating and stimulus categorization. Response speed and accuracy were low early and later in life, with peak performance in young adults. Similarly, ERP latencies of all components and P1 and N1 amplitudes followed a u-shape pattern with shortest latencies and smallest amplitudes occurring in middle-age. N2 amplitudes were larger in children, and for incongruent stimuli in adults middle-aged and older. P3 amplitudes showed a parietal-to-frontal shift with age. Further, group-wise regression analyses suggested that children’s performance depended on cognitive processing speed, while older adults’ performance depended on cognitive resources. Together these results imply that different mechanisms restrict performance early and late in life and suggest a non-linear relationship between electrophysiological markers and performance in the Flanker task across the lifespan.
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Affiliation(s)
- Eva-Maria Reuter
- Centre for Sensorimotor Performance, School of Human Movement and Nutrition Sciences, The University of Queensland, Brisbane, QLD, Australia
| | - Solveig Vieluf
- Institute of Sports Medicine, Paderborn University, Paderborn, Germany
| | | | - Lena Hübner
- Institute of Human Movement Science and Health, Chemnitz University of Technology, Chemnitz, Germany
| | - Henning Budde
- Faculty of Human Sciences, Medical School Hamburg, Hamburg, Germany.,Physical Activity, Physical Education, Health and Sport Research Centre, Sports Science Department, School of Science and Engineering, Reykjavik University, Reykjavik, Iceland.,Institute of Sport Science and Innovations, Lithuanian Sports University, Kaunas, Lithuania
| | - Ben Godde
- Department of Psychology and Methods, Jacobs University, Bremen, Germany
| | - Claudia Voelcker-Rehage
- Institute of Human Movement Science and Health, Chemnitz University of Technology, Chemnitz, Germany
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37
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A cross-cultural examination of selective attention in Canada and Japan: The role of social context. COGNITIVE DEVELOPMENT 2018. [DOI: 10.1016/j.cogdev.2018.06.005] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
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38
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Johann VE, Karbach J. Validation of new online game-based executive function tasks for children. J Exp Child Psychol 2018; 176:150-161. [PMID: 30119937 DOI: 10.1016/j.jecp.2018.07.009] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/27/2018] [Revised: 07/05/2018] [Accepted: 07/07/2018] [Indexed: 10/28/2022]
Abstract
Numerous tasks are available to measure executive functions (EFs; working memory, inhibition, and flexibility) in children. However, they differ massively in the way they are presented and framed. Some contain child-friendly stimuli, feedback, or game elements likely to increase motivation and interest to perform the tasks, whereas others do not. Yet, it is unclear whether these apparent differences affect task performance. Therefore, the aim of our study was to develop and validate new game-based tasks assessing EFs in children. We designed three tasks for each dimension of EF and implemented them in a game version (based on the motivational framework proposed by Ryan and Deci (2000) and a standard version. The game-based tasks included elements designed to improve perceived competence (appealing feedback), autonomy (choosing how the protagonists proceed), and relatedness (a child-friendly cover story). To investigate whether adding these game elements influenced the motivation to engage in these tasks and task performance, 60 children (third and fourth graders) performed the game-based version and the standard version in two sessions (counterbalanced across participants). Because both the game-based and standard versions of the tasks should tap the same cognitive processes, we also tested whether performances in both versions were correlated. We found higher self-reported motivation in terms of interest, perceived competence, and relatedness after performing the game-based version as compared with the standard version. Performance on the game-based and standard versions of most of the tasks was significantly correlated, and there were no performance differences between the game-based and standard versions.
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Affiliation(s)
- Verena E Johann
- Department of Psychology, Goethe University Frankfurt, 60323 Frankfurt am Main, Germany; Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), 60486 Frankfurt, Germany.
| | - Julia Karbach
- Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), 60486 Frankfurt, Germany; Department of Psychology, University of Koblenz-Landau, 76829 Landau in der Pfalz, Germany
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39
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Evans TC, Walukevich KA, Seager I, Britton JC. A psychometric comparison of anxiety-relevant attention measures. ANXIETY STRESS AND COPING 2018; 31:539-554. [DOI: 10.1080/10615806.2018.1489536] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/29/2023]
Affiliation(s)
- Travis C. Evans
- Department of Psychology, University of Miami, Coral Gables, FL, USA
| | | | - Ilana Seager
- Department of Psychology, The Ohio State University, Columbus, OH, USA
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40
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McDermott JM, Pears KC, Bruce J, Kim HK, Roos L, Yoerger KL, Fisher PA. Improving kindergarten readiness in children with developmental disabilities: Changes in neural correlates of response monitoring. APPLIED NEUROPSYCHOLOGY. CHILD 2018; 7:187-199. [PMID: 28631968 PMCID: PMC6774671 DOI: 10.1080/21622965.2017.1286239] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
Among children diagnosed with developmental delays, difficulties in self-regulation are prominent and have been linked to school readiness problems. The current study sought to examine the impact of the Kids in Transition to School (KITS) school readiness intervention program on self-regulation, with a specific focus on response monitoring skills, among children with developmental delays. Children (n = 20 in the KITS group and n = 21 in a services as usual group) were administered a flanker task during which event-related potential data were collected to examine group differences in response monitoring. Findings indicated that children in the KITS group showed significant enhancement of a neural index of response monitoring post-intervention. Specifically, the KITS group showed a significant change in the magnitude of their feedback-related negativity in response to negative performance feedback from baseline to post-intervention, whereas children in the services as usual group did not. There were no significant differences between the groups for the error-related negativity or the error-related positivity on incorrect trials nor were there group differences in behavioral performance on the task at the post-intervention assessment. Overall, these findings provide support for the plasticity of response monitoring skills in young children and support the growing literature demonstrating improved self-regulation outcomes via intervention that enhances children's response monitoring.
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Affiliation(s)
- Jennifer Martin McDermott
- Department of Psychological and Brain Sciences, University of Massachusetts, Amherst, Massachusetts, USA
| | | | | | - Hyoun K. Kim
- Oregon Social Learning Center, Eugene, Oregon, USA
| | - Leslie Roos
- Department of Psychology, University of Oregon, Eugene, Oregon, USA
| | | | - Philip A. Fisher
- Department of Psychology, University of Oregon, Eugene, Oregon, USA
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Flynn RM, Richert RA. Cognitive, not physical, engagement in video gaming influences executive functioning. JOURNAL OF COGNITION AND DEVELOPMENT 2018. [DOI: 10.1080/15248372.2017.1419246] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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42
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Working Memory and Executive Attention: Insights from Developmental Studies and Implications for Learning and Education. J Indian Inst Sci 2017. [DOI: 10.1007/s41745-017-0044-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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Cremone A, McDermott JM, Spencer RMC. Naps Enhance Executive Attention in Preschool-Aged Children. J Pediatr Psychol 2017; 42:837-845. [PMID: 28340050 PMCID: PMC5896583 DOI: 10.1093/jpepsy/jsx048] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/16/2016] [Revised: 01/06/2016] [Accepted: 01/08/2017] [Indexed: 11/13/2022] Open
Abstract
Objective Executive attention is impaired following sleep loss in school-aged children, adolescents, and adults. Whether naps improve attention relative to nap deprivation in preschool-aged children is unknown. The aim of this study was to compare executive attention in preschool children following a nap and an interval of wake. Method Sixty-nine children, 35-70 months of age, completed a Flanker task to assess executive attention following a nap and an equivalent interval of wake. Results Overall, accuracy was greater after the nap compared with the wake interval. Reaction time(s) did not differ between the nap and wake intervals. Results did not differ between children who napped consistently and those who napped inconsistently, suggesting that naps benefit executive attention of preschoolers regardless of nap habituality. Conclusions These results indicate that naps enhance attention in preschool children. As executive attention supports executive functioning and learning, nap promotion may improve early education outcomes.
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Affiliation(s)
- Amanda Cremone
- Neuroscience and Behavior Program
- Department of Psychological and Brain Sciences, University of Massachusetts Amherst
| | - Jennifer M. McDermott
- Neuroscience and Behavior Program
- Department of Psychological and Brain Sciences, University of Massachusetts Amherst
| | - Rebecca M. C. Spencer
- Neuroscience and Behavior Program
- Department of Psychological and Brain Sciences, University of Massachusetts Amherst
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Roos LE, Kim HK, Schnabler S, Fisher PA. Children's Executive Function in a CPS-Involved Sample: Effects of Cumulative Adversity and Specific Types of Adversity. CHILDREN AND YOUTH SERVICES REVIEW 2016; 71:184-190. [PMID: 28626280 PMCID: PMC5472387 DOI: 10.1016/j.childyouth.2016.11.008] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
Abstract
Prior research has identified the presence of executive function (EF) deficits in child protective service (CPS) involved (versus non-involved) children but minimal work has examined predictors that might explain individual differences within these CPS-involved children. Here, we sought to characterize EF in a large sample (N=694) of CPS-involved children and examine how specific adversities (physical abuse, neglect, caregiver domestic violence, and caregiver substance dependence) and cumulative adversity (at ages 0-3 and 3-6 years) predict EF (at approximately 5-6 years). It was expected that the sample would exhibit low EF overall based on previous research in maltreated children. Specific adversity and cumulative adversity analyses were largely exploratory given the limited previous work in this area. Results indicated poor EF overall, with 43.5% of children performing worse than chance. Amongst children who performed greater than chance, higher cumulative adversity, physical abuse, and caregiver substance use (at ages 3-6 years) predicted better EF. These findings join literature documenting that, within CPS-involved children, the presence of certain adversities predicts variable cognitive function. Findings highlight the potential relevance of evolutionary psychology to understanding how alterations in behavior linked to harsh and unpredictable early environments may cue accelerated brain development underlying relative cognitive advantages, within at-risk, low performing samples. Longitudinal studies are critical to determine if the relative EF advantages linked to higher adversity persist over time or result in lower EF later on, reflecting a more rapid, but overall limited, trajectory of cognitive development.
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Affiliation(s)
| | - Hyoun K. Kim
- Oregon Social Learning Center
- Yonsei University, Seoul, Korea
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Lumsden J, Skinner A, Woods AT, Lawrence NS, Munafò M. The effects of gamelike features and test location on cognitive test performance and participant enjoyment. PeerJ 2016; 4:e2184. [PMID: 27441120 PMCID: PMC4941792 DOI: 10.7717/peerj.2184] [Citation(s) in RCA: 31] [Impact Index Per Article: 3.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/26/2016] [Accepted: 06/07/2016] [Indexed: 11/25/2022] Open
Abstract
Computerised cognitive assessments are a vital tool in the behavioural sciences, but participants often view them as effortful and unengaging. One potential solution is to add gamelike elements to these tasks in order to make them more intrinsically enjoyable, and some researchers have posited that a more engaging task might produce higher quality data. This assumption, however, remains largely untested. We investigated the effects of gamelike features and test location on the data and enjoyment ratings from a simple cognitive task. We tested three gamified variants of the Go-No-Go task, delivered both in the laboratory and online. In the first version of the task participants were rewarded with points for performing optimally. The second version of the task was framed as a cowboy shootout. The third version was a standard Go-No-Go task, used as a control condition. We compared reaction time, accuracy and subjective measures of enjoyment and engagement between task variants and study location. We found points to be a highly suitable game mechanic for gamified cognitive testing because they did not disrupt the validity of the data collected but increased participant enjoyment. However, we found no evidence that gamelike features could increase engagement to the point where participant performance improved. We also found that while participants enjoyed the cowboy themed task, the difficulty of categorising the gamelike stimuli adversely affected participant performance, increasing No-Go error rates by 28% compared to the non-game control. Responses collected online vs. in the laboratory had slightly longer reaction times but were otherwise very similar, supporting other findings that online crowdsourcing is an acceptable method of data collection for this type of research.
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Affiliation(s)
- Jim Lumsden
- MRC Integrative Epidemiology Unit (IEU), University of Bristol, Bristol, United Kingdom; School of Experimental Psychology, University of Bristol, Bristol, United Kingdom
| | - Andy Skinner
- MRC Integrative Epidemiology Unit (IEU), University of Bristol, Bristol, United Kingdom; School of Experimental Psychology, University of Bristol, Bristol, United Kingdom
| | - Andy T Woods
- School of Experimental Psychology, University of Bristol , Bristol , United Kingdom
| | - Natalia S Lawrence
- School of Psychology, College of Life and Environmental Sciences, University of Exeter , Exeter , United Kingdom
| | - Marcus Munafò
- MRC Integrative Epidemiology Unit (IEU), University of Bristol, Bristol, United Kingdom; School of Experimental Psychology, University of Bristol, Bristol, United Kingdom
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Segers E, Damhuis CM, van de Sande E, Verhoeven L. Role of executive functioning and home environment in early reading development. LEARNING AND INDIVIDUAL DIFFERENCES 2016. [DOI: 10.1016/j.lindif.2016.07.004] [Citation(s) in RCA: 22] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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Abstract
Abstract. Dynamic, trial-by-trial modulations of inhibitory control are well documented in adults but rarely investigated in children. Here, we examined whether 5-to-7 year-old children, an age range when inhibitory control is still partially immature, achieve such modulations. Fifty three children took flanker, Simon, and Stroop tasks. Above and beyond classic congruency effects, the present results showed two crucial findings. First, we found evidence for sequential modulations of congruency effects in these young children in the three conflict tasks. Second, our results showed both task specificities and task commonalities. These findings in young children have important implications as they suggest that, to be modulated, inhibitory control does not require full maturation and that the precise pattern of trial-by-trial modulations may depend on the nature of conflict.
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Affiliation(s)
- Solène Ambrosi
- Department of Cognitive Psychology, LPC Aix Marseille University, France
| | - Patrick Lemaire
- Department of Cognitive Psychology, LPC Aix Marseille University, France
| | - Agnès Blaye
- Department of Cognitive Psychology, LPC Aix Marseille University, France
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Roos LE, Pears K, Bruce J, Kim HK, Fisher PA. Impulsivity and the association between the feedback-related negativity and performance on an inhibitory control task in young at-risk children. Psychophysiology 2015; 52:704-13. [PMID: 25424570 PMCID: PMC4440833 DOI: 10.1111/psyp.12389] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/27/2014] [Accepted: 10/27/2014] [Indexed: 11/28/2022]
Abstract
Identifying neurocognitive processes associated with effective inhibitory control is particularly relevant for individuals at high risk for disruptive behaviors, such as maltreated children. Performance feedback processing during a flanker task was investigated in maltreated preschool-aged children (N = 67) via an event-related potential component, the feedback-related negativity (FRN). The functionality of the FRN in children with high impulsivity was of interest, as impulsivity was associated with an exaggerated FRN in previous research. Results showed that high impulsivity was associated with an exaggerated FRN and greater post-error slowing. For children with high impulsivity, there was a correlation between the FRN and accuracy, which was not found in children with low impulsivity. This suggests that an exaggerated FRN is particularly important for children with high impulsivity to maintain effective inhibitory control.
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Affiliation(s)
- Leslie E Roos
- Department of Psychology, University of Oregon, Eugene, Oregon, USA
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Henderson HA, Pine DS, Fox NA. Behavioral inhibition and developmental risk: a dual-processing perspective. Neuropsychopharmacology 2015; 40:207-24. [PMID: 25065499 PMCID: PMC4262899 DOI: 10.1038/npp.2014.189] [Citation(s) in RCA: 111] [Impact Index Per Article: 12.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/19/2014] [Revised: 06/12/2014] [Accepted: 07/24/2014] [Indexed: 01/13/2023]
Abstract
Behavioral inhibition (BI) is an early-appearing temperament characterized by strong reactions to novelty. BI shows a good deal of stability over childhood and significantly increases the risk for later diagnosis of social anxiety disorder (SAD). Despite these general patterns, many children with high BI do not go on to develop clinical, or even subclinical, anxiety problems. Therefore, understanding the cognitive and neural bases of individual differences in developmental risk and resilience is of great importance. The present review is focused on the relation of BI to two types of information processing: automatic (novelty detection, attention biases to threat, and incentive processing) and controlled (attention shifting and inhibitory control). We propose three hypothetical models (Top-Down Model of Control; Risk Potentiation Model of Control; and Overgeneralized Control Model) linking these processes to variability in developmental outcomes for BI children. We argue that early BI is associated with an early bias to quickly and preferentially process information associated with motivationally salient cues. When this bias is strong and stable across development, the risk for SAD is increased. Later in development, children with a history of BI tend to display normative levels of performance on controlled attention tasks, but they demonstrate exaggerated neural responses in order to do so, which may further potentiate risk for anxiety-related problems. We conclude by discussing the reviewed studies with reference to the hypothetical models and make suggestions regarding future research and implications for treatment.
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Affiliation(s)
| | - Daniel S Pine
- Mood and Anxiety Disorders Program, Intramural Research Program, The National Institute of Mental Health, Bethesda, MD, USA
| | - Nathan A Fox
- Department of Human Development and Quantitative Methodology, University of Maryland, College Park, MD, USA
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Delker BC, Noll LK, Kim HK, Fisher PA. Maternal abuse history and self-regulation difficulties in preadolescence. CHILD ABUSE & NEGLECT 2014; 38:2033-43. [PMID: 25459984 PMCID: PMC4367179 DOI: 10.1016/j.chiabu.2014.10.014] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/14/2014] [Revised: 10/11/2014] [Accepted: 10/15/2014] [Indexed: 06/04/2023]
Abstract
Although poor parenting is known to be closely linked to self-regulation difficulties in early childhood, comparatively little is understood about the role of other risk factors in the early caregiving environment (such as a parent's own experiences of childhood abuse) in developmental pathways of self-regulation into adolescence. Using a longitudinal design, this study aimed to examine how a mother's history of abuse in childhood relates to her offspring's self-regulation difficulties in preadolescence. Maternal controlling parenting and exposure to intimate partner aggression in the child's first 24-36 months were examined as important early social and environmental influences that may explain the proposed connection between maternal abuse history and preadolescent self-regulation. An ethnically diverse sample of mothers (N=488) who were identified as at-risk for child maltreatment was recruited at the time of their children's birth. Mothers and their children were assessed annually from the child's birth through 36 months, and at age 9-11 years. Structural equation modeling and bootstrap tests of indirect effects were conducted to address the study aims. Findings indicated that maternal abuse history indirectly predicted their children's self-regulation difficulties in preadolescence mainly through maternal controlling parenting in early childhood, but not through maternal exposure to aggression by an intimate partner. Maternal history of childhood abuse and maternal controlling parenting in her child's early life may have long-term developmental implications for child self-regulation.
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Affiliation(s)
- Brianna C. Delker
- University of Oregon, 1227 University of Oregon, Eugene, OR 97403, USA
| | - Laura K. Noll
- University of Oregon, 1227 University of Oregon, Eugene, OR 97403, USA
| | - Hyoun K. Kim
- Oregon Social Learning Center, 10 Shelton McMurphey Blvd., Eugene, OR 97401, USA
| | - Philip A. Fisher
- University of Oregon, 1227 University of Oregon, Eugene, OR 97403, USA and Oregon Social Learning Center, 10 Shelton McMurphey Blvd., Eugene, OR 97401, USA
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