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The study aimed to explore the underlying mechanisms of OSA-related cognitive impairment by investigating the altered topology of brain white matter networks in children with OSA. Graph theory was used to examine white matter networks' network topological properties in 46 OSA and 31 non-OSA children. All participants underwent MRI, polysomnography, and cognitive testing. The effects of the obstructive apnea-hypopnea index (OAHI) on topological properties of white matter networks and network properties on cognition were studied using hierarchical linear regression. Mediation analyses were used to explore whether white matter network properties mediated the effects of OAHI on cognition. Children with OSA had significantly higher assortativity than non-OSA children. Furthermore, OAHI was associated with the nodal properties of several brain regions, primarily in the frontal and temporal lobes. The relationship between OAHI and verbal comprehension index was mediated through clustering coefficients in the right temporal pole of the superior temporal gyrus. OSA affects the development of white matter networks in children's brains. Besides, the mediating role of white matter network properties between the OAHI and the verbal comprehension index provided neuroimaging evidence of impaired cognitive function in children with OSA. • The assortativity of OSA children was significantly higher than that of control. • OAHI is related to the topology of white matter networks. • Disturbed WM network topology mediate the OAHI and cognition in children with OSA. [ABSTRACT FROM AUTHOR]

Emerging evidence suggests proton radiation therapy may offer cognitive sparing advantages over photon radiation therapy, yet dosimetry has not been compared previously. The purpose of this study was to examine dosimetric correlates of cognitive outcomes in children with medulloblastoma treated with proton versus photon radiation therapy. In this retrospective, bi-institutional study, dosimetric and cognitive data from 75 patients (39 photon and 36 proton) were analyzed. Doses to brain structures were compared between treatment modalities. Linear mixed-effects models were used to create models of global IQ and cognitive domain scores. The mean dose and dose to 40% of the brain (D40) were 2.7 and 4.1 Gy less among proton-treated patients compared with photon-treated patients (P =.03 and.007, respectively). Mean doses to the left and right hippocampi were 11.2 Gy lower among proton-treated patients (P <.001 for both). Mean doses to the left and right temporal lobes were 6.9 and 7.1 Gy lower with proton treatment, respectively (P <.001 for both). Models of cognition found statistically significant associations between higher mean brain dose and reduced verbal comprehension, increased right temporal lobe D40 with reduced perceptual reasoning, and greater left temporal mean dose with reduced working memory. Higher brain D40 was associated with reduced processing speed and global IQ scores. Proton therapy reduces doses to normal brain structures compared with photon treatment. This leads to reduced cognitive decline after radiation therapy across multiple intellectual endpoints. Proton therapy should be offered to children receiving radiation for medulloblastoma. [ABSTRACT FROM AUTHOR]

• Verbal deficits are similar in offspring and parents with schizophrenia. • Verbal abilities are better in parents with bipolar disorder than in offspring. • Non-verbal deficits are smaller in offspring than parents with schizophrenia. • Non-verbal deficits are smaller in offspring than parents with bipolar disorder. • High-risk offspring may be particularly disadvantaged on verbal abilities. Individuals with schizophrenia (SZ) or bipolar disorder (BP) display cognitive impairments, while their first-degree relatives perform at an intermediate level between the patient groups and controls. However, the environmental impact of having an ill relative likely varies with the type of kinship and some studies suggest that offspring may be particularly disadvantaged. The present study aimed to investigate the relationship between parent and child cognition in parents with SZ or BD and their 7-year-old offspring. A population-based cohort of 522 children (parental SZ, n = 202; parental BP, n = 120; controls, n = 200) and their parents underwent the same assessment battery covering a wide range of cognitive functions. We used Bayesian statistics to model performance. We found that performance on non-verbal tests was better in offspring than parents with SZ or BP, using the controls as reference. However, for verbal tests, there was little to no evidence for this pattern or even some evidence for the opposite in the BP group: relatively better performance in parents than offspring. The findings suggest that the offspring of parents with SZ or BP may be particularly disadvantaged in verbal abilities. Future studies will show whether this pattern persists throughout development. [ABSTRACT FROM AUTHOR]

Teratological research shows that both prenatal stress and prenatal substance exposure have a significant impact on neurodevelopmental outcomes in children. Using human research, the purpose of this narrative review is to explore the degree to which these exposures may represent complex prenatal and postnatal risks for the development of cognition and behavior in children. An understanding of the HPA axis and its function during pregnancy as well as the types and operationalization of prenatal stress provide a context for understanding the direct and indirect mechanisms by which prenatal stress affects brain and behavior development. In turn, prenatal substance exposure studies are evaluated for their importance in understanding variables that indicate a potential interaction with prenatal stress including reactivity to novelty, arousal, and stress reactivity during early childhood. The similarities and differences between prenatal stress exposure and prenatal substance exposure on neurodevelopmental outcomes including arousal and emotion regulation, cognition, behavior, stress reactivity, and risk for psychopathology are summarized. Further considerations for teratological studies of prenatal stress and/or substance exposure include identifying and addressing methodological challenges, embracing the complexity of pre-and postnatal environments in the research, and the importance of incorporating parenting and resilience into future studies. • The challenges faced in teratological research on the effects of prenatal substances and stress exposures are reviewed. • Approaches to estimating the direct and indirect effects of prenatal substances and stress exposures are considered. • Similarities and differences in the effects of prenatal substances and stress effects on cognition and behavior are described. • The effects of prenatal substances and stress on emotion regulation, stress, and risk for psychopathology are compared. [ABSTRACT FROM AUTHOR]

Emotion regulation (ER), a key predictor of positive adjustment throughout the lifespan, is forged in development with profound contributions from parents. In particular, parent scaffolding of child cognition and emotion serves to bolster child regulatory abilities beyond what they could achieve alone. Through habitual parent-child interactions, scaffolded ER likely becomes internalized and drives foundations of neurocognitive regulatory circuitry. Yet, biobehavioral research is needed to establish predictive links between parent scaffolding behaviors and neurocognitive signatures of adaptive child ER. The present study examined observed parental spontaneous scaffolding of child performance during emotionally and cognitively challenging behavioral tasks to predict a neurocognitive signature of adaptive ER: the late positive potential (LPP). The LPP is an event-related potential (ERP) that is modulated by reappraisal, a widely-studied ER strategy defined as interpreting a stimulus in a more positive light. Reduced magnitude of the LPP via reappraisal is a signature of adaptive ER because it predicts both reduced emotional arousal and increased use of adaptive ER strategies. Ninety-seven (49 females; M age = 6.96, SD = 1.15) 5 to 9 year olds were recruited along with one parent each. Parents and children then completed a cognitively challenging blocks task and a frustrating waiting task, which were subsequently coded to quantify scaffolding quality. Participants completed a Directed Reappraisal Task (DRT) in which unpleasant pictures were paired with either reappraisal or negative interpretations while EEG was recorded. Results showed that greater parental use of high-quality scaffolding predicted greater reduction of the LPP via reappraisal. These findings suggest that habitual parent scaffolding supports adaptive ER measured at the neurocognitive level in childhood. Further, results highlight the importance of examining parent-child interactions when evaluating biological processes underlying ER in childhood. • Parental scaffolding contributes to child emotion regulation (ER) development. • The late positive potential (LPP) is a neurocognitive index of emotion regulation. • Parental scaffolding was indexed during two challenging behavioral tasks. • High quality scaffolding predicted greater child ER via the LPP. [ABSTRACT FROM AUTHOR]

Research supports parental depressed mood, negative parenting, and family conflict as risk factors for poorer cognition in early childhood. The current study is the first to examine bidirectional associations between maternal and paternal depressed mood, negative maternal and paternal parenting, family conflict, and child cognition. Data was drawn from the Early Head Start Research and Evaluation study using interviews, self-report, and performance-based measures completed by parents when children were age 14 months, age 2 years, and age 3 years. Results showed bidirectional pathways between maternal depressed mood and child cognition, but a unidirectional pathway from child cognition to paternal depressed mood. Family conflict mediated links between greater maternal depressed mood and poorer child cognition, but negative maternal parenting mediated links between poorer child cognition and negative maternal depressed mood. Results highlight transactional relations among parents and children as well as the salience of family conflict and negative parenting in exacerbating this transaction. • Bidirectional pathway emerged between maternal depressed mood and child cognition. • Unidirectional pathway emerged from child cognition to paternal depressed mood. • Family conflict mediated links between greater maternal depressed mood and poorer child cognition. • Negative maternal parenting mediated links between poorer child cognition and negative maternal depressed mood. • Family conflict was a risk factor of maternal and paternal depressed mood, and child cognition. [ABSTRACT FROM AUTHOR]

• Chinese parental involvement had a stronger relationship with children's cognitive readiness than social-emotional readiness. • Home-based involvement was more related to children's cognitive and social-emotional school readiness than school-based involvement and home-school conferencing. • Family SES moderated the relationship between home-based involvement and home-school conferencing and children's cognitive and social-emotional school readiness. • Home-based involvement was more strongly related to low-SES children's cognitive and social-emotional readiness and home-school conferencing was more strongly related to low-SES children's cognitive readiness compared with their high-SES peers. Children's school readiness skills are strong predictors of their academic achievement in later schooling. This study examined the relationship between multiple types of parental involvement (i.e. home-based involvement, school-based involvement and home-school conferencing) and Chinese children's cognitive and social-emotional school readiness as well as the moderating role of family socioeconomic status (SES) in these associations. A total of 311 parents (M age = 35.50 years, SD = 3.60) and their five to six years old children (M age = 5.53 years, SD =.50), from four kindergartens in Shanghai, China participated in this study. Results indicated that Chinese parental involvement had a stronger relationship with children's cognitive readiness than social-emotional readiness. Home-based involvement was more related to children's cognitive and social-emotional school readiness than school-based involvement and home-school conferencing. Family SES moderated the relationship between home-based involvement and home-school conferencing and children's cognitive and social-emotional school readiness. Home-based involvement was more strongly related to low-SES children's cognitive and social-emotional readiness and home-school conferencing was more strongly related to low-SES children's cognitive readiness compared with their high-SES peers. Implications for research, practice and policy are discussed. [ABSTRACT FROM AUTHOR]

Background Maternal intake of several nutrients during pregnancy is linked to offspring cognition. The relation between maternal dietary patterns and offspring cognition is less established. Objectives We aimed to examine associations of maternal diet quality during pregnancy with child cognition and behavior. Methods Among 1580 mother–child pairs in Project Viva, a prospective prebirth cohort, we assessed maternal diet during pregnancy using FFQs and evaluated diet quality using versions modified for pregnancy of the Mediterranean Diet Score (MDS-P) and Alternate Healthy Eating Index (AHEI-P). Child cognitive and behavioral outcomes were assessed using standardized tests and questionnaires at infancy and in early and mid-childhood. We conducted multivariable linear regression analyses. Results Mothers were predominantly white, college-educated, and nonsmokers. After adjustment for child age and sex and maternal sociodemographic and lifestyle characteristics, maternal high (6–9) compared with low (0–3) MDS-P during pregnancy was associated with higher child Kaufman Brief Intelligence Test (KBIT-II) nonverbal (mean difference for first trimester: 4.54; 95% CI: 1.53, 7.56) and verbal scores (3.78; 95% CI: 1.37, 6.19) and lower Behavioral Rating Inventory of Executive Function (BRIEF) Metacognition Index (−1.76; 95% CI: −3.25, −0.27), indicating better intelligence and fewer metacognition problems in mid-childhood. Maternal Q4 compared with Q1 AHEI-P during pregnancy was associated with higher Wide Range Assessment of Visual Motor Abilities matching scores in early childhood (mean difference for first trimester: 2.79; 95% CI: 0.55, 5.04) and higher KBIT-II verbal scores (2.59; 95% CI: 0.13, 5.04) and lower BRIEF Global Executive Composite scores in mid-childhood (−1.61; 95% CI: −3.20, −0.01), indicating better visual spatial skills, verbal intelligence, and executive function. Conclusions Maternal intake of a better-quality diet during pregnancy was associated with better visual spatial skills in the offspring at early childhood and with better intelligence and executive function in the offspring at mid-childhood. [ABSTRACT FROM AUTHOR]

Introduction: In adult patients with myoclonus dystonia (MD), cognitive deficits regarding information processing speed and executive functioning have been demonstrated, but it is unclear whether cognition is also affected in young MD patients. The present study investigates cognition in young MD patients and the role of an SGCE mutation.Methods: In this case control study 20 young MD patients (9 children (5.75-12.58 years) and 11 adolescents/young adults (13.5-25.42 years)) were included and compared to an age-, IQ- and gender-matched healthy control group (n = 40). Within the patient group, we compared patients with (n = 12) and without (n = 8) an SGCE mutation (SGCE+/-). All participants completed neuropsychological tests for memory, attention/processing speed, executive functioning, social cognition and language.Results: Overall, patients performed in the (low) average range, comparable to healthy controls. Only on a semantic fluency test, patients scored significantly lower. SGCE + patients had lower emotion recognition scores (a social cognition test) compared to SGCE-patients.Conclusion: We could not demonstrate cognitive deficits as found in adult MD patients in our younger group. Patients performed on the same level as healthy controls, with only a small difference in semantic fluency. We did not find executive deficits that were manifest in adult SGCE + patients, but we did find an association of an SGCE mutation and lower scores on a social cognition test. Similar to executive functioning, social cognition is a prefrontally regulated function, but had not been tested in adult MD. Hence, social cognition may precede executive problems in adulthood, suggesting growing into deficit. [ABSTRACT FROM AUTHOR]

Though the use of mobile devices (eg, tablets, smartphones) by young children is pervasive and increasing, research relating children's use of mobile devices to their development is only beginning to emerge. Learning, language development, and self-regulation skills among children aged 0 to 5 are of particular interest to pediatric clinicians, researchers, parents, and policymakers, as these skills foreshadow important outcomes across the lifespan. Experimental research reviewed herein suggests that the interactivity allowed by mobile devices has benefits over passive viewing (for example, of television) for young children's learning and self-regulation, but studies of naturalistic use suggest increased use of mobile devices is associated with poorer language and self-regulation. Pediatric clinicians can be important sources of support for families endeavoring to navigate their children's use of mobile devices by providing advice and resources, such as communicating reasonable time limits and sharing sources of developmentally appropriate content. Future research should implement innovative, rigorous research designs and methods to clarify mechanisms underlying potential negative effects of naturalistic use of mobile devices by young children and investigate how content and context of young children's mobile-device use may influence relations between such use and children's skills. [ABSTRACT FROM AUTHOR]

Background: A wide variety of psychiatric conditions are associated with social cognitive deficits. The relationship between social cognition and many factors, especially executive functions (EF), has been examined, but there is no study examining sleep and social cognition in children with attention deficit activity disorder (ADHD). It is important to find new approaches and intervention areas to improve their social cognitive skills. The main hypothesis of our study was that sleep disturbance would predict lower social cognition scores. We hypothesized that sleep disturbances and EF impairment could predict lower social cognitive performance.Methods: Eighty-five children aged 7-12 years with drug-naïve ADHD were included in the study. Reading the Mind in the Eyes Test (RMET) and Faux Pas Recognition Test (FPRT) were used for social cognition performance; Stroop test was used for executive function performance. Sleep disturbance was evaluated with Children's Sleep Habits Questionnaire (CSHQ), ADHD severity with Conners Parent Rating Scale (CPRS). Hierarchical multiple regression analyses were performed to determine predictive factors of the FPRT and RMET.Results: Age, gender, and comorbidity were included at step 1, CPRS-RS score was included at step 2, Stroop test part V score was included at step 3, CSHQ total score and sleep duration were included at step 4. Lower sleep disturbance score on CSHQ was associated with higher social cognition FPRT score (p = 0.014). There was no significant relationship between CSHQ and social cognition RMET score. Lower EF score on Stroop test part V was associated with higher social cognition FPRT score (p = 0.002) and higher social cognition RMET score (p < 0.001).Conclusion: These results showed that sleep disturbance and EF are both associated with social cognitive impairment, sleep particularly with the cognitive component. Identifying sleep problems in children with ADHD may provide helpful information in understanding and treating social cognitive impairments. This study is the first to draw attention to the relationship between sleep and social cognition. [ABSTRACT FROM AUTHOR]

Screen use has been related to children's cognitive development, but more evidence from longitudinal studies is needed. We investigated the association of screen use trajectories from age 2 to 11–12 years and cognitive development at 11–12 years in 459 children from the EDEN cohort. Parents reported how frequently TV was on during family meals at age 2, 3, 5 and 8 years and children's screen time at the same ages up to 11–12 years. Intellectual abilities were derived from subtests of the Wechsler Intelligence Scale for Children, and the Peabody Picture Vocabulary Test at 11–12 years. Trajectories of screen time and TV on during family meals were identified and examined in relation with intellectual abilities using multivariable linear regression models. Four screen time trajectories were identified: low (11%), average (50%), high (32%), and very high (6%) user. The three trajectories of TV on during family meals were never (41%), sometimes (34%), and often/always (25%). Screen time trajectories were not associated with intellectual abilities at 11–12 years. TV on sometimes (vs never), but not often/always, during family meals was associated with reduced non-verbal and general intellectual abilities. Future studies need to consider the context of screen use, not just the time. • In a cohort of 459 children, we examined changes of screen use up to 11–12 years and relations with intellectual abilities. • We identified 4 trajectories of screen time and 3 trajectories of TV on during family meals. • There was no association between screen time trajectory and children's intellectual abilities at age 11–12 years. • We found, however, that TV sometimes (vs never) on during family meals was associated with reduced intellectual abilities. [ABSTRACT FROM AUTHOR]

Objectives: To examine differences in maternal sleep-related cognitions and to explore the associations between those cognitions and reported child sleep quality in a sample of mothers of young children, from two major cultural groups in Israel: Arab and Jewish.Method: Mothers of 497 healthy, typically developing infants and toddler ranging in age from 3-36 months, participated in the study: 253 of the mothers were Arab and 244 were Jewish. Mothers completed the Maternal Cognitions about Infant Sleep Questionnaire, and the Brief Infant Sleep Questionnaire.Results: Cross-cultural differences in maternal sleep-related cognitions were found between Arab and Jewish mothers. Arab mothers were more likely to hold sleep-related cognitions reflecting their difficulty in limiting their nighttime intervention in response to their child's awakenings, compared to Jewish mothers who were more likely to report feelings of anger and higher levels of doubts in their parental competence in response to their child`s nocturnal awakenings. Moderation analyses demonstrated that, only for Arab mothers but not for Jewish mothers, cognitions reflecting difficulty in limiting nighttime intervention, and feelings of anger and doubts were positively associated with poorer perceived child sleep quality.Conclusion: The results suggest that the links between maternal cognitions and child sleep are culturally-specific. Moreover, the discrepancies between Arab and Jewish mothers in sleep related cognitions may reflect differences between collectivistic and individualistic cultures. Maternal sleep-related cognitions seem to be an important parental aspect to consider in clinical sleep interventions of infants in the Arab society. [ABSTRACT FROM AUTHOR]

Background: One-carbon metabolism (OCM) refers to the transfer of methyl groups central to DNA methylation and histone modification. Insufficient access to methyl donors and B-vitamin cofactors affects epigenetic maintenance and stability, and when occurring in early life may impact future health and neurodevelopment.Objective: The objective of this study was to examine the relative associations between one-carbon metabolites in Nepalese mother-infant pairs and child cognition measured at 5 y of age.Methods: This is a cross-sectional study from Bhaktapur, Nepal, in a population at high risk of subclinical B-vitamin deficiencies and cumulative infection burden. Venous blood samples from 500 mother-infant pairs were collected when the infants were 2 to 12 mo old, and metabolite concentrations measured by microbiological assays and GC-tandem MS. We re-enrolled 321 of these children at 5 y and assessed cognition by the Ages and Stages Questionnaire, 3rd edition, and subtests from the Developmental Neuropsychological Assessment, 2nd edition (NEPSY-II). The associations of the independent metabolites or unobserved metabolic phenotypes (identified by latent class analysis) with the cognitive outcomes were estimated by seemingly unrelated regression. We explored direct and indirect relations between the OCM pathway and the cognitive outcomes using path analysis.Results: Infant cystathionine concentration was inversely associated with 4 cognitive outcomes (standardized βs ranging from -0.22 to -0.11, P values from <0.001 to 0.034). Infants with a metabolic phenotype indicating impaired OCM and low vitamin B-12 status had poorer cognitive outcomes compared with infants with normal OCM activity and adequate vitamin B-12 status (standardized βs ranging from -0.80 to -0.40, P < 0.001 and 0.05). In the path analysis, we found several OCM biomarkers were associated with affect recognition through infant plasma cystathionine.Conclusions: Elevated plasma cystathionine during infancy reflects a metabolic phenotype of impaired OCM and low vitamin B-12 status and is associated with poorer cognitive function when the children are 5 y old. [ABSTRACT FROM AUTHOR]

Background Fish is a primary source of protein and n-3 PUFA but also contains methylmercury (MeHg), a naturally occurring neurotoxicant to which, at sufficient exposure levels, the developing fetal brain is particularly sensitive. Objectives To examine the association between prenatal MeHg and maternal status of n-3 and n-6 PUFA with neurodevelopment, and to determine whether PUFA might modify prenatal MeHg associations with neurodevelopment. Methods We examined the Seychelles Child Development Study Nutrition Cohort 2 (NC2) at age 7 y. We used a sophisticated and extensive neurodevelopmental test battery that addressed 17 specific outcomes in multiple neurodevelopmental domains: cognition, executive and psychomotor function, language development, behavior, scholastic achievement, and social communication. Analyses were undertaken on 1237 mother-child pairs with complete covariate data (after exclusions) and a measure of at least 1 outcome. We examined the main and interactive associations of prenatal MeHg exposure (measured as maternal hair mercury) and prenatal PUFA status (measured in maternal serum at 28 weeks' gestation) on child neurodevelopmental outcomes using linear regression models. We applied the Bonferroni correction to account for multiple comparisons and considered P values <0.0029 to be statistically significant. Results Prenatal MeHg exposure and maternal DHA and arachidonic acid (20:4n-6) (AA) status were not significantly associated with any neurodevelopmental outcomes. Findings for 4 outcomes encompassing executive function, cognition, and linguistic skills suggested better performance with an increasing maternal n-6:n-3 PUFA ratio (P values ranging from 0.004 to 0.05), but none of these associations were significant after adjusting for multiple comparisons. No significant interaction between MeHg exposure and PUFA status was present. Conclusions Our findings do not support an association between prenatal MeHg exposure or maternal DHA and AA status with neurodevelopmental outcomes at age 7 y. The roles of n-6 and n-3 PUFA in child neurodevelopment need further research. [ABSTRACT FROM AUTHOR]

Background Mild-to-moderate iodine deficiency, particularly in pregnancy, is prevalent; this is of concern because observational studies have shown negative associations with child neurodevelopment. Although neither the benefits nor the safety of iodine supplementation in pregnancy in areas of mild-to-moderate deficiency are well researched, such supplementation is increasingly being recommended by health authorities in a number of countries. Objectives By reviewing the most recent published data on the effects of iodine supplementation in mildly-to-moderately deficient pregnant women on maternal and infant thyroid function and child cognition, we aimed to determine whether the evidence was sufficient to support recommendations in these areas. Methods A systematic review of randomized controlled trials (RCTs), non-RCT interventions, and observational studies was conducted. To identify relevant articles, we searched the PubMed and Embase databases. We defined mild-to-moderate iodine deficiency as a baseline median urinary iodine concentration (UIC) of 50–149 µg/L. Eligible studies were included in meta-analyses. Results In total, 37 publications were included—10 RCTs, 4 non-RCT interventions, and 23 observational studies. Most studies showed no effect of iodine supplementation on maternal or infant thyroid-stimulating hormone and free thyroxine. Most RCTs found that supplementation reduced maternal thyroglobulin and in 3 RCTs, it prevented or diminished the increase in maternal thyroid volume during pregnancy. Three RCTs addressed child neurodevelopment; only 1 was adequately powered. Meta-analyses of 2 RCTs showed no effect on child cognitive [mean difference (MD): −0.18; 95% CI: −1.22, 0.87], language (MD: 1.28; 95% CI: −0.28, 2.83), or motor scores (MD: 0.28; 95% CI: −1.10, 1.66). Conclusions There is insufficient good-quality evidence to support current recommendations for iodine supplementation in pregnancy in areas of mild-to-moderate deficiency. Well-designed RCTs, with child cognitive outcomes, are needed in pregnant women who are moderately deficient (median UIC < 100 µg/L). Maternal intrathyroidal iodine stores should be considered in future trials by including appropriate measures of preconceptional iodine intake. This review was registered at www.crd.york.ac.uk/prospero as CRD42018100277. [ABSTRACT FROM AUTHOR]

Background: Milk intake stimulates linear growth and improves cognition in children from low-income countries. These effects may be mediated through insulin-like growth factor-1 (IGF-1).Objective: The objective was to assess the effect of milk supplement on circulating IGF-1 and to assess IGF-1 as a correlate of growth and cognition in children.Methods: Secondary data on blood spot IGF-1 from a randomized, double-blind, controlled trial in 6-9-y-old children from rural Ghana were analyzed. Intervention groups received porridge with non-energy-balanced supplements: 8.8 g milk protein/d, 100 kcal/d (Milk8); 4.4 g milk and 4.4 g rice protein/d, 100 kcal/d (Milk/rice); 4.4 g milk protein/d, 48 kcal/d (Milk4); or a control (no protein, 10 kcal/d). IGF-1, length, body composition, and Cambridge Neuropsychological Test Automated Battery (CANTAB) were measured at 3.5 or 8.5 mo. Linear regressions were used to assess the effect of milk interventions on IGF-1 and IGF-1 as a correlate of growth and cognition.Results: The increase in IGF-1 was 15.3 (95% CI: 3.3, 27.3) ng/mL higher in children receiving Milk8 compared with the control. The IGF-1 increases in the isonitrogenous, isoenergetic Milk/rice or the Milk4 groups were not different from the control (P ≥ 0.49). The increase in IGF-1 was associated with improvements in 4 out of 5 CANTAB domains. The strongest associations included reductions in "mean correct latency" from Pattern Recognition Memory and "pre-extradimensional (pre-ED) shift errors" from Intra/Extradimensional Set Shift (P ≤ 0.005). In addition, change in IGF-1 was positively associated with changes in height, weight, and fat-free mass (P ≤ 0.001).Conclusions: Intake of skimmed milk powder corresponding to one, but not half a glass of milk on school days stimulates IGF-1 in 6-9-y-old Ghanian children. IGF-1 seems to mediate the effect of milk intake on growth and cognition. The association between IGF-1 and cognition in relation to milk intake is novel and opens possibilities for dietary interventions to improve cognition. [ABSTRACT FROM AUTHOR]

• There are few validated tests of working memory in young children. • Tests of working memory in young children would help delineate the onset of developmental problems. • The DSAT can be administered to pre-literate children. • The DSAT is associated with age, sex and IQ. • Lead exposure is not associated with DSAT performance at 18 or 24 months. Working memory (WM) is critical for problem solving and reasoning. Beginning in infancy, children show WM capacity increasing with age but there are few validated tests of WM in very young children. Because rapid brain development may increase susceptibility to adverse impacts of prenatal neurotoxicant exposure, such as lead, tests of WM in very young children would help to delineate onset of developmental problems and windows of susceptibility. Our objective was to assess the feasibility of administering a Delayed Spatial Alternation Task (DSAT) to measure WM among 18- and 24-month old children enrolled in an ongoing longitudinal birth cohort study and compare DSAT performance with age and general cognitive development. We further explored whether prenatal lead exposure impacted DSAT performance. We assessed 457 mother-child pairs participating in the Programming Research in Obesity, GRowth, Environment and Social Stressors (PROGRESS) Study in Mexico City. The DSAT and Bayley Scales of Infant Development (BSID-III) were administered at 18- and 24-months. Lead was measured in maternal blood collected during pregnancy (MBPb) and in a subsample of children at 24-months (CBPb). We regressed DSAT measures on MBPb and CBPb, child sex, and maternal age, education, socioeconomic status, and household smoking. We compared DSAT performance to BSID-III performance with adjusted residuals. 24-month children perform better on the DSAT than 18-month children; 24-month subjects reached a higher level on the DSAT (3.3 (0.86) vs. 2.4 (0.97), p < 0.01), and had a higher number of correct responses (20.3 vs. 17.2, p < 0.01). In all DSAT parameters, females performed better than males. Maternal education predicted better DSAT performance; household smoking predicted worse DSAT performance. A higher number of correct responses was associated with higher BSID-III Cognitive scales at 18 months (r = 0.20, p < 0.01) and 24 months (r = 0.27, p < 0.01). MBPb and CPBb did not significantly predict DSAT performance. Improved performance on the DSAT with increasing age, the positive correlation with the BSID-III cognitive and language scales and the correlation with common sociodemographic predictors of neurodevelopment demonstrate the validity of the DSAT as a test of infant development. [ABSTRACT FROM AUTHOR]

• A real-road environment experiment was designed. • Smartwatch jeopardizes children pedestrians' ability to safely cross the road. • Street-crossing behaviors, visual attention allocation, visual data visualization were evaluated. • Visual distractions have greatest effects on the crossing behavior of children pedestrians. • Children showed more cautious street-crossing behavior at signalized intersection compared to unsignalized intersection. The use of smartwatches is facilitating the lives of children. However, smartwatch usage while crossing a street may lead to distractions and traffic safety hazards. The purpose of this study was to investigate the effects of smartwatch usage on the street-crossing behavior and visual strategies of children. Twenty-two children were recruited, and 220 street-crossing experiments were performed in real road environments, including at signalized and unsignalized intersections. ANOVA and Kruskal–Wallis H test calibrations were used to analyze the street-crossing behavior between the control group (who performed a task without smartwatch distraction) and the experimental group (who performed four different tasks with smartwatch distraction), and to visualize and compare the visual behavior data of children crossing the street. The results showed that children wearing smartwatches crossed the street more slowly and had a relatively narrow range of visual search, focusing on only a small area of the zebra crossing around them and the crosswalk area within their sight, whereas children who did not wear smartwatches additionally focused on areas with dangerous oncoming traffic on the left and right sides. Children wearing smartwatches were under various mental workloads and distraction levels as they performed the various distracting tasks, with listening to stories being the least distracting and least intensive, followed by answering phone calls and viewing images; a simple arithmetic operation was the most distracting and intensive task. Children while performing the distracting tasks showed a lower street-crossing speed and scanned left and right fewer times; viewing images and performing the simple arithmetic task also increased their fixation time on the smartwatches, further affecting their street-crossing behavior and thus increasing the risk of collision. At signalized intersections, children paid more attention to hazardous oncoming traffic areas and exhibited cautious crossing behaviors compared with that at unsignalized intersections. This study elucidated the characteristics of the effects of smartwatch usage on the street-crossing behavior of children and the influence pattern of the visual attention allocation and revealed the hazards of smartwatch usage on the street-crossing safety. It can contribute to improving the safety cognition of children distracted by smartwatch usage and reducing the occurrence of distracting behaviors while crossing streets. The results can provide a theoretical basis for scientific interventions and safety improvement measures. [ABSTRACT FROM AUTHOR]

Background: Child cognitive development is influenced by early-life insults and protective factors. To what extent these factors have a long-term legacy on child development and hence fulfillment of cognitive potential is unknown.Objective: The aim of this study was to examine the relation between early-life factors (birth to 2 y) and cognitive development at 5 y.Methods: Observational follow-up visits were made of children at 5 y, previously enrolled in the community-based MAL-ED longitudinal cohort. The burden of enteropathogens, prevalence of illness, complementary diet intake, micronutrient status, and household and maternal factors from birth to 2 y were extensively measured and their relation with the Wechsler Preschool Primary Scales of Intelligence at 5 y was examined through use of linear regression.Results: Cognitive T-scores from 813 of 1198 (68%) children were examined and 5 variables had significant associations in multivariable models: mean child plasma transferrin receptor concentration (β: -1.81, 95% CI: -2.75, -0.86), number of years of maternal education (β: 0.27, 95% CI: 0.08, 0.45), maternal cognitive reasoning score (β: 0.09, 95% CI: 0.03, 0.15), household assets score (β: 0.64, 95% CI: 0.24, 1.04), and HOME child cleanliness factor (β: 0.60, 95% CI: 0.05, 1.15). In multivariable models, the mean rate of enteropathogen detections, burden of illness, and complementary food intakes between birth and 2 y were not significantly related to 5-y cognition.Conclusions: A nurturing home context in terms of a healthy/clean environment and household wealth, provision of adequate micronutrients, maternal education, and cognitive reasoning have a strong and persistent influence on child cognitive development. Efforts addressing aspects of poverty around micronutrient status, nurturing caregiving, and enabling home environments are likely to have lasting positive impacts on child cognitive development. [ABSTRACT FROM AUTHOR]

This metacognitive ability of young children is of great interest because of its relation to children's ability to notice and reflect on their own mental states. Since Piaget's early work, young children have been considered as having little or no awareness of their mental activity. Traditionally, there was a belief of a general lack of introspective awareness and that preschoolers show little understanding of cognitive cueing (Gordon and Flavell, 1977). More recent research, however, (Louca-Papaleontiou, Melhuish and Philaretou, 2012; Gonzales, 2015) support the idea that – in contrast to previous theories-preschool children do possess metacognitive awareness and the ability of introspection. This paper tries to review most of the main studies on children's metacognitive awareness (i.e. introspection) and to explain any inconsistencies in their findings. [ABSTRACT FROM AUTHOR]

• We examined viability of an observational assessment of self-regulation (PRSIST). • PRSIST ratings showed good associations with task-based and adult-report measures. • PRSIST and task-based scores, but not adult report, captured age-related change. • PRSIST and task-based scores, but not adult report, related to school readiness. • PRSIST is unique in its high ecological validity and direct relevance to practice. There is now clear evidence that young children's abilities to self-regulate set in motion developmental trajectories that are longitudinally influential, that self-regulation is malleable in childhood with flow-on implications into adulthood, and that efforts to improve self-regulation are enhanced when tailored and adaptive to children's developmental progress. Yet there are significant concerns regarding current approaches to assessing self-regulation, potentially limiting our capacity to respond to children's needs and support their development. In response, this study examined the viability of a novel approach to assessing young children's cognitive, behavioral, and social-emotional self-regulation that uses observer ratings in semi-structured activities. Eighty 3- to 5-year-old children were observed in their preschool in a small group task (a memory card game with other children) and in two individual tasks (an outdoor obstacle course and a curiosity box guessing game). Exploratory factor analysis of resultant Preschool Situational Self-Regulation Toolkit (PRSIST) assessment ratings yielded a two-factor solution which corresponded to cognitive and behavioral self-regulation. Comparison of these observation ratings with task-based (Head–Toes–Knees–Shoulders; HTKS) and adult-report measures of self-regulation (parent and teacher report on the Child Behavior Rating Scale; CBRS) showed strong association with HTKS scores and more modest relations with CBRS ratings. Unlike adult report, however, PRSIST and HTKS were also developmentally sensitive, both showed robust associations with children's school readiness, and neither revealed systematic differences across genders. These findings offer encouraging support for the PRSIST approach, which has high ecological validity and direct relevance to those working with children. [ABSTRACT FROM AUTHOR]

• Overall use of mental state talk and mindmindedness is similar for Iranian and New Zealand mothers. • Mothers from Iran prefer to talk to children about desires, and the mental states of others. • Mothers from NZ prefer to talk to children about cognitions, and the child's mental states. • Referring to child's mental states accounts for differences in New Zealand and Iranian children's ToM. We examined the effect of parent–child conversations about the mind on cross-cultural differences in theory-of-mind sequencing and performance. Mothers from Iran (n = 60) and New Zealand (n = 60) described a wordless picture book and completed the 'describe your child task', and the children completed the 5-step ToM task battery. New Zealand children conformed to the Anglo-Western sequence and scored higher on their total ToM. There were similarities between the two groups in the extent to which mothers referred to mental states and used mindminded attributes when describing their children. There was specificity however, in the relative use of different types of mental states and the referent of these mental states. Iranian mothers referred more to desires, and to others' mental states, whereas New Zealand mothers referred more to cognitions, and to child-directed mental states. Child-directed mental state talk (and not mindmindedness) explained cultural differences in total ToM performance, and children who passed knowledge access before diverse beliefs tasks had mothers who referred more to their own mental states. [ABSTRACT FROM AUTHOR]

Background: The early years of life are critical for motor and cognitive development. A better understanding is needed on the associations between the control and development of motor and cognitive tasks.Aim: This study aimed to examine the association between gross motor skills and cognitive development in toddlers.Study Design: Cross-sectional study.Subjects: This study included 335 toddlers (aged 19.80 ± 4.08 months, 53.7% boys) from 30 childcare services in Australia.Outcome Measures: Children were assessed on gross motor skills (Peabody Developmental Motor Scales 2nd Edition; PDMS-2) and cognitive development (Bayley Scales of Infant and Toddler development 3rd edition; Bayley-III).Data Analysis: A one-way ANCOVA was conducted to assess associations between gross motor skills and cognitive development controlling for childcare center, sex, age, body mass index and socioeconomic status.Results: The average scores were 96.41 ± 9.84 for gross motor skills (range gross motor quotient 35-165) and 11.45 ± 3.03 for cognitive development (range standard score 1-19). There was a significant positive association between gross motor skills and cognition, F(2,260) = 12.245, p < 0.001. Both locomotion and object manipulation were significantly positively associated with cognition, F(2,266) = 14.607, p < 0.001 and F(2,265) = 9.039, p < 0.001 respectively.Conclusions: Levels of gross motor skills are positively associated with cognitive development in this sample of Australian toddlers. Results reinforce the need for early commencement of gross motor skill promotion as this might be important for cognitive development in the early years. [ABSTRACT FROM AUTHOR]

Abstract Objective This study investigated the relationship between motor and cognitive/language development in children with Down syndrome (DS). We also tested the hypothesis that acquisition of walking skills facilitates later cognitive/language development. Methods Participants were 156 children with DS who were less than 48 months old and had undergone a health checkup by medical doctors and received rehabilitation treatment between April 2013 and March 2017 in Yokohama, Japan. To assess their development, the Kyoto Scale of Psychological Development (KSPD) 2001 was used, which measures development in three subdomains: Posture-Motor (P-M), Cognitive-Adaptive (C-A), and Language-Social (L-S). To investigate the relationship between motor and cognitive/language development, partial correlation analyses were conducted that controlled for participants' age. To test the effect of achieving walking skills, regression analyses were conducted using only data from participants who took the KSPD at least twice and could not walk at the initial test. Results P-M developmental age (DA) was significantly and positively correlated with both C-A DA and L-S DA in children 1–3 years old. The relationship strengthened with increased age. Acquisition of walking skills had a significant positive effect on both the C-A DA and L-S DA at the second test when controlling for the C-A DA and L-S DA at the first test and age at the second test. Conclusion Motor development was correlated with both cognitive and language development in young children with DS. Results also suggested that achievement of walking could facilitate later cognitive/language development in children with DS. [ABSTRACT FROM AUTHOR]

Highlights • Evidence for effect of parental modelling of fear on anxious cognitions in children. • Inconsistent findings according to measurement. • Future research should include fathers and ecologically valid designs. Abstract Anxious cognitions and parental behavior are important in the development of child anxiety. The current review aims to appraise the literature on the relationship between parental factors and chid anxious cognitions. Online database searches of PsycInfo, Scopus, ProQuest Dissertations and Web of Science were systematically searched using key terms related to 'parent', 'child', 'anxiety' and 'cognitions'. Included studies (N = 13) were quality assessed and study findings were appraised in line with cognitive behavioral frameworks of the parental pathways to the development of anxious cognitions in children. Reviewed studies confirmed that parental factors have a role in the development of their children's anxious cognitions by modelling fearful responses, reducing their child's autonomy, and indirectly via their own expectations about their child. Limitations of the literature are considered, including issues of measurement. Future research should consider multi-modal assessment of parental factors and examine parental behavior and child anxious cognitions in the context of real-life threatening events. [ABSTRACT FROM AUTHOR]

Highlights • Concurrent exposures to neurotoxic metals occur in sub-Saharan Africa. • Cognition may be dependent on interactions between toxic and essential elements. • Urinary Co > 5 μg/l is a risk factor for poor neurodevelopmental outcomes. • High excretion of Cd may be protective in contexts of concurrent metal exposures. Abstract The impact of concurrent exposure to neurotoxic metals is a significant threat to brain function, mostly in contexts of multiple exposures as seen in the developing world. Ninety-five children (46 boys and 49 girls, 6 to 11-year old) from Congo-Kinshasa were assessed for cognition using the Kaufman Assessment Battery for Children (2nd edition) and exposure to Cr, Cu, Zn, Co, Mn, As, Cd, Se, Hg, Fe, and Pb by inductively coupled plasma mass spectrometry (ICPMS) in serum and urine collections. Concentrations of elements were all above normal ranges except for Cd, Se and Hg. General linear mixed effects models were used to predict neurocognitive outcomes with variable selection methods including backward elimination, elastic net, or subsets identified based on subject matter expertise. After adjusting for sex, age, and SES, urinary Co > 5 μg/l was associated with poor simultaneous processing (memory) (p = 0.0237). Higher excretion but normal concentration of Cd in serum was associated with better memory (p = 0.03), planning (p = 0.05), and overall performance scores (p < 0.01); thus appeared to be neuroprotective. However, higher excretion of Zn had negative influence on the overall performance scores (p = 0.02). Predictive neurotoxicology is a challenging task in contexts of multiple and concurrent exposures. Urinary Co > 5 μg/l is a risk factor for poor neurodevelopmental outcomes in such contexts. The impact of heavy metals on cognition is dependent on concentrations of and interactions between toxic and essential elements. [ABSTRACT FROM AUTHOR]

Abstract Background The toxic effects of prenatal methylmercury (MeHg) include neurological abnormalities and developmental delay of which infants and children are particular susceptible. Studies on the effects of low and moderate exposure show conflicting results. Seafood is the main dietary source of MeHg, but also contributes with nutrients regarded as beneficial for development. Objectives To measure the change in total hair mercury concentration (THHg) after an intervention of lunch meals with fatty fish or meat in Norwegian preschool children, and to examine the associations between THHg and cognitive function. Methods Children (n = 232) 4–6 years old were randomized to lunch meals with fatty fish (n = 114) or meat (n = 118) three times a week for 16 weeks. THHg was determined using a Direct Mercury Analyzer, and cognitive function was assessed by the Wechsler Preschool and Primary Intelligence Scale-III (WPPSI-III) pre- and post-intervention. Linear mixed effect models were used to analyze changes in THHg and WPPSI-III scores. Results The mean (SD) THHg pre-intervention was 0.373 (0.204) mg kg−1. Children in the fish group had an increase in THHg (change 0.162, 95% CI 0.111, 0.213 mg kg−1), whereas children in the meat group had decreased THHg (−0.053, 95% CI −0.103, −0.002 mg kg−1). There were no notable associations between THHg and the WPPSI-III raw scores at baseline or after 16 weeks of the fish/meat intervention. Conclusions Lunch meals including fatty fish led to a significant increase in THHg, but the values remain below the point of departures used for risk assessment by the EFSA, WHO and US-EPA. We observed no associations between THHg and cognitive function. Highlights • A fatty fish intervention increased mercury hair-concentration in preschoolers. • Mercury exposure from the intervention was below the tolerable weekly intake. • The mercury hair-concentration remained below points of departures shown by EFSA. • Mercury hair-concentration was not related to cognition in the preschoolers. [ABSTRACT FROM AUTHOR]

Abstract Background Lead exposure predicts altered neurodevelopment and lower intelligence quotient (IQ) in children, but few studies have examined this association in children who have relatively low blood lead concentrations. Objectives To test the associations between blood lead concentrations and cognitive function in Canadian preschoolers, with a possible moderation by sex. Methods The data were gathered from 609 mother-child pairs from the Maternal–Infant Research on Environmental Chemicals (MIREC) Study. Lead was measured in umbilical and maternal blood, and in children's venous blood at age 3–4 years. Cognitive function was measured with the Wechsler Preschool and Primary Scale of Intelligence (WPPSI-III) at 3–4 years. We tested the relationship between WPPSI-III scores and blood lead concentrations with multiple linear regression, adding child sex as a moderator. Results Median blood lead concentrations for the mother at 1st trimester and 3rd trimester of pregnancy, and for cord and child blood were 0.60 μg/dL, 0.58 μg/dL, 0.79 μg/dL and 0.67 μg/dL, respectively. We found no association between cord blood lead concentrations and WPPSI-III scores in multivariable analyses. However, cord blood lead concentrations showed a negative association with Performance IQ in boys but not in girls (B = 3.44; SE = 1.62; 95% CI: 0.82, 5.98). No associations were found between WPPSI-III scores and prenatal maternal blood or concurrent child blood lead concentrations. Conclusions Prenatal blood lead concentrations below 5 μg/dL were still associated with a decline in cognitive function in this Canadian cohort, but only for boys. Highlights • Cord blood lead concentration was associated with lower Performance IQ in boys. • Concurrent child blood lead concentrations were not associated with children's IQ. • Canadian children from middle/upper class families are exposed to low lead levels. [ABSTRACT FROM AUTHOR]

Fluoride (F) exposure in drinking water may lead to reduced cognitive function among children; however, findings largely remain inconclusive. In this pilot study, we examined associations between a range of chronic F exposures (low to high: 0.4 to 15.5 mg/L) in drinking water and cognition in school-aged children (5–14 years, n = 74) in rural Ethiopia. Fluoride exposure was determined from samples of community-based drinking water wells and urine. Cognitive performance was measured using: 1) assessments of ability to draw familiar objects (donkey, house, and person), and 2) a validated Cambridge Neuropsychological Test Automated Battery's (CANTAB) Paired Associate Learning (PAL), which examines memory and new learning and is closely associated with hippocampus function of the brain. Associations between F and cognitive outcomes were evaluated using regression analysis, adjusting for demographic, health status, and other covariates. The median (range) of water and urine F levels was 7.6 (0.4–15.5 mg/L) and 6.3 (0.5–15.7 mg/L), respectively; these measures were strongly correlated (r = 0.74), indicating that water is the primary source of F exposure. Fluoride in drinking water was negatively associated with cognitive function, measured by both drawing and CANTAB test performance. Inverse relationships were also found between F and drawing objects task scores, after adjusting for covariates (p < 0.05). Further analysis using CANTAB PAL tasks in the children confirmed that F level in drinking water was positively associated with the number of errors made by children (p < 0.01), also after adjusting for covariates (p < 0.05). This association between water F and total errors made became markedly stronger as PAL task difficulty increased. Fluoride exposure was also inversely associated with other PAL tasks the number of patterns reached, first attempt memory score and mean errors to success. These findings provide supportive evidence that high F exposures may be associated with cognitive deficits in children. Additional well-designed studies are critically needed to establish the neurotoxicity of F in children and adults exposed to both low levels known to protect dental caries, as well as excess F levels in drinking water. • Cognitive ability was assessed in children exposed to a range of fluoride levels in drinking water. • The study successfully implemented the CANTAB test to children residing in rural Ethiopia. • Water fluoride levels were negatively associated with children's drawing skills, and CANTAB's memory and learning tests. • Children exposed to high fluoride made more errors as CANTAB task difficulty increased. • The findings add urgency to further study the potential neurotoxicity of low and high fluoride in drinking water. [ABSTRACT FROM AUTHOR]

Highlights • The presence and intervention of the Living Arts Detroit Wolf Trap artist residencies successfully increased preschool students' scores on a variety of indicators as compared with 3–5 year old students who do not have this program in their schools. • This is strong evidence that the arts-infused education has a significant impact on cognition and social-emotional development in pre-school children. • The arts-infused residencies show statistically significant impact on social and emotional regulation and growth in preschool children. Abstract Arts enrichment may provide important opportunities for the development of pre-academic skills, since much of what young children do as play, including singing, drawing, and dancing, engages the senses and primes the brain for learning. The Wolf Trap's Early Learning Through the Arts program, a national program that is designed to integrate performing arts into the early childhood education (ECE) curriculum and provide instructional training on delivery strategies, is an exemplar program that provides this type of experiential learning; and program implementation and teacher training approaches vary for each individualized program. [ABSTRACT FROM AUTHOR]

Little is known about what exactly differentiates metacognitive processes from ordinary cognitive processes particularly early in development, and the underlying developmental aspects. To examine the time-course of metacognition, the present study investigated the neural underpinnings of judgments of learning (JoLs) and compared them with control judgments, using an event-related potentials (ERP) design. During ERP recording, children age seven to eight were presented with cue-target picture pairs and instructed to learn these pairs. After each pair, they either had to make a JoL (assess the likelihood of remembering the target when only presented with the cue) or a colour judgment (indicate whether the colour yellow had been present in one of the two pictures presented earlier). Results revealed a late slow wave divergence maximal pronounced from 550 ms to 950 ms post-stimulus that distinguished between JOLs and colour judgments. Over centro-parietal areas, JoLs showed a more negative going slow wave compared to the colour judgments, and this pattern was independent of performance. The results are in support of theories that assume a distinction between metacognitive and cognitive processes. [ABSTRACT FROM AUTHOR]

Purpose Multifactorial explanations of developmental stuttering suggest that difficulties in self-regulation and weak attentional flexibility contribute to persisting stuttering. We tested this prediction by examining whether preschool-age children who stutter (CWS) shift their attention less flexibly than children who do not stutter (CWNS) during a modified version of the Dimension Card Change Sort (DCCS), a reliable measure of attention switching for young children. Methods Sixteen CWS (12 males) and 30 children CWNS (11 males) participated in the study. Groups were matched on age (CWS: M = 49.63, SD = 10.34, range = 38–80 months; CWNS: M = 50.63, SD = 9.82, range = 37–74 months), cognitive ability, and language skills. All children completed a computer-based variation of the DCCS, in which they matched on-screen bivalent stimuli to response buttons based on rules that switched mid-task. Results Results showed increased slowing for CWS compared to controls during the postswitch phase, as well as contrasting patterns of speed-accuracy tradeoff for CWS and CWNS as they moved from the preswitch to postswitch phase of the task. Conclusions Group differences in performance suggest that early stuttering may be associated with difficulty shifting attention efficiently and greater concern about errors. Findings are consistent with a growing literature indicating links between weak attentional control and persisting developmental stuttering. [ABSTRACT FROM AUTHOR]

Young children learn the meanings of thousands of words by the time they can run down the street. Many efforts to explain this rapid development begin by assuming that the computational-level problem being solved is acquisition. Consequently, work in this line has sought to understand how children infer the meanings of words from cues in the communicative signals of the speakers around them. I will argue, however, that this formulation of the problem is backwards: the computational problem is communication, and language acquisition provides cues about how to communicate successfully. Under this framing, the natural unit of analysis is not the child, but the parent-child dyad. A necessary consequence of this shift is the realization that the statistical structure of the input to the child is itself dependent on the child. This dependency radically simplifies the computational problem of learning and using language. [ABSTRACT FROM AUTHOR]

Objective To examine the associations of food insecurity with children's cognitive and behavioral outcomes using quantile regression. Design Secondary analysis of the Fragile Families and Child Wellbeing Study dataset. Participants A total of 2,046 children aged 5 years. Main Outcome Measures Child behavioral outcomes were measured using externalizing (aggressive) and internalizing (emotional) behavior problems. Child cognitive outcomes were measured using the Peabody Vocabulary test and the Woodcock–Johnson letter–word identification test. Food insecurity was measured using the US Department of Agriculture's Food Security Module. Analysis Unconditional quantile regressions were employed. Statistical significance was set at P  ≤ .05. Results Negative associations between food insecurity and child behavior problems (externalizing and internalizing) were largest for children with the most behavior problems. For Peabody Vocabulary scores, the negative association with food insecurity was statistically significant only for children in the top half of the distribution (≥50th percentile). The analysis found mixed evidence of an association between food insecurity and the Woodcock–Johnson letter–word identification test. These associations were similar for boys and girls. Conclusions and Implications Because children's cognitive skills and behavioral problems have long-lasting implications and effects later in life, reducing the risk of food insecurity might particularly benefit children with greater externalizing and internalizing behavior problems. [ABSTRACT FROM AUTHOR]

Introduction: Sugar consumption among Americans is above recommended limits, and excess sugar intake may influence cognition. The aim of this study was to examine associations of pregnancy and offspring sugar consumption (sucrose, fructose) with child cognition. Additionally, associations of maternal and child consumption of sugar-sweetened beverages (SSBs), other beverages (diet soda, juice), and fruit with child cognition were examined.Methods: Among 1,234 mother-child pairs enrolled 1999-2002 in Project Viva, a pre-birth cohort, in 2017 diet was assessed during pregnancy and early childhood, and cognitive outcomes in early and mid-childhood (median ages 3.3 and 7.7 years). Analyses used linear regression models adjusted for maternal and child characteristics.Results: Maternal sucrose consumption (mean 49.8 grams/day [SD=12.9]) was inversely associated with mid-childhood Kaufman Brief Intelligence Test (KBIT-II) non-verbal scores (-1.5 points per 15 grams/day, 95% CI= -2.8, -0.2). Additionally, maternal SSB consumption was inversely associated with mid-childhood cognition, and diet soda was inversely associated with early and mid-childhood cognition scores. Early childhood consumption of SSBs was inversely associated with mid-childhood KBIT-II verbal scores (-2.4 points per serving/day, 95% CI= -4.3, -0.5) while fruit consumption was associated with higher cognitive scores in early and mid-childhood. Maternal and child fructose and juice consumption were not associated with cognition. After adjusting for multiple comparisons, the association between maternal diet soda consumption and mid-childhood KBIT-II verbal scores remained significant.Conclusions: Sugar consumption, especially from SSBs, during pregnancy and childhood, and maternal diet soda consumption may adversely impact child cognition, while child fruit consumption may lead to improvements. Interventions and policies that promote healthier diets may prevent adverse effects on childhood cognition. [ABSTRACT FROM AUTHOR]

When comparing collections of objects on the basis of their number, children can be influenced by non-numerical dimensions of magnitude such as size or density. By devising a new tool for assessing children's spontaneous orientation towards different dimensions of magnitude (SOMAG), we investigated the role of non-symbolic dimensions of magnitude in the development of numerical representations from a perspective of individual differences. Ninety-three kindergarteners and first graders were asked to sort cards representing sets of dots that could be matched in number, size and total surface area or in the field area and spacing/density of the dots. Children's orientation towards different dimensions of magnitude was correlated with their performance in a non-symbolic numerical comparison task. Taken together, these results suggest that children's capacity to overcome interference when making numerical judgments can be related, in part, to individual differences in their orientation towards irrelevant non-numerical dimensions. [ABSTRACT FROM AUTHOR]

The appearance of positive adjustment is a theoretically relevant element of psychopathy, and is valuable for demonstrating its incremental validity over a broader antisocial orientation. We examined associations between psychopathic-like features and two measures of adaptive functioning: psychometric intelligence and (immunity to) internalizing problems. Ratings of psychopathy and behavioral problems were obtained in a community sample of children ( N = 1210). A bifactor model was fit to the psychopathic personality items to capture the underlying variance common to all traits (i.e., general factor) and to isolate a unique cluster of interpersonal traits. We hypothesized that the general psychopathy factor and specific interpersonal factor would exhibit opposing patterns of associations with external criteria. As expected, the general psychopathy factor was associated with greater anxiety/depression and lower cognitive ability. Contrary to hypothesis, the interpersonal factor was not associated with adaptive functioning (i.e., reduced internal distress or superior cognitive ability), although the predicted relations emerged after controlling for antisocial behavior. Hence, in a large representative sample of children, there is limited support for the premise that psychopathic traits are associated with positive adjustment and enhanced intelligence. Implications regarding the construct validity of psychopathy are discussed, including the role of heterogeneity in sample characteristics and instrument. [ABSTRACT FROM AUTHOR]

Background: Adolescent motherhood is accompanied by a constellation of risk factors that translate into developmental risk for the off-spring. Socioeconomic risk that is associated with adolescent motherhood as well as maternal interactive behaviors may contribute to the impact of adolescent motherhood on children's developmental outcome.Objective: Therefore, the aim of the current study was to investigate differences in children's cognitive development between children of adolescent and adult mothers in their first two years of life and to examine whether socioeconomic risk (e.g. such as educational and financial problems) and/or maternal sensitivity mediate developmental differences between children of adolescent and adult mothers.Methods: Adolescent mothers (<21 years; N = 64) and adult mothers (>25 years; N = 34) and their infants were included in the current study. Child cognitive development and maternal sensitivity were assessed at three different time points (T1: mean child age 5.26 months; T2: mean child age 14.69 months; T3: mean child age 21.16 months).Results: Children of adult mothers showed better cognitive performance at T3 compared to children of adolescent mothers but not at T1 and T2. A multiple mediation model including socioeconomic risk and maternal sensitivity as serial mediators demonstrated that the effect of adolescent motherhood on cognitive development was mediated in a causal effect chain with socioeconomic risk negatively affecting maternal sensitivity and maternal sensitivity affecting children's cognitive development.Discussion: The present findings demonstrate that maternal interactive behaviors are not only a simple predictor of cognitive development but may also act as a mediator of the association between more distal variables such as socioeconomic risk and cognitive development in adolescent mothers. This supports the need to promote prevention and intervention programs for adolescent mothers during the early postpartum period to reduce socioeconomic problems and enhance maternal interactive behaviors. [ABSTRACT FROM AUTHOR]

Background Interventions that promote mindfulness consistently show salutary effects on cognition and emotional wellbeing in adults, and more recently, in children and adolescents. However, we lack understanding of the neurobiological mechanisms underlying mindfulness in youth that should allow for more judicious application of these interventions in clinical and educational settings. Methods Using multi-echo multi-band fMRI, we examined dynamic (i.e., time-varying) and conventional static resting-state connectivity between core neurocognitive networks (i.e., salience/emotion, default mode, central executive) in 42 children and adolescents (ages 6–17). Results We found that trait mindfulness in youth relates to dynamic but not static resting-state connectivity. Specifically, more mindful youth transitioned more between brain states over the course of the scan, spent overall less time in a certain connectivity state, and showed a state-specific reduction in connectivity between salience/emotion and central executive networks. The number of state transitions mediated the link between higher mindfulness and lower anxiety, providing new insights into potential neural mechanisms underlying benefits of mindfulness on psychological health in youth. Conclusions Our results provide new evidence that mindfulness in youth relates to functional neural dynamics and interactions between neurocognitive networks, over time. [ABSTRACT FROM AUTHOR]

Aim: To characterise neurodevelopment at age two years and cognition and behaviour at age five years in children born with abdominal wall defects (gastroschisis or exomphalos).Study Design: Participants were treated as neonates for gastroschisis or exomphalos and invited for routine clinical follow-up at ages two and five years. Thirty-nine two year-olds and 20 five year-olds with gastroschisis and 20 two year-olds and 10 five year-olds with exomphalos returned for age-appropriate assessments of development (two years) and intellectual functioning (IQ), executive function, and behavioural problems. Results were compared with normative data from the tests and published data from local term-born children.Results: For both gastroschisis and exomphalos two year-olds, neurodevelopment was in line with the test normative data, but below the level of local normative data for all domains (effect sizes from -0.4 to -1.4 standard deviations). At five years, children with gastroschisis performed similarly to the normative mean for IQ but had high rates of various executive functioning problems on parent report (18-41% compared with 7% expected from norms). There was also a tendency for increased frequency of internalising problems (33% compared with normative expectation of 16%). Five year-olds with exomphalos also performed similarly to the normative mean for IQ and had low rates of executive and behavioural problems.Conclusions: Survivors of gastroschisis and exomphalos may be at risk of poor neurodevelopment in toddlerhood, depending on the reference group, and children with gastroschisis may be particularly at risk for executive functioning difficulties despite an IQ within normal limits. [ABSTRACT FROM AUTHOR]

Very preterm birth influences brain development and may result in alterations of cortical morphometry. These structural alterations may interact with cognitive development. The aim of the present study was to investigate the structure-function relationship in school-aged very preterm and term-born control children. A comprehensive neuropsychological test battery was administered to 41 very preterm (<32 weeks of gestation) and 30 term-born control children aged seven to twelve years. The automated method FreeSurfer was used to obtain cortical thickness and cortical surface area measures from T1-weighted MRI images. Regional cortical thickness differed between groups but differences disappeared when controlling for age. Global cortical thickness differed between groups in the right hemisphere (very preterm children>controls). No group differences occurred for cortical surface area. The relationship between cortical morphometry and cognition differed between very preterm and control children. In very preterm children, some cognitive domains correlated positively and others negatively with regional cortical thickness and cortical surface area. Our findings contribute to the understanding of the structure-function relationship in very preterm children and their term-born peers. They add to the notion that this relationship varies depending on the brain region and the cognitive function in question and suggest developmental differences between very preterm and term-born children. [ABSTRACT FROM AUTHOR]

In a recent commentary, Goldsmith and Morton (in press) argue that the results of a study demonstrating smaller sequential congruency effects (SCEs) for bilinguals than for monolinguals (Grundy, Chung-Fat-Yim, Friesen, Mak, & Bialystok, 2017) is incorrect in its interpretation of SCEs. Moreover, their overall framework is that there is no evidence for any cognitive differences between monolingual and bilingual young adults. Here, we provide evidence in support of our original interpretation and challenge their basis for arguing that there are no language group differences on these cognitive measures. [ABSTRACT FROM AUTHOR]

[Display omitted] • This study examined associations of prenatal PAH exposure and child cognition. • The sample was a large, socio-demographically diverse pooled multi-cohort sample. • Prenatal PAHs were not associated with cognition in the overall sample. • Early and pregnancy-averaged 2-NAP associated with lower cognition in a subsample. • Our results using three measures of PAH exposure suggest inverse associations on IQ. Epidemiological evidence for gestational polycyclic aromatic hydrocarbon (PAH) exposure and adverse child cognitive outcomes is mixed; little is known about critical windows of exposure. We investigated associations between prenatal PAH exposure and child cognition in a large, multi-site study. We included mother–child dyads from two pooled prospective pregnancy cohorts (CANDLE and TIDES, N = 1,223) in the ECHO-PATHWAYS Consortium. Seven urinary mono-hydroxylated PAH metabolites were measured in mid-pregnancy in both cohorts as well as early and late pregnancy in TIDES. Child intelligence quotient (IQ) was assessed between ages 4–6. Associations between individual PAH metabolites and IQ were estimated with multivariable linear regression. Interaction terms were used to examine effect modification by child sex and maternal obesity. We explored associations of PAH metabolite mixtures with IQ using weighted quantile sum regression. In TIDES, we averaged PAH metabolites over three periods of pregnancy and by pregnancy period to investigate associations between PAH metabolites and IQ. In the combined sample, PAH metabolites were not associated with IQ after full adjustment, nor did we observe associations with PAH mixtures. Tests of effect modification were null except for the association between 2-hydroxynaphthalene and IQ, which was negative in males (β males = −0.67 [95%CI:−1.47,0.13]) and positive in females (β females = 0.31 [95%CI:−0.52,1.13])(p interaction = 0.04). In analyses across pregnancy (TIDES-only), inverse associations with IQ were observed for 2-hydroxyphenanthrene averaged across pregnancy (β = −1.28 [95%CI:−2.53,−0.03]) and in early pregnancy (β = −1.14 [95%CI:−2.00,−0.28]). In this multi-cohort analysis, we observed limited evidence of adverse associations of early pregnancy PAHs with child IQ. Analyses in the pooled cohorts were null. However, results also indicated that utilizing more than one exposure measures across pregnancy could improve the ability to detect associations by identifying sensitive windows and improving the reliability of exposure measurement. More research with multiple timepoints of PAH assessment is warranted. [ABSTRACT FROM AUTHOR]

Young children typically demonstrate low rates of tool innovation. However, previous studies have limited children's performance by presenting tools with opaque affordances. In an attempt to scaffold children's understanding of what constitutes an appropriate tool within an innovation task we compared tools in which the focal affordance was visible to those in which it was opaque. To evaluate possible cultural specificity, data collection was undertaken in a Western urban population and a remote Indigenous community. As expected affordance visibility altered innovation rates: young children were more likely to innovate on a tool that had visible affordances than one with concealed affordances. Furthermore, innovation rates were higher than those reported in previous innovation studies. Cultural background did not affect children's rates of tool innovation. It is suggested that new methods for testing tool innovation in children must be developed in order to broaden our knowledge of young children's tool innovation capabilities. [ABSTRACT FROM AUTHOR]

Children learn to count, and even learn the cardinal meanings of the first three or four verbal numerals ("one" through "three" or "four"), before they master the numerical significance of counting. If so, it follows that the cardinal meanings of those first few numerals cannot be derived, initially, from their place in the count list and the counting routine. What non-verbal representations, then, support the cardinal meanings of verbal numerals before children have mastered how counting does so? Four experiments addressed the commonly adopted assumption that in the earliest period of learning the meanings of number words, children map verbal numerals to regions of the analog number system (ANS), a system of representation with numerical content that is widely attested in animals and in human infants. Experiment 1 confirmed that children who know what "three" means, but who do not yet know what "four" means, and do not yet know how counting represents number, can be easily taught the meaning of "four," if they are trained to indicate sets of four when they are paired with a series of sets that contrast numerically with four. If children learn "four" by mapping the word to an ANS representation of sets of four, and if such ANS value-to-word mappings underlie the meanings of other known numerals early in development, then analogous teaching should enable young children to establish a ANS value-to-word mapping for between "ten" and sets of 10 as specified by the ANS. Furthermore, the ease of learning should be a function of the ratio of the number of individuals in the comparison set to 10. Three further experiments tested these hypotheses by attempting to teach young Cardinal Principle-knowers the meaning of the word "ten," under the same training conditions "three-"knowers are easily taught the meaning of "four". The children learned which picture in each training pair had "ten." However, test trials with novel animals and spatial configurations showed that they had failed to learn what set sizes should be labeled "ten", even when, after training, they were asked to indicate a set of 10 vs. a set of 20 or 30 (well within the ratio sensitivity of the ANS even early in infancy). Furthermore, there was no effect of ratio on success during test trials. These data provide new evidence that ANS value-to-word mappings do not underlie the meanings of number words early in development. We discuss what other non-verbal representations might do so, and discuss other ways the ANS may support learning how counting represents number. [ABSTRACT FROM AUTHOR]

Repeated exposure to stress during childhood is associated with increased risk for neuropsychiatric illness, substance use disorders and other behavioral problems in adulthood. However, it is not clear how chronic childhood stress can lead to emergence of such a wide range of symptoms and disorders in later life. One possible explanation lies in stress-induced disruption to the development of specific brain regions associated with executive function and reward processing, deficits in which are common to the disorders promoted by childhood stress. Evidence of aberrations in prefrontal cortex and nucleus accumbens function following repeated exposure of juvenile (pre- and adolescent) organisms to a variety of different stressors would account not only for the similarity in symptoms across the wide range of childhood stress-associated mental illnesses, but also their persistence into adulthood in the absence of further stress. Therefore, the goal of this review is to evaluate the current knowledge regarding disruption to executive function and reward processing in adult animals or humans exposed to chronic stress over the juvenile period, and the underlying neurobiology, with particular emphasis on the prefrontal cortex and nucleus accumbens. First, the role of these brain regions in mediating executive function and reward processing is highlighted. Second, the neurobehavioral development of these systems is discussed to illustrate how juvenile stress may exert long-lasting effects on prefrontal cortex-accumbal activity and related behavioral functions. Finally, a critical review of current animal and human findings is presented, which strongly supports the supposition that exposure to chronic stress (particularly social aggression and isolation in animal studies) in the juvenile period produces impairments in executive function in adulthood, especially in working memory and inhibitory control. Chronic juvenile stress also results in aberrations to reward processing and seeking, with increased sensitivity to drugs of abuse particularly noted in animal models, which is in line with greater incidence of substance use disorders seen in clinical studies. These consequences are potentially mediated by monoamine and glutamatergic dysfunction in the prefrontal cortex and nucleus accumbens, providing translatable therapeutic targets. However, the predominant use of male subjects and social-based stressors in preclinical studies points to a clear need for determining how both sex differences and stressor heterogeneity may differentially contribute to stress-induced changes to substrates mediating executive function and reward processing, before the impact of chronic juvenile stress in promoting adult psychopathology can be fully understood. [ABSTRACT FROM AUTHOR]