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This study aims to examine the reliability and validity of the Head-Toes-Knees-Shoulders Revised (HTKS-R) as a measure of self-regulation in Brazilian children aged 3–5. The early childhood period is crucial for laying the foundations for personal, social and cognitive functioning, influencing development throughout life. Self-regulation, a malleable construct, plays a vital role in academic performance and behaviors throughout life. The HTKS-R, a widely used measure, assesses behavioral self-regulation, including cognitive flexibility, working memory and inhibitory control. The study included 379 children between the ages of 3 and 5 from a variety of backgrounds. Data were collected using the HTKS-R, a standardized self-report measure that integrates executive functions into a game to assess self-regulation. Exploratory Graphical Analysis (EGA) and Confirmatory Factor Analysis (CFA) were employed to analyze the data. The results of the EGA and BootEGA indicated a unidimensional structure for the HTKS-R, confirming its internal consistency and stability. The CFA supported the fit of the unidimensional model, demonstrating the test’s construct validity. The HTKS-R showed factorial invariance between genders. The results suggest that the HTKS-R is a reliable and valid measure of self-regulation in Brazilian children aged 3–5. The applicability of the test in different age groups and environments provides valuable information about children’s self-regulation skills. The study contributes to the literature by validating the HTKS-R in the Brazilian context and highlights its potential for assessing self-regulation in diverse populations. [ABSTRACT FROM AUTHOR]

Children with ADHD suffer from impaired attentional, executive, and emotional processing. This study aimed to compare attentional and executive processing using (non)emotional stimuli in children with and without ADHD. Eighty-five children with ADHD and 72 matched typically developing children performed the Stroop, continuous performance, and Go/No-Go tasks using (non)emotional stimuli. Greater performance in selective attention, inhibitory control, and sustained attention was found in emotional stimuli compared to non-emotional stimuli in both groups. Emotional stimuli facilitated attentional and executive functions in children with and without ADHD. Impaired attentional and executive functions in children with ADHD are not valence-sensitive. [ABSTRACT FROM AUTHOR]

Introduction: Children diagnosed with endocrine disorders may exhibit atypical development and may encounter challenges in language, academic, and cognitive skills, as well as social–emotional issues. The objective of this study was to identify potential therapeutic requirements in the areas of language, cognition, and mathematical skills among children with endocrine disorders who experience school failure. This will enable an early evaluation of speech and language disorders and the planning of interventions to be possible. Methods: In this study, children with endocrine disorders were compared with their normally developing peers in terms of language, cognition, mathematical skills, and psychosocial characteristics. In this study, 15 children diagnosed with endocrine disorders (8 females, 7 males; mean age: 10, SD: 2) and 15 children with normal development (8 females, 7 males; mean age: 10, SD: 2) participated. The participants were subjected to the Test of Language Development-Primary: Fourth Edition Turkish Revision (TOLDP-4:T), the Turkish Nonword Repetition Test (TNRT), the Turkish Multilingual Sentence Repetition Test (LITMUS-TR), the Wechsler Intelligence Scale for Children (WISC-R), the Problem-Solving Test (PST), the Revised Child Anxiety and Depression Scale-Child Version (RCADS-CV), the Coopersmith Self-Esteem Inventory (CSEI), and the Child Behavior Checklist (CBCL). Results: The findings of the study indicate that children with endocrine disease have lower performance in language, cognition, and mathematical skills compared to their healthy peers. Otherwise, they do not differ in terms of social–emotional status assessed by psychological scales. Discussion: These findings suggest that while children with endocrine disorders face challenges in academic and cognitive domains, their social-emotional development remains relatively unaffected. Early identification and intervention in language, cognition, and mathematical skills may help address the academic struggles of these children, potentially improving their school performance and overall well-being. [ABSTRACT FROM AUTHOR]

Research with 2-day-old neonates shows that they create mental representations—schemata—for their experiences and that this cognitive ability is hardwired and functional at birth. This research and studies with older infants indicate that both the formation and the expansion of schemata occur through moderate discrepancies, a concept that Jerome Kagan promoted conceptually and through his research. Discrepancy, as distinct from novelty, is insufficiently acknowledged in the literature on schema theory. The schema is both cognitive and affective and develops in unison in a curvilinear pattern with a gradual onset and exponential expansion. Optimal attentiveness and positive affect occur at the peak of formation and to moderate discrepancies. Redundancy beyond the optimal level produces decreasing interest and positive affect and increasing negative affect resulting in boredom and avoidance. These characteristics of schema development are difficult to study with older children and adults. Rumelhart (1980) regarded the schema as the "building block of cognition" and Kagan (2002) called its expansion through moderate discrepancies an "engine of change" implying widespread application for cognition and behavior throughout life. Kagan urged the search for structure (form) as opposed to function in cognition, and the curvilinear pattern of schema development and its characteristics, it is argued, is the structure he sought. Implications and select applications of schema development and expansion are presented. Public Significance Statement: The work in this review underscores that the creation of schemata, mental representations of experiences that develop through moderate discrepancies, is fully functional at birth. The schema expands in a replicable curvilinear pattern with characteristics that determine much of human behavior and is the prototype for cognition. [ABSTRACT FROM AUTHOR]

Background: Measuring psychological constructs in children presents unique challenges, as careful consideration of children's cognitive and socioemotional development is needed. The Trait Emotional Intelligence Questionnaire-Child Form (TEIQue-CF) was developed within the theoretical underpinnings of trait Emotional Intelligence theory and is predicated on primary aged children. This review aims to systematize the scientific literature on the TEIQue-CF, its corresponding short form, the TEIQue-CSF and the translated versions of these tools to identify the key outcomes predicted by these forms in children aged 8–13 years. Method: A search was conducted in Google Scholar, PubMed, Scopus, Web of Science and APA PsycArticles in June 2024. This review was guided by the latest version of the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guidelines. Results: Conducted search identified 40 studies that investigated child emotional intelligence measured via TEIQue child forms. The key findings cover several topics related to the emotional aspects of children's personalities, such as their intra- and interpersonal relationships, school life, cognition, and creativity. Conclusions: This systematic review revealed that trait Emotional Intelligence measured via the TEIQue child forms provide reliable results and is valid, as it has been linked to key childhood variables. This review also provides guidance for future research on the topic of trait Emotional Intelligence in children by highlighting current research limitations to avoid the likelihood of misleading research findings. [ABSTRACT FROM AUTHOR]

This study investigates the impact of theory of mind, anticipated emotions before actual behavior, and consequential emotions following the behavior on sharing and allocation behavior in 4–6-year-old children. In Experiment 1, 95 children were randomly assigned to three conditions (external emotion expectancy condition, internal emotion expectancy condition, and control condition) to explore the role of cognition and emotions in children's sharing and allocation behaviors. Experiment 2 employed a dictator game to further validate the influence of theory of mind and consequential emotions on behavior. The findings indicated that both anticipated and consequential emotions influence sharing behavior, but neither serves as a key predictor of allocation behavior. Theory of mind influences children's sharing behavior and is related to the fairness of allocation. Children with higher levels of theory of mind tend to rate consequential emotions more positively, while those with lower ratings of consequential emotions are more likely to reconsider sharing after reflection. Notably, theory of mind and emotional factors demonstrate distinct motivational effects on children's prosocial sharing and resource allocation, with negative emotions exhibiting a more pronounced impact on decision-making processes. [ABSTRACT FROM AUTHOR]

Purpose: Our aim was to (a) develop a sentence comprehension measure that distinguished between cognitive capacity and syntactic knowledge in schoolage children and (b) examine the relationship between comprehension performance and cognitive variables (working memory capacity and retrieval from long-term memory). Method: We developed and administered a picture selection sentence comprehension task to 122 school-age children representing varied cognitive abilities. We evaluated comprehension accuracy and response time in two syntactically identical conditions but with different cognitive demands incorporated in picture foils--one with low demand using superfluous adjectives and another with high demand using contrastive adjectives. Children also completed tasks measuring working memory capacity and long-term memory retrieval. Results: Comprehension accuracy was significantly lower, and response times were longer in the high-cognitive demand condition compared to the lowdemand condition. Errors frequently involved incorrect attribute selection in the high-demand condition that included contrastive adjectives in picture foils, while reversal errors prevailed in the low-demand condition, which included superfluous adjectives. Accuracy correlated positively with the memory variables. Hierarchical regression analysis showed that after adjusting for comprehension in the low-cognitive demand condition (38.60% variance), memory variables accounted for 4.50% additional variance in the high-demand condition with only working memory capacity as the unique predictor. Conclusions: The significant role of working memory capacity in comprehending sentences with high cognitive demand indicated the recruitment of active attention and verbal rehearsal. Data support the newly developed measure's potential for assessing cognitive skills integral to sentence comprehension in school-age children. [ABSTRACT FROM AUTHOR]

This study examined the influence of parental cognition, including attitudes, beliefs, and understanding of anxiety, on emotion dysregulation in children with anxiety disorder. A total of 47 clinically anxious children (6–17 years old) and their parents were involved in the current study. The mothers and fathers separately completed a self-reported questionnaire assessing their attitudes, beliefs, and understanding of their children's anxiety, while the children completed a self-report questionnaire assessing emotion dysregulation. Pearson correlation and hierarchical regression analyses were used for data analysis. The results indicated that only fathers' higher levels of unhelpful attitudes, beliefs, and understanding of anxiety were positively and significantly associated with greater emotion regulation (ER) difficulties in anxious children. Furthermore, fathers' unhelpful cognitions regarding anxiety uniquely predicted their children's emotion regulation difficulties. These findings highlight the importance of including fathers in preventive and therapeutic interventions in promoting ER abilities in children with anxiety disorder. [ABSTRACT FROM AUTHOR]

Objective To understand intake frequency of sugar-sweetened beverages (SSBs) and the consumption habit among primary and secondary students. To explore the relationship of SSBs cognition and behavior, and to provide a basis for reducing students' intake of SSBs. Methods A multi-stage sampling process was employed to select subjects from primary and middle school in Shenzhen. Network questionnaire survey was conducted to collecting information in September and October, 2021. Spearman rank correlations was used to analyze relationships of various types of SSBs consumption frequency. Multivariable linear regression model was used to examine the relationship between SSBs cognition score and consumption frequency score. Hierarchical analysis to explore the interactions. Results A total of 16 840 primary and secondary students aged 6 to 18 years old were included. The prevalence of SSBs consumption at least 3 time/week was 58.9%, the grades 1-3, 4-6 and middle school students were 52.3%, 60.3% and 67.6%. Parents (73.3%) were the main buyers of SSBs, convenience stores (73.7%) were the main places and delicious (77.2%) was the major cause of choices. There was a positive correlation between the intake frequency of different types of SSBs (P < 0.001). The results of multivariate linear regression showed that the higher the cognition was, the lower the intake frequency of SSBs was (β = 0.179, 95%CI: 0.155-0.204). There was a multiplicative interaction between the cognitive score of SSBs and the educational level of parents (P < 0.00l). Conclusion The intake frequency of SSBs was high among primary and middle school students in Shenzhen, and the cognitive level of SSBs was related to the intake frequency and the educational level of parents. [ABSTRACT FROM AUTHOR]

While there is increasing use of standardised tools to assist in determining decision-making capacity in adults, there is limited literature evaluating these tools in children/adolescents. The current PRISMA guided systematic review aimed to evaluate standardised capacity assessment tools used in the child/adolescent population, and to examine the relationship between these capacity assessment tools and cognition. Inclusion criteria comprised: (1) validation of a new/existing tool to assess capacity or competence; (2) participants < 18 years; (3) involved validation on normative or non-normative populations; (4) published in English in a peer review journal. Ten studies were included. The majority applied a version of the Macarthur Competence Assessment Tool. Findings suggest capacity assessment tools demonstrate sound psychometric properties, but research into capacity assessment in children is still in its infancy. Limitations include the lack of diagnostic gold standard of capacity and the inconsistent and minimal incorporation of cognitive functioning into standardised capacity assessment. [ABSTRACT FROM AUTHOR]

This study investigates the relationship between multidimensional household poverty and cognitive and behavioural development during the formative years of childhood (from 9 months to 9 years), using nationally representative longitudinal data from Ireland for the cohort of children born in 2007-2008. The results indicate substantial inequalities in Irish children's cognitive and behavioural outcomes at age 9 by multidimensional poverty duration. Children with at least one spell in poverty (out of four interviews) have worse cognitive and behavioural outcomes. Dynamic structural equation models provide evidence in support of a hybrid family investment/family stress model. Although family investment processes account for some of the cumulative effects of childhood poverty on cognitive outcomes, family stress processes help explain the links between poverty and both cognitive and behaviour outcomes in early childhood. Overall, poverty is strongly related to child outcomes over time via the direct effects of current poverty on child outcomes and path dependency in both poverty and child outcomes over time. There are also indirect effects via the two child outcomes reinforcing each other as children grow older (with the effects of behaviour problems dominating those of cognitive ability), even as the parental investment and maternal stress pathways become less pronounced. [ABSTRACT FROM AUTHOR]

Objective: Growing evidence suggests digital interventions may provide neurocognitive benefits for children with ADHD. This study aimed to investigate the efficacy of a digital attention intervention in children with ADHD. Method: In this double-blind randomized controlled trial 55 children with ADHD (5–9 years) were allocated to the intervention (N = 28) or control program (N = 27). Both programs were delivered via touchscreen tablets at home 5 days a week for 5 weeks. The primary outcome was change in the Test of Variables of Attention (TOVA) Attention Comparison Score (ACS) from pre- to post-intervention. Results: Participants who received the intervention had significantly greater improvements in the TOVA ACS from pre- to post-intervention than those in the control (p <.044). No intervention effects were observed on secondary outcomes assessing executive functioning, ADHD symptoms, or functional impairment. Conclusion: Collectively these findings provide insufficient evidence for the implementation of digital attention interventions for children with ADHD. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Postcontrast magnetic resonance imaging (MRI), obtained under anesthesia, is often used to evaluate brain parenchymal and vascular abnormalities in young children, including those with Sturge-Weber syndrome. However, anesthesia and contrast administration may carry risks. We explored the feasibility and potential diagnostic value of a noncontrast, nonsedate MRI acquisition in Sturge-Weber syndrome children and their siblings with a wide range of cognitive and behavioral functioning. Methods: Twenty children (10 with Sturge-Weber syndrome and 10 healthy siblings; age: 0.7-13.5 years) underwent nonsedate 3-tesla (T) brain MRI acquisition with noncontrast sequences (including susceptibility-weighted imaging) prospectively along with neuropsychology assessment. All images were evaluated for quality, and MRI abnormalities identified in the Sturge-Weber syndrome group were compared to those identified on previous clinical pre- and postcontrast MRI. Results: Nineteen participants (95%) completed the MRI with good (n = 18) or adequate (n = 1) quality, including all children with Sturge-Weber syndrome and all 5 children ≤5 years of age. The Sturge-Weber syndrome group had lower cognitive functions than the controls, and both groups had several children with behavioral issues, without an apparent effect on the success and quality of the MR images. Susceptibility-weighted imaging detected key venous vascular abnormalities and calcifications and, along with the other noncontrast sequences, provided diagnostic information comparable to previous clinical MRI performed with contrast administration under anesthesia. Conclusion: This study demonstrates the feasibility and the potential diagnostic value of a nonsedate, noncontrast MRI acquisition protocol in young children including those with cognitive impairment and/or behavioral concerns. This approach can facilitate clinical trials in children where safe serial MRI is warranted. [ABSTRACT FROM AUTHOR]

Background: Nurses play an integral role in the care of children hospitalised with a serious illness. Although information about diagnostics, treatments, and prognosis are generally conveyed to parents and caregivers of seriously ill children by physicians, nurses spend a significant amount of time at the child's bedside and have an acknowledged role in helping patients and families understand the information that they have been given by a doctor. Hence, the ethical role of the nurse in truth disclosure to children is worth exploring. Methods: A systematic academic database and grey literature search strategy was conducted using CINAHL, Medline Psych Info, and Google Scholar. Keywords used included truth, children, nurse, disclosure, serious illness, and communication. A total of 17 publications of varying types were included in the final data set. Ethical Considerations: As this was a review of the literature, there were no direct human participants. Empirical studies included in the review had received ethics approval. Results: Of the 17 articles included in the review, only one directly reported on the experiences of nurses asked to withhold the truth from patients. Empirical studies were limited to HIV-positive children and children diagnosed with cancer and the dying child. Conclusion: A paucity of literature exploring the experiences, attitudes, and beliefs of nurses with regard to truth-telling to seriously ill children is evident. Little consideration has been given to the role nurses play in communicating medical information to children in a hospital setting. The 17 articles included in the review focused on cancer, and HIV, diagnosis, and end-of-life care. Further research should be undertaken to explore the experiences and attitudes of nurses to clinical information sharing to children hospitalised with a wide range of serious illnesses and in diverse clinical scenarios. [ABSTRACT FROM AUTHOR]

Although metacognition plays a pivotal role in theoretical accounts of mind wandering, their longitudinal relationships have not yet been investigated during the important developmental period of early adolescence. This study aimed to examine the developmental trajectories of spontaneous and deliberate mind wandering and the dynamic associations between metacognition and two types of mind wandering in early adolescence. A sample of 4302 Chinese students beginning in Grade 4 (47.4% female; initial Mage = 9.84, SDage = 0.47) completed questionnaires on five occasions over 2.5 years. The results showed that deliberate mind wandering, but not spontaneous mind wandering, gradually increased from Grade 4 to Grade 6. Metacognition was negatively related to spontaneous mind wandering but positively related to deliberate mind wandering. These findings provide empirical evidence for theoretical viewpoints from both individual differences and developmental perspectives. [ABSTRACT FROM AUTHOR]

The text of picture books is a fertile source through which young children learn about mental states. By focusing on English and Japanese books (N = 100; for children aged 3–5 years) as respective representatives of independent and interdependent cultures, the present study examined the cultural differences in the use of two types of mental state language: emotion and cognition. While our findings revealed no cultural differences in emotional word tokens or types, cognitive word tokens and types were higher in English picture books than in Japanese ones. Importantly, English picture books exhibited more self‐oriented mental state references, while Japanese picture books had more other‐oriented mental state references. Our study suggests that mental state references in picture books reflect culture‐specific characteristics. [ABSTRACT FROM AUTHOR]

Background Magnetic resonance imaging in fetal alcohol spectrum disorder (FASD) children showed altered connectivity, suggesting underlying deficits in networks, which may be related to cognitive outcome. Functional connectivity has been of interest in neurophysiological research with quantitative electroencephalography (QEEG) as useful tool for measuring pathology, not detectable by normal EEG. The aim of this study was to investigate differences in the EEG interhemispheric coherence (ICoh) in children diagnosed with FASD compared with healthy controls and to relate the results to cognitive scores. Method Analysis of ICoh in 81 FASD children (4-Digit Code) compared with 31 controls. The children underwent cognitive assessment, and EEG was performed and used for analysis. Group comparisons and analysis of covariance interaction models were used to test for differences between FASD and controls but also to look for differences between FASD subgroups. Significant findings were correlated to cognitive scores. Results Lower ICoh was found in the frontal and temporal derivations in the FASD group. When comparing FASD subgroups, children with fetal alcohol syndrome had lower ICoh occipital. Reduced ICoh in the temporal alpha band was correlated with lower performance IQ in the FASD group. Conclusion Our findings could imply hypoconnectivity between the hemispheres with impact on cognition. We suggest that EEG coherence analysis could be a sensitive parameter in the detection of electrophysiological abnormalities in FASD with possible clinical relevance. These results may indicate that QEEG could be used as biomarker for FASD. However, further research is needed to determine the role of QEEG analysis in the diagnosis of FASD. [ABSTRACT FROM AUTHOR]

Background: Alcohol, the most consumed drug in the United States, is associated with various psychological disorders and abnormal personality traits. Despite extensive research on adolescent alcohol consumption, the impact of early alcohol sipping patterns on changes in personality and mental health over time remains unclear. There is also limited information on the latent trajectory of early alcohol sipping, beginning as young as 9–10 years old. The dorsal anterior cingulate cortex (dACC) is crucial for cognitive control and response inhibition. However, the role of the dACC remains unclear in the relationship between early alcohol sipping and mental health outcomes and personality traits over time. Methods: Utilizing the large data from the Adolescent Brain Cognitive Development study (N = 11,686, 52% males, 52% white, mean [SD] age 119 [7.5] months, 9807 unique families, 22 sites), we aim to comprehensively examine the longitudinal impact of early alcohol sipping patterns on psychopathological measures and personality traits in adolescents, filling crucial gaps in the literature. Results: We identified three latent alcohol sipping groups, each demonstrating distinct personality traits and depression score trajectories. Bilateral dACC activation during the stop‐signal task moderated the effect of early alcohol sipping on personality and depression over time. Additionally, bidirectional effects were observed between alcohol sipping and personality traits. Conclusions: This study provides insights into the impact of early alcohol consumption on adolescent development. The key finding of our analysis is that poor response inhibition at baseline, along with increased alcohol sipping behaviors may accelerate the changes in personality traits and depression scores over time as individuals transition from childhood into adolescence. [ABSTRACT FROM AUTHOR]

Natural languages distinguish between telic predicates that denote events leading to an inherent endpoint (e.g., draw a balloon) and atelic predicates that denote events with no inherent endpoint (e.g., draw balloons). Telicity distinctions in many languages are already partly available to 4–5-year-olds. Here, using exclusively nonlinguistic tasks and a sample of English-speaking children, we ask whether young learners use corresponding temporal notions to characterize event structure—that is, whether children represent events in cognition as bounded temporal entities with a specified endpoint or unbounded temporal units that could in principle extend indefinitely. We find that 4–5-year-old children in our sample compute boundedness during an event categorization task (Experiment 1) and distinguish event boundedness from event completion (Experiment 2). Furthermore, 4–5-year-olds in our sample evaluate interruptions at event endpoints versus midpoints differently—but only for events that are construed as bounded, presumably because in such construals, events truly culminate (Experiment 3). We conclude that young children represent events in terms of foundational and abstract temporal properties. These properties could support the acquisition of linguistic aspectual distinctions and further scaffold the way children conceptualize and process their dynamic experiences. Public Significance Statement: The present study shows that 4–5-year-old children classify and interpret events in terms of abstract temporal structure (i.e., the way an event begins, develops, and ends). The sensitivity to event temporal profiles could support the acquisition of temporal distinctions in language and further scaffold the way children conceptualize and process their dynamic experience. [ABSTRACT FROM AUTHOR]

The study of infant gaze has long been a key tool for understanding the developing mind. However, labor-intensive data collection and processing limit the speed at which this understanding can be advanced. Here, we demonstrate an asynchronous workflow for conducting violation-of-expectation (VoE) experiments, which is fully "hands-off" for the experimenter. We first replicate four classic VoE experiments in a synchronous online setting, and show that VoE can generate highly replicable effects through remote testing. We then confirm the accuracy of a state-of-the-art gaze annotation software, iCatcher+ in a new setting. Third, we train parents to control the experiment flow based on the infant's gaze. Combining all three innovations, we then conduct an asynchronous automated infant-contingent VoE experiment. The hands-off workflow successfully replicates a classic VoE effect: infants look longer at inefficient actions than efficient ones. We compare the resulting effect size and statistical power to the same study run in-lab and synchronously via Zoom. The hands-off workflow significantly reduces the marginal cost and time per participant, enabling larger sample sizes. By enhancing the reproducibility and robustness of findings relying on infant looking, this workflow could help support a cumulative science of infant cognition. Tools to implement the workflow are openly available. Public Significance Statement: Infant looking time experiments have provided critical insights into early cognition, but traditionally very time-consuming and expensive. We run a classical violation-of-expectation experiment through a workflow in which data collection and analysis are automated and compare the results to the same study run in the lab and on Zoom. The automated workflow shows a small reduction in effect size and power, while allowing for significantly larger sample sizes, thereby enabling a more robust developmental science. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Early Childhood is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objectives: Carotenoids are plant pigments that accumulate in human tissue (e.g. macula and skin) and can serve as biomarkers for diet quality; however, knowledge on skin and macular carotenoids in relation to cognition in children is limited. This study aimed to address this gap by assessing links between skin and macular carotenoids and academic achievement in school-aged children.Methods: Children 7-12 years old (n = 81) participated in a crosssectional study. Skin and macular carotenoids were measured with reflection spectroscopy and heterochromatic flicker photometry, respectively. Academic achievement was measured using Woodcock-Johnson IV (WJ-IV). Body Mass Index was calculated using height and weight measurements, demographic information was collected using a family demographics and pediatric health history questionnaire, and carotenoid intake was assessed using 7-day diet records.Results: Skin carotenoids were not related to macular pigment (r = 0.08, p = 0.22). Adjusting for age, sex, BMI percentile, household income, and total carotenoid consumption (mg/1000kcal), skin carotenoids were predictive of math (β = 0.27, p = 0.02), broad math (β = 0.36, p < 0.01) and math calculation (β = 0.38, p < 0.01). Skin carotenoids displayed trending relationships with broad reading (β = 0.23, p = 0.05) and reading fluency (β = 0.22, p = 0.07). There were no significant associations between macular pigment and academic achievement (all β's ≤ 0.07, all p's ≥ 0.56).Discussion: Skin carotenoids were positively associated with academic abilities in children, while macular carotenoids did not display this relationship. Future interventions examining prospective effects of changes in carotenoids in different tissues on childhood academic achievement are warranted. [ABSTRACT FROM AUTHOR]

Cognitive research with developmental samples requires improved methods that support large‐scale, diverse, and open science. This paper offers initial evidence to support the Mobile Toolbox (MTB), a self‐administered remote smartphone‐based cognitive battery, in youth populations, from a pilot sample of 99 children (Mage = 11.79 years; 36% female; 53% White, 33% Black or African American, 9% Asian, and 15% Hispanic). Completion rates (95%–99%), practice performance (96%–100%), internal consistency (0.60–0.98), and correlations with similar NIHTB measures (0.55–0.77) provide the first evidence to support the MTB in a youth sample, although there were some inconsistencies across measures. Preliminary findings provide promising evidence of the MTB in developmental populations, and further studies are encouraged. [ABSTRACT FROM AUTHOR]

Objective: To investigate the current situation of child safety seat use and children's cognition of safe riding in Leshan City, and to provide a basis for the promotion and application of child safety seats in Leshan City. Methods: From November 2021 to February 2022, a total of 500 car-owning families who visited or were hospitalized in the department of pediatrics of our hospital were surveyed by self-filling questionnaire method. Through the investigation of personal situation, family situation, travel habits, use of child safety seat, cognition of safe riding, etc., the influencing factors of possession and use of child safety seat and cognition were analyzed. Results: The ownership rate of car seats was 57.8%, the use rate was 47.6%, and the always use rate was 18.8% among all families with children surveyed. There were no statistically significant differences in the use rate and always use rate of child safety seats among different genders of children, parents' education background, and car ownership price. The use rate and constant use rate of child safety seats in urban households were significantly higher than those in rural areas. When the main driver was the mother, the use rate of child safety seats was higher, and the difference was statistically significant. From the perspective of cognition, the use rate and constant use rate of the child safety seat of parents with correct cognition were 64.5% and 25.7% respectively, while the use rate and constant use rate of the child safety seat of parents with incorrect cognition were only 11.1% and 4.3%, which were significantly lower than those with correct cognition, and the difference was statistically significant. In terms of cognition, 10.4% of parents think it is safe for children to sit in the back seat with adults in their arms, and 9.0% of family members think it is safe for children to sit in the back seat with seat belts alone. Conclusions: At present, the ownership rate, utilization rate, and parents' correct cognition of child safety seats in Leshan City are all at a low level, and there is a lack of regional legal guidance, so the safety situation of children in cars is worrying. To effectively improve the use of child safety seats, the promotion of child safety seats should be promoted from three aspects: improving parents' cognition, forming good traffic habits, and legal guidance. [ABSTRACT FROM AUTHOR]

Background: Children, especially those with neurodevelopmental disorders, often experience challenges in memory functioning. This literature directs to the imperative implications of working memory (WM), especially in academics. Objective: Given the distinct nature of WM in children and those with neurodevelopmental disorders, our study explored the role of alpha and beta visual entrainment on their WM performances. Methods: NCPs (n = 19) and CPs with ADHD and comorbid conditions of autism (n = 15) participated in our study. We adopted a repeated measure intervention-based design along with alpha-and-beta visual entrainment. Pretest, posttest, and follow-up data were collected using digit span tests. Electroencephalography (EEG) was further recorded during the entrainment phase. We administered statistical and coherence factor analysis to derive our results. Results: We observed that experimental participants performed better following the visual entrainment sessions. We further observed that alpha entrainment affected the digit span scores among clinical participants, whereas beta entrainment affected the performance of the nonclinical group. The entrainment effects additionally varied depending on the participant's clinical symptoms. However, we found negligible long-term entrainment effects on their WM. Conclusion: Our observations explore the probability of individual effects of alpha and beta entrainment sessions on children's WM performances and open an avenue for further research in the clinical domain. The study suggests translating brainwave entrainment into an intervention to promote cognition among children, especially those with neurodevelopmental disorders. [ABSTRACT FROM AUTHOR]

Symbolic and situational mathematics are the two major representations of mathematical knowledge. Although previous literature has studied the relationship between the two from the perspective of teaching practice, learning effectiveness and behavioural performance, there is still a lack of empirical psychological research on cognitive mechanisms to explore the psychological processes of the two. The current study investigated the relationship between symbolic and situational mathematics by determining the differences in cognitive correlates between the two in fourth‐grade children. Their symbolic and situational mathematics abilities were assessed using symbolic and situational enumeration tests under the same conditions. Several types of general cognitive abilities, language processing and academic achievements were also examined. Results showed that both situational and symbolic mathematics are crucial for mathematical achievement. Arithmetic computation is closely correlated with symbolic mathematics, whereas spatial processing and inductive reasoning ability are uniquely correlated with situational mathematics. The results suggest that situational and symbolic mathematics have separate cognitive correlates, which means the two are distinct in terms of psychological processing. [ABSTRACT FROM AUTHOR]

Suboptimal parenting characterized by low self-efficacy and perceived impact is associated with poor child mental health and academic outcomes, especially for at-risk families. This study capitalized on a longitudinal study conducted prior to and after the onset of the COVID-19 pandemic to test how prior parenting cognitions and environmental risk factors predict mental health and educational challenges faced by children during the pandemic. Pre-pandemic parenting and environmental risk data are available for a sample of 252 low-income mother-child dyads in Toronto, Canada. Research Findings: Mothers who had lower parental self-efficacy, but higher perceived parental impact prior to COVID-19 reported that their children faced educational challenges during the pandemic. In addition, mothers who reported lower levels of pre-pandemic parental self-efficacy reported that their children were more likely to have emotional and conduct problems greater than the sample average during COVID-19. Practice or Policy: Parents with specific profiles of parenting cognitions may need additional support to help their children cope during the pandemic. [ABSTRACT FROM AUTHOR]

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]

Background and Purpose: In recent years there has been a re-evaluation regarding the clinical implications of temporal lobe arachnoid cysts (temporal arachnoid cysts) in children. These cysts have often been considered asymptomatic, or if symptomatic, only causing focal neurological symptoms or signs of increased intracranial pressure. However, several studies have more recently reported on cognitive symptoms improving after surgery. This study aimed to evaluate if reported cognitive improvement after surgery of temporal arachnoid cysts were stable after five years. Method: Ten consecutive children (m = 14.65; range 12.1–19.415 were assessed cognitively five years after micro-neurosurgical fenestration of a temporal arachnoid cyst. Results were compared to results from their pre- and post-surgical evaluations. Evaluations included the Wechsler-scales, Boston Naming Test (BNT), Rey Auditory Verbal Learning Test (RAVLT), verbal fluency test (FAS) and Rey Complex Figure Test (RCFT). Results: The analysis revealed significant postsurgical improvement compared to baseline on the Wechsler-scales measures of general intelligence (FSIQ), verbal abilities (VCI) and processing speed (PSI). Mean differences after surgery were 8.3 for FSIQ, (p = 0.026), 8.5 for VI (p = <.01) and 9.9 for PSI (p = 0.03). There were no significant differences in mean test results when comparing postsurgical scores with scores five years after surgery, indicating long-term stability of improvements. Conclusion: The results indicate that affected cognitive functions in children with temporal arachnoid cysts improve after surgery and that the improvements remain stable five years later. The improvements and long term stability were also consistent with the experience of both parents and children. The findings provide a strong argument for neurosurgical fenestration of temporal arachnoid cysts in children. [ABSTRACT FROM AUTHOR]

Purpose: Illness cognition is an important mediator between psychological and behavioral adjustment and the quality of life for patients and their caregivers. Evidence related to illness cognition among parents of children with leukemia is limited. The purpose of this study is to explore the illness cognition status and associated factors in parents of children with leukemia. Methods: A cross-sectional survey was conducted with the parents of 335 children with leukemia from three general children's hospitals in China from January to December 2022. A parents' version of the illness cognition questionnaire was used to collect data. This included three subscales: helplessness, acceptance, and perceived benefits. Results: The mean scores of helplessness, acceptance and perceived benefits of parents regarding their children's disease were 15.56 (4.60), 16.25 (4.41), and 19.96 (3.69) respectively. The multiple regression model indicated seven factors associated with the parents' illness cognition (adjusted R [2] ranged from 0.182 to 0.134): four socio-demographic factors (parent's age, role, education level, and family income) and three clinical factors (length of time spent each day caring for the child, the child's age at diagnosis, and the duration of the disease). Conclusion: This study reports on different levels of illness cognition and associated factors among parents of children with leukemia. The results may help pediatric oncology medical staff identify risk factors for poor psychological adjustment to children's diseases. Parents may benefit from psychological support aimed at improving positive illness cognition. [ABSTRACT FROM AUTHOR]

Mind wandering occurs when attention becomes disengaged from the here-and-now and directed toward internally generated thoughts; this is often associated with poorer performance on educationally significant tasks. In this study, 8- to 9-year-old children (N = 60) listened to audio stories embedded with intermittent thought probes that were used to determine if participants' thoughts were on or off task. The key objective was to explore the impact of probe-caught mind wandering on both immediate and delayed memory retention. Children reported being off task approximately 24% of the time. Most inattention episodes were classified as task-unrelated thoughts (i.e., 'pure' instances of mind wandering, 9%) or attentional failures due to distractions (9%). Higher frequency of mind wandering was strongly associated with poorer memory recall, and task-unrelated thoughts strongly predicted how well children could recall components of the audio story both immediately after the task and after a 1-week delay. This study is the first to demonstrate the impact of mind wandering on delayed memory retention in children. Results suggest that exploring mind wandering in the foundational years of schooling could provide the necessary empirical foundation for the development of practical interventions geared toward detecting and refocusing lapses of attention in educational contexts. [ABSTRACT FROM AUTHOR]

This document, titled "Materiality and Cognitive Development: Contemporary Debates and Empirical Studies in Early Childhood," explores the relationship between materiality and cognitive development in early childhood. It discusses the contributions of figures such as Gesell and Gibson who advocated for non-reductionist and anti-dualistic views of cognitive development. The document also highlights the growing interest in materiality and cognition within psychology and presents five theoretical and empirical contributions that examine how interactions between children, adults, and objects shape cognitive development in early childhood. These contributions provide insights into conceptual thinking, motor and cognitive development, social pretend play, and communication in educational settings. The document emphasizes the importance of material culture in human development and its potential to shape experiences and behaviors. [Extracted from the article]

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]

Background: Toddler growth and development are important aspects that are interrelated. Growth is an increase in physical size and body structure while development is an increase in body structure and function in terms of movement, speech, language, socialization, and independence. The first five years of a child's life are a time of building learning, social, and emotional skills.1Children who receive stimulation provide good benefits for growth in body weight and mental development.2However, the growth and development of toddlers can experience disorders. The role of parents in monitoring the growth and development of toddlers is very important because it will influence the child's behavior as an adult. Applying parenting knowledge to children as early as possible is beneficial for the development of children's cognition and socio-emotional behavior.3Parenting is the overall interaction of parents with children that affect children's psychological and social.4Parenting groups are effective for increasing children's development, especially physical growth. The application of parenting techniques can be a method or way to help parents take better care of their children. Objective: This study aimed to know the methods and implementers that can monitor the growth and development of toddlers. Methods: This systematic review refers to the 2020 Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) guidelines. The databases used to search for articles are Pubmed and Google Scholar. The studies used were assessed using eight criteria from Strengthening the Reporting of Observational Studies in Epidemiology (STROBE). A total of 10 of 45,388 articles met the inclusion criteria for review. Results: The programs for monitoring the growth and development of toddlers using an application is considered more effective for training family independence in preventing disease. Monitoring the growth and development of toddlers can be carried out by health workers, child development agents, researchers, and parents. Conclusion: Parents can be effective implementers of monitoring because they are the closest people and the first for education place to their children. The use of the application is considered very effective for monitoring the growth and development of toddlers. [ABSTRACT FROM AUTHOR]

Summary: This paper investigated cortical thickness and volumetric changes in children to better understand the impact of obstructive sleep disordered breathing (SDB) on the neurodevelopment of specific regions of the brain. We also aimed to investigate how these changes were related to the behavioral and cognitive deficits observed in the condition. Neuroimaging, behavioral, and sleep data were obtained from 30 children (15 non‐snoring controls, 15 referred for assessment of SDB) aged 7 to 17 years. Gyral‐based regions of interest were identified using the Desikan‐Killiany atlas. Student's t‐tests were used to compare regions of interest between the controls and SDB groups. We found that the cortical thickness was significantly greater in the right caudal anterior cingulate and right cuneus regions and there were volumetric increases in the left caudal middle frontal, bilateral rostral anterior cingulate, left, right, and bilateral caudate brain regions in children with SDB compared with controls. Neither cortical thickness nor volumetric changes were associated with behavioral or cognitive measures. The findings of this study indicate disruptions to neural developmental processes occurring in structural regions of the brain; however, these changes appear unrelated to behavioural or cognitive outcomes. [ABSTRACT FROM AUTHOR]

Neurofibromatosis type 1 (NF1) is a genetic pathology that can lead to impaired social functioning that has a negative impact on patients' quality of life. To date, although the hypothesis of impaired social cognition has been proposed as a potential explanation for these difficulties, very few studies have focused on theory of mind in children with NF1. Furthermore, other complex sociocognitive abilities have never been investigated. The aim of the present study was to assess theory of mind, moral reasoning, and social information processing in children with NF1 compared with a control group. We administered the Paediatric Evaluation of Emotions, Relationships and Socialization® to 38 children with NF1 aged between 8 years and 16 years 11 months (mean = 11.4, SD = 2.3) and 43 control children with comparable sociodemographic characteristics. Patients performed significantly worse than controls on moral reasoning and social information processing tests, but there was no significant difference on theory of mind. These results seem to confirm the presence of social cognition difficulties in NF1 that could explain, at least in part, their social difficulties, although not all dimensions are concerned. The differences between the processes we assessed are discussed in relation to the methodologies used to measure them, and raises questions about the complementarity of traditional tools and more ecological assessments. [ABSTRACT FROM AUTHOR]

Children recognise the praiseworthiness of others' moral actions from quite a young age. The work we propose here focuses on whether and how children's judgements of moral praiseworthiness may be affected by cost incurred by the agents. Recent work has revealed developmental changes in how children consider physical and psychological costs in their judgements of moral praiseworthiness. However, this question has only been examined among US children, and little is known about how much the findings can be generalised across cultures. In this article, we examine the consideration of different types of costs (psychological, physical) in moral evaluation by children in China, and compare to the US data. We choose to study children in China not only because it is a non‐WEIRD culture, but also because recent work has suggested that there are cultural differences between the US and China in terms of how children conceptualise desire inhibition and self‐control. This research will have implications for research on children's moral cognition across cultures. [ABSTRACT FROM AUTHOR]

The adverse effects of general anesthesia on the long-term cognition of young children and senior adults have become of concern in recent years. Previously, mechanistic and pathogenic investigations focused on neurons, and little is known about the effect of commonly used intravenous anesthetics such as propofol and ketamine on astrocytes. Recently, astrocyte dysfunction has been implicated in a wide range of age-related brain diseases. In this study, we examined the survival and viability of both young and senescent astrocytes in culture after adding propofol and ketamine to the media at varying strengths. Oxidative stimulus was applied to commercially available fetal cell lines of human astrocytes in vitro to induce morphological changes in cellular senescence. Our results indicate that propofol reduces the survival of young astrocytes as compared to controls, as well as to ketamine. These effects were seen in comparisons of total cell count and at both high and low dose concentrations. High doses of propofol also significantly reduced cell viability compared to those exposed to baseline controls and ketamine. Senescent astrocytes, on the other hand, demonstrated cell count reductions as compared to baseline controls and ketamine when exposed to either DMSO or propofol. The data show differential susceptibility of young astrocytes to propofol than to ketamine. The observed cell count reduction may be related to the adverse effects of propofol on mitochondrial function and free radical production, as described in previous studies. We speculate that ketamine may have a more favorable safety profile in infants and young children. [ABSTRACT FROM AUTHOR]

Researchers are increasingly calling for more computational thinking (CT) teaching tools and activities designed for young children. Considering young children's need to draw on their bodily experiences to learn abstract concepts, this study applied the embodied cognition perspective to design an unplugged (non-computer-based) toolkit with activities that foster CT. This study aimed to explore young children's experiences in unplugged activities. Specifically, children's perceptions about the activities were investigated, and their embodied interactions during the activities were analyzed to reveal how CT emerges as an embodied phenomenon. Results indicate that children had positive perceptions about the activities. In addition, young children's algorithmic thinking and debugging emerged most frequently. Furthermore, this study found that CT extended to both the unplugged toolkit and children's bodies and emerged in perception-action loops. This research provides insight into the instructional design of young children's CT and helps researchers understand how young children develop CT from an embodied cognition perspective. [ABSTRACT FROM AUTHOR]

We applied a novel hierarchical Bayesian weighted quantile sum (HBWQS) regression to combine data across 3 study sites to examine associations between prenatal exposure to metals and cognitive functioning in childhood. Data from 326 mother-child dyads enrolled in an ongoing cohort study, the Programming of Intergenerational Stress Mechanisms (PRISM) Study, based in New York, New York (recruitment in 2013–2020) and Boston, Massachusetts (recruitment 2011–2013), and the First Thousand Days of Life (FTDL) cohort study (recruitment 2012–2019), based in northern Virginia, were used. Arsenic, cadmium, manganese, lead, and antimony were measured in urine collected during pregnancy. Cognitive functioning was assessed in children aged 3–11 years using the National Institutes of Health Toolbox Cognition Battery. The HBWQS regression showed a negative association between the urinary metal mixture and the Cognition Early Childhood Composite Score in the PRISM New York City (β = −3.67, 95% credible interval (CrI): −7.61, −0.01) and FTDL (β = −3.76, 95% CrI: −7.66, −0.24) samples, with a similar trend in the PRISM Boston sample (β = −3.24, 95% CrI: −6.77, 0.144). We did not detect these associations in traditionally pooled models. HBWQS regression allowed us to account for site heterogeneity and detect associations between prenatal metal-mixture exposure and cognitive outcomes in childhood. Given the ubiquity of metals exposure, interventions aimed at reducing prenatal exposure may improve cognitive outcomes in children. This article is part of a Special Collection on Environmental Epidemiology. [ABSTRACT FROM AUTHOR]

Children (N = 103, 4–9 years, 59 females, 84% White, c. 2019) completed visual processing, visual feature integration (color, luminance, motion), and visual search tasks. Contrast sensitivity and feature search improved with age similarly for luminance and color‐defined targets. Incidental feature integration improved more with age for color‐motion than luminance‐motion. Individual differences in feature search (β =.11) and incidental feature integration (β =.06) mediated age‐related changes in conjunction visual search, an index of visual selective attention. These findings suggest that visual selective attention is best conceptualized as a series of developmental trajectories, within an individual, that vary by an object's defining features. These data have implications for design of educational and interventional strategies intended to maximize attention for learning and memory. [ABSTRACT FROM AUTHOR]

We examined how mothers' daily parenting cognitions and behaviors implicated by different theoretical perspectives (i.e., relational, learning theory, and cognitive perspectives) associated in linear or nonlinear ways with disruptive child behavior during the COVID-19 pandemic. We examined levels of heterogeneity between families in these patterns and whether this heterogeneity could be explained by mother and child characteristics. Mothers of 150 children, 3–8 years; 48% girls; 68% (sub)clinical conduct problems, completed 14 daily assessments (Nassessments = 1,993). Multilevel models indicate significant associations with daily disruptive child behavior for each of the parenting indicators, except for lax discipline. Positive involvement—implicated by relational perspectives—had a consistent, negative cubic association across families. Other associations were quadratic (for parental self-efficacy) or linear (for positive reinforcement, harsh discipline, and nonviolent discipline) and differed between families. Parenting behaviors indicative of learning theory and cognitive perspectives appeared more important in families with more maternal and child mental health problems; learning theory perspectives appeared more important also in families with older children. Our findings indicate the importance of considering nonlinear patterns of parent–child interactions in the context of disruptive behavior, at least in times where families are under pandemic-related stress. The identified between-family variation could potentially provide guidance as to what parenting support is most likely to benefit different families. [ABSTRACT FROM AUTHOR]

Infants' sensitivity to transitional probabilities (TPs) supports language development by facilitating mapping high-TP (HTP) words to meaning, at least up to 18 months of age. Here we tested whether this HTP advantage holds as lexical development progresses, and infants become better at forming word–referent mappings. Two groups of 24-month-olds (N = 64 and all White, tested in the United States) first listened to Italian sentences containing HTP and low-TP (LTP) words. We then used HTP and LTP words, and sequences that violated these statistics, in a mapping task. Infants learned HTP and LTP words equally well. They also learned LTP violations as well as LTP words, but learned HTP words better than HTP violations. Thus, by 2 years of age sensitivity to TPs does not lead to an HTP advantage but rather to poor mapping of violations of HTP word forms. Public Significance Statement: Learning words is a fundamental aspect of early language development. This experiment sheds light on how the mechanisms that support word learning change across time, and suggests that experience with patterns in speech relevant to finding word forms play an important role in mapping word forms to meaning. [ABSTRACT FROM AUTHOR]