Search

Background Most neurodevelopmental tests used to assess child development in sub-Saharan Africa were developed in western or high-income countries, raising the question of their usefulness with African children. Objective This systematic review identified and synthesized key findings from studies measuring development in children in Sub-Saharan Africa in early childhood and again at school age, to assess neurocognitive associations longitudinally from infancy through middle childhood. Methods The study was based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses method, selecting articles referenced in the PubMed, PsycInfo, and Embase databases using the following inclusion criteria: published between 2000 and 2022, written in French or English, and presenting results dealing with the objective assessment of child's neurodevelopment. All articles were registered in the Zotero reference manager and analyzed by title, abstract, and full text. Results Several of the seven selected studies confirmed that attention and working memory in infancy can predict children's neurocognitive performance, including mathematical ability, at school age. In two of the studies, children with poor mental development at 1 year of age are more likely to present with poorer behavioral development at school age, including learning difficulties in school and risk for grade repetition. Conclusion Cognitive ability assessed in early childhood is strongly associated with performance at school age in cohorts of African children followed longitudinally. Even with assessments adapted cross-culturally, infants and preschoolers at risk for poor developmental outcomes can be identified to better receive strategic early interventions to enhance their development. [ABSTRACT FROM AUTHOR]

Background: Adolescence, a developmental period characterized by significant changes in sleep, is associated with normative increases in impulsivity. While short sleep duration has been linked to elevated impulsivity, the neural mechanism underlying the relationship between short sleep duration and elevated impulsivity remains poorly understood. Methods: We analyzed a dataset of 7,884 drug‐naive 9–10 year‐olds from the Adolescent Brain Cognitive Development (ABCD) study. Among them, 5,166 have two‐year follow‐up neuroimaging data. Linear mixed‐effects models, mediation analyses, and longitudinal mediation analyses were used to investigate the relationship between parent‐reported sleep duration, impulsivity, and functional and structural connectivity between the cortex and the striatum. Results: We found that less sleep duration is significantly associated with higher positive and negative urgency, which are two affect‐related components of impulsivity. In addition, we observed a link between short sleep duration and reduced corticostriatal connectivity. Neural pathways associated with short sleep duration—functional connectivity between the cingulo‐opercular network and the left caudate, and between the cingulo‐parietal network and the right pallidum—mediated the association between sleep duration and positive urgency both at baseline and two‐year follow‐up. Longitudinal mediation analyses further revealed that short sleep duration and elevated positive urgency exacerbated each other through these two corticostriatal connectivities. Conclusions: These findings highlight the key role of corticostriatal connectivities in the reciprocal relationship between short sleep duration and elevated impulsivity. Given the increasing prevalence of short sleep duration in adolescents, the link between sleep duration, impulsivity, and corticostriatal connectivities has important implications for timely interventions to address impulsive problems in early adolescents. [ABSTRACT FROM AUTHOR]

This study followed up ADHD/autistic symptoms and attentional performance in children/adolescents with ASD and typically developing ones (TD) over 5–7 years. The participants were stratified by age at baseline into child (< 12 years) and adolescent (12–19 years) groups. ADHD symptoms, especially hyperactivity, and attentional functions significantly improved during follow-up, more in children than in adolescents, in both ASD and TD. Significantly more omission errors and perseverations were noted in ASD than TD through the follow-up. Children with ASD had more improvement in reaction time while adolescents with ASD had less improvement in commission errors and detectability than TD. No correlation of attentional functions and ADHD symptoms in ASD implied different neural mechanisms of ADHD symptoms between ASD and ADHD. [ABSTRACT FROM AUTHOR]

Applying both latent variable and network frameworks, we conducted a comprehensive psychometric evaluation of the diverse array of symptoms from three externalizing dimensions, including attention problems, aggressive behavior, and delinquency/rule-breaking of the Child Behavior Checklist (Achenbach, 1991) across six time points from childhood to early adolescence. We also examined sex differences. Participants (N = 1,339) were drawn from two multisite longitudinal studies: Fast Track and the Child Development Project. Parents reported on externalizing psychopathology in kindergarten and Grades 1, 2, 4, 5, and 7. Using exploratory structural equation modeling, we found almost uniformly excellent fit across time and samples. However, we also observed multiple cross-loadings and heterogeneity in terms of which symptoms cross-loaded across time points. Alternatively, using network modeling, we observed that symptoms of attention problems and aggressive behavior had stronger connections, relative to delinquency/rule-breaking, across time and samples. Significant differences in overall connectivity were found at early (kindergarten vs. Grade 1, Grade 1 vs. Grade 2) and late (Grade 5 vs. Grade 7) time points for the combined sample and only late time points for the male sample. In addition, the items impulsive and lies or cheats consistently displayed the greatest bridge strength, that is, symptom from one dimension that connects to symptoms from another dimension, across time and samples. Our results illustrate how two methods-latent variable and network modeling-provide important and complementary information on multidimensional constructs. Findings also inform understanding of externalizing psychopathology through childhood to early adolescence by identifying key symptoms, critical transition points, and possible transdiagnostic liabilities. (PsycInfo Database Record (c) 2022 APA, all rights reserved). [ABSTRACT FROM AUTHOR]

Although the influence of intent understanding on children's moral development has been long studied, little research has examined the influence of belief understanding on that development. In two studies we presented children with morally relevant belief vignettes to examine the extent to which they incorporate both intent and belief information in their moral judgments. In Study 1 (N = 64), 5-year-olds with higher false belief understanding (FBU) rated agents with false beliefs as more positively intentioned in good intent trials (even though the outcome was bad) than in bad intent trials (even though the outcome was good). In contrast, 4-year-olds with higher FBU were generally unable to integrate their belief understanding with their moral evaluations, performing no better on intention questions than children with lower FBU. Neither age group significantly differentiated reward and punishments as a function of intent when a false belief was involved. In Study 2 (N = 109 children, N = 42 adults), we found that by simplifying our study design and reducing the task demands, 4-year-olds with higher FBU were able to make appropriate intent judgments. Yet, as in Study 1, all children had difficulty assigning punishment/reward based on intent. For both moral intentions and moral consequences, 4- and 5-year-olds with higher FBU differed from those of adults in several respects, indicating that moral reasoning develops substantially beyond the preschool years. [ABSTRACT FROM AUTHOR]

From early ages, gaze acts as a cue to infer the interests, behaviours, thoughts and emotions of social partners. Despite sharing attentional properties with other non‐social directional stimuli, such as arrows, gaze produces unique effects. A spatial interference task revealed this dissociation. The direction of arrows was identified faster on congruent than on incongruent direction‐location trials. Conversely, gaze produced a reversed congruency effect (RCE), with faster identifications on incongruent than congruent trials. To determine the emergence of these gaze‐specific attentional mechanisms, 214 Spanish children (4–17 years) divided into 6 age groups, performed the aforementioned task across three experiments. Results showed stimulus‐specific developmental trajectories. Whereas the standard effect of arrows was unaffected by age, gaze shifted from an arrow‐like effect at age 4 to a gaze‐specific RCE at age 12. The orienting mechanisms shared by gaze and arrows are already present in 4‐year olds and, throughout childhood, gaze becomes a special social cue with additional attentional properties. Besides orienting attention to a direction, as arrows would do, gaze might orient attention towards a specific object that would be attentionally selected. Such additional components may not fully develop until adolescence. Understanding gaze‐specific attentional mechanisms may be crucial for children with atypical socio‐cognitive development. [ABSTRACT FROM AUTHOR]

In many sports, elite players outperform novices on tests for perceptual-cognitive skills, such as anticipation, decision-making and pattern recall. However, the developmental trajectory of these perceptual-cognitive skills has received limited attention. Therefore, this study examined the development of anticipation, decision-making and pattern recall in 202 female volleyball players aged between 7 and 26 years old. Participants were categorized into six age groups: U9, U11, U13, U15, U17 and Seniors. Using a video-based occlusion protocol, we assessed participants' ability to predict pass direction, decide the most optimal attack zone, or recall the opponents' defence positions. The results demonstrated that U17 and adult players had superior accuracy and shorter response times than younger players on all three tests. Notably, U9 players performed worse than older players on all tests. Binomial distributions showed that decision-making was above chance for U17 players and adults, whereas anticipation was above chance for almost all players. Our findings indicate that age-related improvements of perceptual-cognitive skills are evident at 11 years old. However, decision-making seems to develop considerably later than anticipation and pattern recall, suggesting different developmental trajectories for the different perceptual-cognitive skills. Longitudinal research regarding the development of perceptual-cognitive skills and their underlying mechanisms is warranted, as this could have important implications for talent detection and development. [ABSTRACT FROM AUTHOR]

Previous research has found that insecure attachment is associated with depression. In the present study, we use an accelerated longitudinal cohort design to examine how the association between attachment and depression develops during childhood and adolescence. Specifically, 690 children from 3 distinct cohorts (grades 3, 6, and 9) completed self-report measures of attachment and depressive symptoms 3 times over 3 years. Growth curve analyses indicated that attachment anxiety and attachment avoidance were uniquely related to depressive symptoms. Higher levels of attachment anxiety and avoidance predicted higher levels of depressive symptoms over time. Additionally, changes in attachment security were associated with changes in depressive symptoms. The analyses suggest that insecure attachment and depressive symptoms co-vary and that these dynamics are evident in childhood and adolescence. [ABSTRACT FROM AUTHOR]

The recently released National Institutes of Health Toolbox (NIHTB) batteries for neurological and behavioral function were designed to serve as standardized, common measures in clinical and epidemiological research. The current study aimed to examine constructs assessed by the self-report and parental proxy-report scales in the NIHTB Emotion Battery (NIHTB-EB) for Children by using factor analyses on data from the U.S. national normative sample of 2,916 English-speaking children. This battery contains 31 scales designed to assess both positive and negative aspects of social and emotional functioning that are considered developmentally relevant at each of three age ranges (3-7, 8-12, and 13-17 years). Results revealed four similar self-report factors for ages 8 to 12 years and 13 to 17 years. Proxy reports for ages 3 to 7 years revealed three factors, and for ages 8 to 12 years two factors. Based on the standardization sample data, age- and gender-corrected norms are presented for all NIHTB-EB individual scales and factor-based composites. [ABSTRACT FROM AUTHOR]

This article discusses the differences between children's voices and adult voices. We give an overview of the anatomy in the head and neck and specifically the anatomy of the respiratory system and the larynx. We also describe the development of children's voices including different physiological measures and voice quality. The development and consequences for voice production and voice quality are addressed and related to gender differences in the growing child. We also discuss the prevalence of voice problems and hoarseness in children. Environmental and other factors contributing to voice problems in children are described, and finally, issues related to intervention and evidence-based practice are discussed. [ABSTRACT FROM AUTHOR]

Trauma is associated with alterations in cortisol activity and reactivity that may vary in relationship to development, time, predisposition, personality, the nature of a traumatic event, and other circumstances. This article reviews existing research findings related to cortisol in laboratory, general stress, and traumatic conditions. We discuss variables that may influence cortisol activity and reactivity in an effort to discover what is known and what still needs to be learned about cortisol levels in youth exposed to traumas. The extant literature points to a number of potentially negative physical, emotional, and behavioral outcomes of altered cortisol reactivity, which suggests a clear need for early and effective interventions. Furthermore, research has often provided mixed findings from relatively small samples of youth. Improving the understanding of cortisol activity and reactivity in children and adolescents will necessitate examining large samples of different developmental age groups across time. [ABSTRACT FROM PUBLISHER]

The article presents abstracts on planning literature which include approaches to empirical work in regional economics, understanding the barriers to social adaptation, and management of large city regions.

This study provides additional data on the measurement of children's and adolescents' appraisals of interparental conflict using the Children's Perception of Interparental Conflict (CPIC) Scale (Grych, Seid, & Fincham, 1992). Data from the original sample of early adolescents (N = 222) on which the CPIC Scale was developed and the authors' own data from late adolescents (N = 483) are compared using confirmatory factor analyses at both the item and subscale levels. The results indicate that the factor structure at the item level of analysis is similar across early and late adolescents, indicating that the nine theoretically derived subscales are separate aspects of interparental conflict for both developmental groups. In addition, the subscales are found to produce five factors for both early and late adolescents. Implications of these findings for cross-sectional and longitudinal studies of interparental conflict and child/adolescent outcomes are discussed. [ABSTRACT FROM AUTHOR]