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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]

Background: Prenatal alcohol exposure (PAE) is linked to a variety of neurodevelopmental challenges, including social functioning (SF) and executive functioning (EF) deficits. These deficits present differently across developmental stages from preschool age to adolescence. Methods: The post hoc analyses described here were conducted on data from 83 preschool‐age children with PAE (early childhood group; ages 2.5 to 5.0) and 95 adolescents (49 with PAE, 46 controls; ages 8 to 16). Each child completed EF tasks as part of several prior studies. Parents completed social and communication inventories about their child's abilities. Thirty‐three participants from the early childhood group returned for a 4‐year follow‐up and completed both SF and EF measures. Results: Both the early childhood and adolescent groups with PAE showed deficits in SF and EF. There was a relationship between SF and EF within the adolescent PAE group that was not present in the adolescent control group or the early childhood PAE group. However, at the 4‐year follow‐up (Mage = 8.45), participants originally in the early childhood PAE group also demonstrated this relationship. Conclusions: These findings support previous research on EF/SF deficits in adolescents with PAE while also addressing a gap in the literature concerning early childhood research on this topic. Additionally, these findings suggest that the relationship between EF and SF deficits may strengthen throughout development. This line of research highlights potential sensitive periods for SF and EF training in children with PAE and suggests that fetal alcohol spectrum disorders programs consider targeting EF training as a component of social skill interventions. [ABSTRACT FROM AUTHOR]

ABSTRACT Objective Although weight history is relevant in predicting eating disorder symptom severity, little is known about its role in the etiology of anorexia nervosa (AN). This study aimed to determine whether BMI or BMI trajectory differed between individuals who later developed adolescent-onset AN and a comparison group of HCs between school grades 1 through 6. Method This study was based on longitudinal data that identified 51 adolescents with AN and 51 matched HCs. Cases were identified through community screening in Sweden and included individuals born in 1969 through 1977. Measured weights and heights were retrieved and BMIs and weight trajectories of the AN and HC groups were compared using growth curve analysis. Main outcome measures included measured BMI and BMI trajectories from grades 1-6. Secondary outcomes examined included ponderal index at birth and maternal body weight. Results Individuals who later developed AN had higher BMIs than HCs between grades 1 and 6, by an average of 1.42 BMI-units. There was no difference in rate of weight gain between groups. Ponderal index at birth was higher for the AN as compared with HC group. Maternal weight did not differ significantly between groups. Discussion These findings, combined with those previously reported on the premorbid BMIs of those with bulimia nervosa, suggest that a predisposition toward elevated premorbid BMIs during childhood characterizes those who later develop anorexia or bulimia nervosa. These findings are consistent with a transdiagnostic perspective and suggest shared risk factors for AN and obesity. © 2016 Wiley Periodicals, Inc. (Int J Eat Disord 2016; 49:1002-1009) [ABSTRACT FROM AUTHOR]

Although considerable research has addressed development from childhood giftedness to adult excellence, subjective perceptions of this development by gifted individuals themselves have remained largely unexplored. This multiple case study examined the ways in which young adults, who in the past had been identified as gifted, made sense of their giftedness based on cues obtained from their social environment and the impact of this sensemaking on their development. Some participants made sense of their giftedness in a way that prevented them from developing a sense of agency in their education: Their sensemaking was based on social control or, conversely, on effortless learning and easy victories they experienced in childhood. The participants who showed the highest level of achievement and motivation in early adulthood perceived themselves as “agents of their learning” and made sense of their extraordinary outcomes as resulting from effortful, proper, and self-directed practice. Our findings indicate that a sense of agency is critical to maintaining gifted-level achievement through adolescence. We have identified some of the social environment factors that can diminish or enhance that sense of agency in high-achieving children. [ABSTRACT FROM PUBLISHER]

Learning from feedback is an important aspect of executive functioning that shows profound improvements during childhood and adolescence. This is accompanied by neural changes in the feedback-learning network, which includes pre-supplementary motor area (pre- SMA)/anterior cingulate cortex (ACC), dorsolateral prefrontal cortex (DLPFC), superior parietal cortex (SPC), and the basal ganglia. However, there can be considerable differences within age ranges in performance that are ascribed to differences in strategy use. This is problematic for traditional approaches of analyzing developmental data, in which age groups are assumed to be homogenous in strategy use. In this study, we used latent variable models to investigate if underlying strategy groups could be detected for a feedback-learning task and whether there were differences in neural activation patterns between strategies. In a sample of 268 participants between ages 8 to 25 years, we observed four underlying strategy groups, which were cut across age groups and varied in the optimality of executive functioning. These strategy groups also differed in neural activity during learning; especially the most optimal performing group showed more activity in DLPFC, SPC and pre-SMA/ACC compared to the other groups. However, age differences remained an important contributor to neural activation, even when correcting for strategy. These findings contribute to the debate of age versus performance predictors of neural development, and highlight the importance of studying individual differences in strategy use when studying development. [ABSTRACT FROM AUTHOR]

Background: DSM-IV specifies three ADHD subtypes; the combined, the hyperactive-impulsive and the inattentive. Little is known about the developmental relationships underlying these subtypes. The objective of this study was to describe the development of parent-reported hyperactivity-impulsivity and inattention symptoms from childhood to adolescence and to study their associations with genetic factors, family risk, and later adjustment problems in early adulthood. Method: Data in this study comes from 1,450 twin pairs participating in a population-based, longitudinal twin study. Developmental trajectories were defined using parent-ratings of hyperactivity-impulsivity and inattention symptoms at age 8-9, 13-14, and 16-17. Twin methods were used to explore genetic influences on trajectories. Family risk measures included low socioeconomic status, large family size and divorce. Self-ratings of externalizing and internalizing problems in early adulthood were used to examine adjustment problems related to the different trajectory combinations. Results: We found two hyperactivity-impulsivity trajectories (low, high/decreasing) and two inattention trajectories (low, high/increasing). Twin modeling revealed a substantial genetic component underlying both the hyperactivity-impulsivity and the inattention trajectory. Joint trajectory analyses identified four groups of adolescents with distinct developmental patterns of hyperactivity-impulsivity and inattention: a low/low group, a primarily hyperactive, a primarily inattentive and a combined (high/high) trajectory type. These trajectory combinations showed discriminant relations to adjustment problems in early adulthood. The hyperactive, inattentive and combined trajectory subtypes were associated with higher rates of family risk environments compared to the low/low group. Conclusion: Study results showed that for those on a high trajectory, hyperactivity decreased whereas inattention increased. The combinations of these trajectories lend developmental insight into how children shift from (i) a combined to inattentive subtype, and (ii) a hyperactive-impulsive to a combined subtype. This study suggests that ADHD subtypes cannot be viewed as discrete and stable categories. [ABSTRACT FROM AUTHOR]