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This cross-sectional retrospective clinical research study examines a large group of children followed within a pediatric stroke program and a developmental attention-deficit/hyperactivity disorder (ADHD) clinic at the Hospital for Sick Children, between May 2004 and June 2016. All children with a history of stroke who participated in a neuropsychological assessment between the ages of 4 and 18 years were considered for inclusion. From a sample of 275 participants with a history of stroke, 36 children (13.1%) received a diagnosis of secondary ADHD. Children with secondary ADHD were younger at the time of stroke and more likely to be identified as having a presumed perinatal stroke and persistent seizures than children without secondary ADHD diagnoses. There were no differences in pattern of lesion, size, or laterality between children who developed secondary ADHD and those who did not. Children with secondary ADHD had the lowest scores across all cognitive and academic measures compared to children with stroke-only and developmental ADHD. Findings highlight the added risk of receiving a diagnosis of secondary ADHD following pediatric stroke. Implications for future research and directed intervention are discussed. [ABSTRACT FROM AUTHOR]

Summary: Objectives: Laser interstitial thermal therapy (LITT) is a minimally invasive surgical technique for focal epilepsy. A major appeal of LITT is that it may result in fewer cognitive deficits, especially when targeting dominant hemisphere mesial temporal lobe (MTL) epilepsy. To evaluate this, as well as to determine seizure outcomes following LITT, we evaluated the relationships between ablation volumes and surgical or cognitive outcomes in 43 consecutive patients undergoing LITT for MTL epilepsy. Methods: All patients underwent unilateral LITT targeting mesial temporal structures. FreeSurfer software was used to derive cortical and subcortical segmentation of the brain (especially subregions of the MTL) using preoperative magnetic resonance imaging (MRI). Ablation volumes were outlined using a postablation T1‐contrasted MRI. The percentages of the amygdala, hippocampus, and entorhinal cortex ablated were quantified objectively. The volumetric measures were regressed against changes in neuropsychological performance before and after surgery, Results: A median of 73.7% of amygdala, 70.9% of hippocampus, and 28.3% of entorhinal cortex was ablated. Engel class I surgical outcome was obtained in 79.5% and 67.4% of the 43 patients at 6 and 20.3 months of follow‐up, respectively. No significant differences in surgical outcomes were found across patient subgroups (hemispheric dominance, hippocampal sclerosis, or need for intracranial evaluation). Furthermore, no significant differences in volumes ablated were found between patients with Engel class IA vs Engel class II‐IV outcomes. In patients undergoing LITT in the dominant hemisphere, a decline in verbal and narrative memory, but not in naming function was noted. Significance: Seizure‐free outcomes following LITT may be comparable in carefully selected patients with and without MTS, and these outcomes are comparable with outcomes following microsurgical resection. Failures may result from non‐mesial components of the epileptogenic network that are not affected by LITT. Cognitive declines following MTL‐LITT are modest, and principally affect memory processes. [ABSTRACT FROM AUTHOR]

Abstract: Objectives: Subthalamic nucleus deep brain stimulation (STN‐DBS) is an effective treatment for improving the motor symptoms of Parkinson's disease (PD). Overall, cognitive function remains stable after STN‐DBS in most patients. However, cognitive decline, specifically in the verbal fluency domain, is seen in a subset of STN‐DBS patients. Currently, predictors of cognitive decline in PD patients treated with STN‐DBS are not well known. Thus, identification of presurgical predictors might provide an important clinical tool for better risk‐to‐benefit assessment. This study explores whether whole brain white matter lesion (WML) volume, or hippocampal and forebrain volumes, measured quantitatively on MRI, are associated with cognitive changes following STN‐DBS in PD patients. Methods: We conducted a retrospective study using presurgical, and ≥ 6‐month postsurgical neuropsychological (NP) evaluation scores from 43 PD patients with STN‐DBS. Mean pre/post NP test scores for measures of executive function, attention, verbal fluency, memory, and visuospatial function were analyzed and correlated with WML volume, and brain volumetric data. Results: Although cognitive measures of verbal fluency, executive function, attention, memory, and visuospatial function showed declines following STN‐DBS, we observed limited evidence that white matter lesion burden or cortical atrophy contributed to cognitive change following STN‐DBS. Conclusions: These results suggest that post‐STN‐DBS cognitive changes may be unrelated to presurgical WML burden and presence of cortical atrophy. [ABSTRACT FROM AUTHOR]

Copyright of Ilkogretim Online is the property of Ilkogretim Online 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.)

Summary: Background: There has been considerable interest in the possible adverse neurocognitive effects of exposure to general anesthesia and surgery in early childhood. Aims: The aim of this data linkage study was to investigate developmental and school performance outcomes of children undergoing procedures requiring general anesthesia in early childhood. Methods: We included children born in New South Wales, Australia of 37+ weeks’ gestation without major congenital anomalies or neurodevelopmental disability with either a school entry developmental assessment in 2009, 2012, or Grade‐3 school test results in 2008‐2014. We compared children exposed to general anesthesia aged <48 months to those without any hospitalization. Children with only 1 hospitalization with general anesthesia and no other hospitalization were assessed separately. Outcomes included being classified developmentally high risk at school entry and scoring below national minimum standard in school numeracy and reading tests. Results: Of 211 978 children included, 82 156 had developmental assessment and 153 025 had school test results, with 12 848 (15.7%) and 25 032 (16.4%) exposed to general anesthesia, respectively. Children exposed to general anesthesia had 17%, 34%, and 23% increased odds of being developmentally high risk (adjusted odds ratio [aOR]: 1.17; 95% CI: 1.07‐1.29); or scoring below the national minimum standard in numeracy (aOR: 1.34; 95% CI: 1.21‐1.48) and reading (aOR: 1.23; 95% CI: 1.12‐1.36), respectively. Although the risk for being developmentally high risk and poor reading attenuated for children with only 1 hospitalization and exposure to general anesthesia, the association with poor numeracy results remained. Conclusion: Children exposed to general anesthesia before 4 years have poorer development at school entry and school performance. While the association among children with 1 hospitalization with 1 general anesthesia and no other hospitalization was attenuated, poor numeracy outcome remained. Further investigation of the specific effects of general anesthesia and the impact of the underlying health conditions that prompt the need for surgery or diagnostic procedures is required, particularly among children exposed to long duration of general anesthesia or with repeated hospitalizations. [ABSTRACT FROM AUTHOR]

We aimed to investigate the cognitive and psychosocial outcomes of patients older than 50 with drug-resistant temporal lobe epilepsy as compared to a younger cohort. One hundred and thirty-one patients with temporal lobe epilepsy (47% age ≥ 50) who underwent comprehensive neuropsychological testing were retrospectively identified. A comparison of percentage of Z scores < − 1.5 between the older and younger cohort on Trail Making Tests A and B, Boston Naming Test, Rey Auditory Verbal Learning Test (RAVLT) delayed recall, and Rey-Osterrieth complex figure test delayed recall was performed as well as the presence of disability due to epilepsy and depression scores. Grading of white matter hyperintensities on MRI was also performed. Older patients with epilepsy were more likely to score Z < − 1.5 on the RAVLT (54.1 vs 32.8%) and were more likely to be on disability due to their seizures (23.0 vs 5.7%). A higher grade of white matter hyperintensities correlated with worse performance on Trail Making Test A, while a higher number of anti-epileptic drugs (AEDs) correlated with worse performance on Trail Making Test B regardless of age. The results of this study reveal that older patients with drug-resistant epilepsy are a vulnerable population with an impaired cognitive profile. In addition, limiting the number of AEDs and addressing markers of small vessel disease should also be prioritized by clinicians. [ABSTRACT FROM AUTHOR]

Purpose: This study aimed to determine relationships between cerebral blood flow and neurodevelopmental outcomes in children with moderate to severe traumatic brain injury (TBI).Methods: Children with TBI, a Glasgow Coma Score of 8-12, and abnormal brain imaging were enrolled prospectively. Cerebral blood flow velocity (CBFV) was assessed within 24 h of trauma and daily thereafter through death, discharge, or hospital day 8, whichever came first. Twelve months from injury, participants completed neurodevelopmental testing.Results: Sixty-nine patients were enrolled. Low flow velocities (< 2 SD below age/gender normal) were found in 6% (n = 4). No patient with a single low CBFV measurement had a good neurologic outcome (Pediatric Glasgow Outcome Scale (GOS-E Peds) ≤ 4)). Normal flow velocities (± 2 SD around age/gender normal) were seen in 43% of participants (n = 30). High flow velocities (> 2 SD above age and gender normal with a Lindegaard ratio (LR) < 3) were identified in 23% of children (n = 16), and vasospasm (> 2 SD above age/gender normal with LR ≥ 3) was identified in 28% (n = 19). Children with good outcomes based on GOS-E Peds scoring were more likely to have had normal flow velocity than other flow patterns. No other differences in neurodevelopmental outcomes were noted.Conclusions: Individual patient responses to TBI in terms of CBFV alterations were heterogeneous. Low flow was uniformly associated with a poor outcome. Patients with good outcomes were more likely to have normal flow. This suggests CBFV may serve as a prognostic indicator in children with TBI. Future studies are needed to determine if aberrant CBFVs are also a therapeutic target. [ABSTRACT FROM AUTHOR]

In the era of the 4th Industrial Revolution, higher education institutions should change practices of educational programs and services, which are mainly based on traditional classroom-based instructions, to allow students to have more diverse experiences. Since college students spend relatively more time engaged in out-of-class activities than attending regular courses, it is necessary to examine how participating in out-of-class programs is related to cultivation of the competencies that the future demands. This study explores the relationship between out-of-class activity participation and perceived change in cognitive and social outcomes of Korean college students. Five out-of-class activities were examined: learning community, undergraduate research, service learning, internship, and residential college programs. K-NSSE (Korea-National Survey of Student Engagement) data were analyzed using hierarchical linear model analysis. The study findings are consistent with the results of previous research that demonstrated a positive association between participating in out-of-class activities and students' cognitive and social outcomes. [ABSTRACT FROM AUTHOR]

Objectives Recent studies suggest that some of the health benefits traditionally attributed to breastfeeding may be overstated due to selection bias problems, since typically breastfeeding is more prevalent in more resourceful households. In this paper we argue that an important antidote against selection bias consists in analyzing data from contexts in which breastfeeding is not normativised, or where it is not systematically associated to socioeconomic advantage and best parenting practices. We estimate the effect of breastfeeding on the cognitive outcomes of Chinese children. Methods We use observational data from a representative sample of children aged 10–15 from the China Family Panel Study. We estimate province fixed effect linear regression models to predict the impact of breastfeeding on test scores. Results Our paper shows that there are no advantages in the results obtained by breastfed children when compared with those who were not breastfed, regardless of the duration of breastfeeding. Conclusions Some of the cognitive benefits associated to breastfeeding can be attributed to flaws inherent to the research designs usually adopted. [ABSTRACT FROM AUTHOR]

Objective: To investigate the adult cognitive outcomes of one versus multiple childhood mTBI and to examine the potential predictors of the outcomes.Methods: Review of neurosurgical files and hospital records, as well as community recruitment, yielded 169 participants, who were injured between ages 0–17 years and assessed between ages 18–30 years with at least five years post-injury. Each participant underwent a three-hour assessment. For data analysis, participants were grouped by type and number of injury.Results: The mTBI group exhibited some cognitive deficits but their performance fell between the control and moderate/severe TBI groups as expected. Those with one and multiple mTBI performed comparably across all cognitive domains. Cognitive outcomes were significantly predicted by estimated IQ but not by number of mTBI and age at injury.Conclusion: Despite the detected cognitive deficits, those who sustained multiple mTBI did not exhibit worse or cumulative deficits compared to those with one mTBI. [ABSTRACT FROM PUBLISHER]

While the duration and severity of post-traumatic confusional state (PTCS) after traumatic brain injury have well-established implications for long-term outcomes, little is known about the underlying pathophysiology and their role in functional outcomes. Here, we analyzed the delta-to-alpha frequency band power ratios (DAR) from localized scalp areas derived from standard resting electroencephalographic (EEG) data recorded during eyes closed state in 49 patients diagnosed with PTCS. Higher global, occipital, parietal, and temporal DARs were significantly associated with the severity of PTCS, as assessed by the Confusion Assessment Protocol (CAP) observed on the same day, after controlling for injury severity. Also, occipital DARs were positively associated with both the CAP disorientation score 2, and the CAP symptom fluctuation score 4, after controlling for injury severity ( n = 35). Posterior DARs were significantly associated with Functional Independence Measure-cognitive subscale average score at 1 ( n = 45), 2 ( n = 42), and 5 ( n = 34) year(s) post-injury. The associations at 1 (temporal left) and 2 (parietal left) years survive after controlling for an injury severity index. Our finding that posterior DAR is a marker of PTCS and functional recovery post-injury, likely reflects functional de-afferentation of the posterior medial complex (PMC) in PTCS. Altered function of the PMC is proposed as a unifying physiological mechanism underlying both acute and chronic confusional states. We discuss the relationship of these findings to electrophysiological markers associated with disorders of consciousness. [ABSTRACT FROM AUTHOR]

Objective The study objective was to evaluate the cognitive and psychosocial outcomes of young adults who underwent an arterial switch operation for transposition of the great arteries. Methods Sixty-seven adults with transposition of the great arteries (aged 22.9 ± 3.3 years) and 43 healthy subjects matched in age, gender, and educational level participated. Global cognitive functioning, psychologic state, and health-related quality of life were evaluated using validated tools. We analyzed patient-related and procedure-related risk factors associated with cognitive and psychosocial outcomes. Results Some 69% of patients had an intelligence quotient greater than 85 (normal range, 85-115). Mean full-scale, verbal, and performance intelligence quotients were lower in patients (94.9 ± 15.3, 96.8 ± 16.2, 93.7 ± 14.6, respectively) than in healthy subjects (103.4 ± 12.3, P = .003; 102.5 ± 11.5, P = .033; 103.8 ± 14.3, P < .001, respectively). Cognitive difficulties (intelligence quotient ≤−1 standard deviation) and impairments (intelligence quotient ≤−2 standard deviations) were more frequent in patients than in the general population (31% vs 16%, P = .001; 6% vs 2%, P = .030). Patients with cognitive difficulties had lower educational level ( P < .001) and more grade retention at school ( P = .007). Patients reported an overall satisfactory health-related quality of life; however, those with cognitive or psychologic difficulties reported poorer quality of life. Predictors of worse outcomes included lower parental socioeconomic and educational status, older age at surgery, and longer hospitalization stay. Conclusions Despite satisfactory outcomes in most adults with transposition of the great arteries, a substantial proportion has cognitive or psychologic difficulties that may reduce their academic success and quality of life. Further studies are needed to better understand the long-term outcome of this population to provide prevention, surveillance, and care strategies. [ABSTRACT FROM AUTHOR]

The goal of this study was to investigate the impact of patient-, disease-, and treatment-related variables upon neurocognitive outcomes in pediatric patients with craniopharyngioma prior to treatment with proton therapy or observation after radical resection. For all participants (N = 104), relevant clinical and demographic variables were attained and neurocognitive evaluations completed prior to irradiation or planned observation. One-sample t-tests were conducted to compare performance to published normative data. Linear models were used to investigate predictors of performance on measures where performance was below normative expectations. Participants showed poorer performance in comparison to the normative group across neurocognitive domains including executive functions (e.g., working memory; Wechsler Digit Span Backward p = 0.03), learning and memory (e.g., California Verbal Learning Test [CVLT] Total T p = 0.00), and fine-motor coordination (e.g., Grooved Pegboard Dominant Hand p = 0.00). Poor performance across areas was predicted by presurgical hypothalamic involvement (e.g., Behavior Rating Inventory of Executive Function Working Memory Index Grade 2 β = −7.68, p = 0.03; CVLT Total T Grade 2 β = 7.94, p = 0.04; Grade 3 β = −9.80, p = 0.00), extent of surgery (e.g., CVLT Total T Resection β = −7.77, p = 0.04; Grooved Pegboard Dominant Hand β = −1.58, p = 0.04), and vision status (e.g., CVLT Total T Reduced vision without impairment β = −10.01, p = 0.02; Grooved Pegboard Dominant Hand Bilateral field defect β = −1.45, p = 0.01; Reduced vision without impairment β = −2.30, p = 0.00). This study demonstrated that patients with craniopharyngioma show weaker neurocognitive performance in comparison to the normative population resulting from tumor, events leading to diagnosis, and early surgical intervention. Systematic investigation of neurocognitive performance before treatment with radiation therapy is essential to evaluating the potential risks and benefits of newer methods of radiation therapy including proton therapy. [ABSTRACT FROM AUTHOR]

Background: Delirium is common, affecting at least 20% of older hospital inpatients. It is widely accepted that delirium is associated with dementia but the degree of causation within this relationship is unclear. Previous studies have been limited by incomplete ascertainment of baseline cognition or a lack of prospective delirium assessments. There is an urgent need for an improved understanding of the relationship between delirium and dementia given that delirium prevention may plausibly impact upon dementia prevention. A well-designed, observational study could also answer fundamental questions of major importance to patients and their families regarding outcomes after delirium. The Delirium and Cognitive Impact in Dementia (DECIDE) study aims to explore the association between delirium and cognitive function over time in older participants. In an existing population based cohort aged 65 years and older, the effect on cognition of an episode of delirium will be measured, independent of baseline cognition and illness severity. The predictive value of clinical parameters including delirium severity, baseline cognition and delirium subtype on cognitive outcomes following an episode of delirium will also be explored.Methods: Over a 12 month period, surviving participants from the Cognitive Function and Ageing Study II-Newcastle will be screened for delirium on admission to hospital. At the point of presentation, baseline characteristics along with a number of disease relevant clinical parameters will be recorded. The progression/resolution of delirium will be monitored. In those with and without delirium, cognitive decline and dementia will be assessed at one year follow-up. We will evaluate the effect of delirium on cognitive function over time along with the predictive value of clinical parameters.Discussion: This study will be the first to prospectively elucidate the size of the effect of delirium upon cognitive decline and incident dementia. The results will be used to inform future dementia prevention trials that focus on delirium intervention. [ABSTRACT FROM AUTHOR]

Different family compositions and sizes may affect child development through the different modes of interaction between family members. Previous studies have compared only children with non-only children in cognitive/non-cognitive outcomes. However, relatively little research has systematically investigated the potential moderators among them. Using a large and representative sample of Chinese students (Grades 7-8; N = 5,752), this study examines the roles of demographic characteristics, such as gender, region, parental educational level, parental expectations, family socio-economic status and family structure, in the associations between only child status and cognitive/non-cognitive outcomes. For the cognitive outcomes, only child status exerts an influence on the students' academic performance in Chinese and mathematics in the sample of three districts' students. The examined associations between only child status and cognitive outcomes are different in region, parental education, parental expectations and family structure, while gender and family socio-economic status did not. For the non-cognitive outcomes, only child status exerts an influence on the students' school well-being, academic self-efficacy, academic self-concept, and internal academic motivation in the full sample of students, but not on external academic motivation. Further, the examined associations between only child status and non-cognitive outcomes are different in region, parental education, family socio-economic status and family structure, while gender and parental expectations did not. These findings suggest that the associations between only child status and cognitive/non-cognitive outcomes are heterogeneous in terms of some of the demographic characteristics. Possible explanations are proposed in some concepts of region and family environment in China. [ABSTRACT FROM AUTHOR]

Copyright of Orbis Scholae is the property of Charles University Prague, Faculty of Education 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: Autism spectrum disorder (ASD) is a neurodevelopmental disorder that affects millions of children worldwide, with a current prevalence of approximately 1 in 54 children in the United States. Although the precise mechanisms underlying ASD remain unclear, research has shown that early intervention can have a significant impact on cognitive development and outcomes in children with ASD. Physical activity interventions have emerged as a promising intervention for children with ASD, but the efficacy of different types of interventions remains unclear., Objective: This study protocol aims to update the knowledge on extant literature and explore the efficacy of physical activity intervention strategies on cognitive functions in children with ASD., Methods: A systematic review and network meta-analysis (NMA) will be conducted following the PRISMA-NMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses Protocols for Network Meta-Analyses) statement. A total of 9 bibliographic databases (APA PsycInfo, CENTRAL, Dimensions, ERIC, MEDLINE Complete, PubMed, Scopus, SPORTDiscus, and Web of Science) will be systematically searched to screen eligible articles based on a series of inclusion and exclusion criteria. A study will be considered for inclusion if it is not classified as a systematic review with or without meta-analysis, was published from inception to present, includes children aged 0 to 12 years with ASD, quantitively measures cognitive outcomes, and examines treatment comprising at least 1 physical activity intervention strategy. The internal validity and quality of evidence will be evaluated using the Grading of Recommendations Assessment, Development, and Evaluation framework. Statistical analyses will be performed in the RStudio software (version 3.6; RStudio Inc) with the BUGSnet package and the Comprehensive Meta-Analysis software (version 3.3; Biostat Inc). The results of our NMA will be illustrated through network diagrams accompanied by geometry and league tables. Further, to rank the interventions based on their efficacy, we will use the surface under the cumulative ranking curve., Results: Our preliminary search identified 3778 potentially relevant studies. The screening of the studies based on the inclusion and exclusion criteria is ongoing, and we anticipate that the final number of eligible studies will be in the range of 30 to 50., Conclusions: This study will provide a comprehensive review of the literature on physical activity interventions for children with ASD and will use NMA to compare the efficacy of different types of interventions on cognitive outcomes. Our findings will have important implications for clinical practice and future research in this area and will contribute to the growing body of evidence supporting the use of physical activity interventions as a key component of early intervention for children with ASD., Trial Registration: PROSPERO CRD42021279054; https://www.crd.york.ac.uk/prospero/display&#95;record.php?RecordID=279054., International Registered Report Identifier (irrid): DERR1-10.2196/40383., (©Longxi Li, Anni Wang, Qun Fang, Michelle E Moosbrugger. Originally published in JMIR Research Protocols (https://www.researchprotocols.org), 28.06.2023.)

The present study examined the relationship between ethnic diversity in school and educational outcomes, social-emotional functioning, and citizenship competences for bi-ethnic students. The focus of this study is bi-ethnic children with 1 non-migrant parent (with 2 non-migrant grandparents) and 1 migrant parent (with 2 foreign grandparents). It was found that the educational outcomes, social-emotional functioning, and citizenship competences of bi-ethnic students were not related to ethnic diversity. We also focused on the relationship between ethnic diversity in school and educational outcomes, social-emotional functioning, and citizenship competences for mono-ethnic students to determine whether this relationship is different for bi-ethnic and mono-ethnic students. Whereas the relationship was not significant for mono-ethnic minority students, mono-ethnic majority students’ educational outcomes, social-emotional functioning, and citizenship competences were related to a school’s ethnic diversity. This study indicates that the outcomes and social functioning of bi-ethnic students are not related to attending an ethnically diverse school. [ABSTRACT FROM PUBLISHER]

This study conducted a comparative analysis of students' knowledge development on athletics in Sport Education and in a Direct Instruction unit taking into account sex and initial skill level. The participants were an experienced Physical Education teacher and two sixth-grade classes totaling 47 students (25 boys and 22 girls). Each class was randomly placed in either Sport Education or Direct Instruction classes and participated in 20, 45-minutes lessons focused on shot put, hurdles and triple jump. Knowledge on athletics was assessed through a 25-items written and video-based test. The inter-group differences and improvements across time in the knowledge test were analyzed through the Mann-Whitney and Wilcoxon tests, respectively. There were significant knowledge improvements in both instructional approaches irrespective of students' gender and skill level. In Direct Instruction, the type of task organization, the high rates of repetition of movement patterns and feedback by the teacher were beneficial to student learning. In Sport Education, the autonomy granted to students in the control of the pace of task transitions by making on-going judgments on achievement of performance criteria, implicated students affectively and cognitively with the learning content. It was further supported that several models and teaching strategies should be taken into consideration when teaching Physical Education. Different approaches should be perceived as alternatives and teachers should retain the best in each according with the moment in the unit, student developmental stage, and the specific learning objectives in the task. [ABSTRACT FROM AUTHOR]

OBJECTIVE: Apolipoprotein E4 may benefit children during early periods of life when the body is challenged by infection and nutritional decline. We examined whether apolipoprotein E4 affects intestinal barrier function, improving short-term growth and long-term cognitive outcomes in Brazilian shantytown children. METHODS: A total of 213 Brazilian shantytown children with below-median height-for-age z-scores (HAZ) received 200,000 IU of retinol (every four months), zinc (40 mg twice weekly), or both for one year, with half of each group receiving glutamine supplementation for 10 days. Height-for-age z-scores, weight-for-age z-scores, weight-forheight z-scores, and lactulose:mannitol ratios were assessed during the initial four months of treatment. An average of four years (range 1.4-6.6) later, the children underwent cognitive testing to evaluate non-verbal intelligence, coding, verbal fluency, verbal learning, and delayed verbal learning. Apolipoprotein E4 carriage was determined by PCR analysis for 144 children. RESULTS: Thirty-seven children were apolipoprotein E4(+), with an allele frequency of 13.9%. Significant associations were found for vitamin A and glutamine with intestinal barrier function. Apolipoprotein E4(+) children receiving glutamine presented significant positive Pearson correlations between the change in height-for-age z-scores over four months and delayed verbal learning, along with correlated changes over the same period in weight-for-age z-scores and weight-for-height z-scores associated with non-verbal intelligence quotients. There was a significant correlation between vitamin A supplementation of apolipoprotein E4(+) children and improved delta lactulose/mannitol. Apolipoprotein E4(-) children, regardless of intervention, exhibited negative Pearson correlations between the change in lactulose-to-mannitol ratio over four months and verbal learning and non-verbal intelligence. CONCLUSIONS: During development, apolipoprotein E4 may function concomitantly with gut-tropic nutrients to benefit immediate nutritional status, which can translate into better long-term cognitive outcomes.

Despite the recent proliferation of research on media multitasking, a comprehensive meta-analytic review of its effects has not been available. Based on a review of 49 media multitasking studies, this meta-analysis showed that multitasking has negative effects on cognitive outcomes, whereas it has positive effects on attitudinal (or persuasion-related) outcomes. Moderator analyses suggested that the negative effects of multitasking on cognitive outcomes varied by (a) user control, (b) task relevance, and (c) task contiguity. Specifically, multitasking had greater effects (a) when media users had less control over the media, (b) for tasks that were unrelated, and (c) for tasks that were physically distant. Implications for future multitasking research are further discussed. [ABSTRACT FROM AUTHOR]

Background Children born before full term (39-41 weeks' gestation) are at increased risk of adverse cognitive outcomes. Risk quantification is important as late-preterm (LPT; 34-36 weeks) and early-term (ET; 37-38 weeks) births are common. Method This review analyses the effect of LPT and ET births on long-term cognitive and educational outcomes. The primary outcome was general cognitive ability. Secondary outcomes included verbal/non-verbal intelligence quotient, subject-specific school performance and special educational needs. The search strategy included Medline and Embase from January 1975 to June 2013. Eligible studies investigated specified outcomes and included suitable gestational age participants assessed at 2 years and older. Outcome measures and socio-demographic descriptors were extracted, and data meta-analysed where possible. Results Eight studies compared ET birth with full-term birth. Fourteen studies compared LPT birth with either term birth (>37 weeks, n = 12 studies) or full-term birth (39-41 weeks, n = 2 studies). Substantial between-study heterogeneity existed. LPT and ET children underperformed in most outcomes compared with their term/full-term counterparts, respectively. For example, LPT children had an increased risk of lower general cognitive ability (adjusted risk ratio 1.38 [95% confidence interval 1.06-1.79]), and full-term children performed 5% of a standard deviation higher ( z-score 0.05 [0.02, 0.08]) than ET children. Poorer outcomes persist into adulthood; term cohorts performed 5% of a standard deviation higher than LPT cohorts ( z-score 0.05 [0.04, 0.07]), and full-term cohorts performed 3% of a standard deviation higher than ET cohorts ( z-score 0.03 [0.02, 0.04]). Conclusion This review critically examines the knowledge around long-term cognitive outcomes of LPT and ET births, demonstrating multiple, small, adverse differences between LPT/ET and term/full-term births. [ABSTRACT FROM AUTHOR]

This study examines the effects of child care arrangements on children's cognitive outcomes. It is a secondary analysis, using data on 5107 children born in 2004 and their families from Growing Up in Australia: The Longitudinal Study of Australian Children. Data were collected in 2004 (Wave One), in 2006 (Wave Two) and in 2008 (Wave Three). This study asks (i) Do children receiving non‐parental child care have different cognitive developmental outcomes at ages 4–5, compared with those who never had non‐parental child care during the first 3 years of life? Do parental factors affect these associations?; and (ii) among children with non‐parental child care, do child care characteristics such as types of care, quantity, entry age and stability of child care affect child outcomes? Do parental factors affect child outcomes? The study's findings suggest that children in non‐parental child care had higher Peabody Picture Vocabulary Test scores at age 5. Among children in non‐parental child care arrangements, quantity and entry age of non‐parental child care affected children's cognitive developmental outcomes. Along with child care arrangements, parental mental health was associated with children's cognitive outcomes. [ABSTRACT FROM AUTHOR]

Using the Head Start Impact Study data, this secondary data analysis examines Head Start's impact on cognitive outcomes for children in foster care. Out of 4442 children, 162 children in foster care were selected to examine the following study questions. (1) Do children in foster care who enrol in Head Start have different child and family characteristics than those who do not participate in Head Start? (2) Do children in foster care who participate in Head Start have higher reading and math scores at ages five to six? (3) Do child and family characteristics moderate Head Start's impact on reading and math scores of children in foster care at ages five to six? There was no main Head Start impact on reading and math scores for children in foster care. However, Head Start impact was found for the child's gender and the caregiver's age. Girls who participated in Head Start obtained higher reading and math scores than boys. Children cared for by older caregivers had higher math scores than those cared for by younger caregivers. Baseline variables such as ethnicity, special needs status and cognitive skills prior to Head Start enrolment were directly associated with math and reading scores at ages five to six. Copyright © 2015 John Wiley & Sons, Ltd. Key Practitioner Messages Child welfare workers should consider enrolling more children who are in foster care in the Head Start programme., Head Start should address and implement programme performance standards and regulation specifically targeting children in foster care., Head Start should consider various family characteristics to maximise programme benefits for children in foster care. [ABSTRACT FROM AUTHOR]

This study explored the intersection between service learning and general education outcomes through the self-reported perceptions of 382 college students participating in an intercultural communication course that satisfied the general education requirement at a midsized Upper Plains research university for studying cultural diversity. The data demonstrated student attention to cognitive, behavioral, and integrative outcomes associated with general education objectives. In addition, personal and social responsibility outcomes were noted in the reflections. [ABSTRACT FROM AUTHOR]

Background Emerging evidence from observational studies suggests that prenatal exposure to phthalates affects neurodevelopment in children. Objective To conduct a systematic review of the existing literature on the association between urinary phthalate concentrations and children's neurodevelopment. Methods We searched electronic bibliographic databases (MEDLINE, PubMed, EMBASE, PsycINFO, CINAHL, Global Health, CAB abstracts, and ERIC) (1910 to February 21st, 2014); reference lists of included articles, and conference abstracts (American Psychiatric Association, American Academy of Neurology, and Pediatric Academic Societies). Two independent reviewers screened abstracts and extracted data. We included original studies reporting on the association between prenatal or childhood urinary phthalate metabolites, and cognitive and behavioral outcomes (e.g., IQ scores, BASC-2 scores or equivalent) in children 0–12 years of age. Results Of 2804 abstracts screened, 11 original articles met our criteria for inclusion. Conclusions A systematic review of the literature supports the contention that prenatal exposure phthalates is associated with adverse cognitive and behavioral outcomes in children, including lower IQ, and problems with attention, hyperactivity, and poorer social communication. Further research characterizing the associations between specific phthalate metabolites and children's neurodevelopmental outcomes is needed to support the development of mitigation strategies and enhance the development of appropriate health policy. [ABSTRACT FROM AUTHOR]

Objective: Postoperative delirium, occurring days after surgery, is associated with both short- and long-term adverse events. Postanesthesia care unit (PACU) delirium, immediately after recovery from anesthesia, is associated with continued delirium in the succeeding days and adverse cognitive outcomes at discharge. Longer-term consequences are unclear. The objective was to evaluate 18-month outcomes of patients with versus without delirium in the PACU after surgery with general anesthesia.Methods: In a prospective, observational, cohort study, 91 consecutive English-speaking patients, aged at least 70 years and capable of independently providing informed consent before surgery, were followed after admission for a surgical procedure in one teaching hospital. Patients completed cognitive testing before surgery. After recovery from general anesthesia, they were evaluated for a DSM-IV diagnosis of delirium. Participants or proxies were evaluated, at a median of 19 months after surgery (interquartile range: 18-20 months), for survival, cognitive and physical functioning, and healthcare utilization outcomes.Results: All 91 patients or proxies (41 with delirium [45%]) were contacted at follow-up, with 7 deaths (8%) and 3 declining further participation (3%); 81 (96% of survivors) completed follow-up evaluations, demonstrating no significant cognitive or functional decline from baseline, with 75% of the cohort living independently in the community, and no differences in any outcomes between patients with versus without PACU delirium.Conclusion: In a small cohort of older patients evaluated 18 months after surgery, we could not detect an association of delirium diagnosed in the PACU with patient survival, cognitive/physical functioning, and healthcare utilization. [ABSTRACT FROM AUTHOR]

Students-centered paradigms have been proposed as beneficial to promoting enriching learning experiences. In an attempt to improve student learning experience in engineering classrooms, instructors often employ innovative strategies to foster learning engagement. One such approach is Cooperative Hands-on Active Problem-based Learning (CHAPL). CHAPL combines the characteristic benefits of some existing research-proven active learning pedagogies. This study reports responses from a survey that assessed the perspectives of chemical engineering students who were taught fluid mechanics and heat transfer concepts using both traditional classroom lecture and the new student-centered paradigm -CHAPL. Analysis of responses to closed and open-ended survey items indicates that CHAPL could differentially influence measures of significant learning and may be beneficial to enriching the learning experience. Limitations and recommendations for future implementations are discussed. [ABSTRACT FROM AUTHOR]

Community schools are becoming increasingly popular. They aim to enhance children’s educational performance by offering extended educational and social services. As community schools mainly focus on disadvantaged children, this study evaluates the effects of community schooling on the educational outcomes of these pupils. We focus on care pupils and pupils whose parents have a low educational attainment. We hypothesize that community schools are particularly beneficial to care pupils, namely, pupils with additional educational needs, and for pupils with parents with lower levels of educational attainment. Our analyses show that both pupil groups benefit in terms of reduced underachievement. The duration of community school attendance as such does not affect cognitive outcomes, but it proves beneficial to the educational achievement of both groups when the community school subsidy is taken into account as well. We show that different community school activities have partly contrary effects on care pupils and non-care pupils. [ABSTRACT FROM PUBLISHER]

The trend toward delayed childbearing is widespread in industrialized nations. Although the physical consequences for offspring in utero and in the prenatal period are well known, the psychologic consequences of older motherhood for offspring have received less attention in the literature. In contrast to the heightened physical risks for offspring, the existing research suggests that children of older mothers are often at lower risk for problem behavioral and academic outcomes compared with offspring of mothers in their teens and twenties. Maternal age is inextricably linked with a complex web of psychosocial variables, and the challenge for future research is to better understand the relative influence of these variables on the relationship between maternal age and offspring outcomes. [ABSTRACT FROM AUTHOR]

Home-based literacy activities (HBLA) such as reading with a child and their impact on cognitive competencies have been widely investigated. However, few comparison studies between different countries have been conducted. This study compares HBLA in Germany and Australia, and their associations with different control and outcome variables using longitudinal data of some 900/2500 children. More than two-thirds of the parents in both samples engaged in literacy interactions with their children more or less daily. Parents in both countries who reported more HBLA had higher levels of education, were less likely to speak another language than German or English (respectively) at home, and their children performed better in cognitive outcomes. These differences proved to be stable for the whole preschool period. [ABSTRACT FROM AUTHOR]

We review the evidence that BECTS may be associated with cognitive dysfunction and behavioral problems, the extent to which these problems may be associated with patterns of EEG abnormalities in BECTS, and the impact of antiepileptic medication on cognition and behavior in BECTS. A growing literature examining cognitive and behavioral outcomes suggests that children with BECTS perform below the level of their peers. Consistent with this, neuroimaging studies reveal that BECTS has an impact on structural and functional brain development, but the potential influence of frequency and lateralization of centrotemporal spikes (CTS) on cognition and behavior is not well understood. Treatment with AEDs is an option in BECTS, but existing studies have not clearly shown a clear relationship between elimination of CTS and improved cognitive or behavioral outcomes. [ABSTRACT FROM AUTHOR]