The interrelationships between motor, cognitive, and language development in children with and without intellectual and developmental disabilities.

PubMed

Houwen, Suzanne; Visser, Linda; van der Putten, Annette; Vlaskamp, Carla

2016-01-01

It is generally agreed that cognitive and language development are dependent on the emergence of motor skills. As the literature on this issue concerning children with developmental disabilities is scarce, we examined the interrelationships between motor, cognitive, and language development in children with intellectual and developmental disabilities (IDD) and compared them to those in children without IDD. In addition, we investigated whether these relationships differ between children with different levels of cognitive delay. Seventy-seven children with IDD (calendar age between 1;0 and 9;10 years; mean developmental age: 1;8 years) and 130 typically developing children (calendar age between 0;3 and 3;6 years; mean developmental age: 1;10 years) were tested with the Dutch Bayley Scales of Infant and Toddler Development, Third Edition, which assesses development across three domains using five subscales: fine motor development, gross motor development (motor), cognition (cognitive), receptive communication, and expressive communication (language). Results showed that correlations between the motor, cognitive, and language domains were strong, namely .61 to .94 in children with IDD and weak to strong, namely .24 to .56 in children without IDD. Furthermore, the correlations showed a tendency to increase with the severity of IDD. It can be concluded that both fine and gross motor development are more strongly associated with cognition, and consequently language, in children with IDD than in children without IDD. The findings of this study emphasize the importance of early interventions that boost both motor and cognitive development, and suggest that such interventions will also enhance language development. Copyright © 2016 Elsevier Ltd. All rights reserved.

Trajectories of social withdrawal and cognitive decline in the schizophrenia prodrome.

PubMed

Cullen, Kathryn; Guimaraes, Angela; Wozniak, Jeffrey; Anjum, Afshan; Schulz, S Charles; White, Tonya

2011-01-01

Schizophrenia is a heterogeneous neurodevelopmental disorder. Patients with high levels of negative symptoms have been identified as a specific subtype, but little is known about how the neurodevelopmental course may differ in this group. This study aimed to characterize developmental trajectories of premorbid social withdrawal and cognitive decline between patients with high versus low levels of negative symptoms in youth with schizophrenia-spectrum disorders. A standardized timeline was used to delineate the emergence of psychosis, social withdrawal, and cognitive decline in 52 subjects aged 8 to 19 with schizophrenia (n=36), schizophreniform (n=6), or schizoaffective disorder (n=10). The sample was divided into subgroups of high- (n=26) versus low- (n=26) negative symptoms, and developmental trajectories of premorbid symptoms were compared between groups. Mean ages for emergence of social withdrawal, cognitive decline, and psychosis were 11.1 years (SD=2.5), 11.9 (SD=4.4) and 13.2 years (SD=1.2), respectively. In the high-negative symptom group, the premorbid developmental trajectory for social withdrawal was more protracted. This group also had more severe cognitive decline at the onset of psychosis, but the premorbid trajectories for cognitive decline did not differ significantly between groups. This work documents a more severe and protracted trajectory of premorbid social withdrawal in patients with high levels of negative symptoms in comparison to those with low-negative symptoms. The findings reported here are supportive of the hypothesis that patients with illness characterized by high levels of negative symptoms may represent a subgroup with distinct neurodevelopmental abnormalities.

Autism Developmental Profiles and Cooperation with Oral Health Screening.

PubMed

Du, Rennan Y; Yiu, Cynthia C Y; Wong, Virginia C N; McGrath, Colman P

2015-09-01

To determine the associations between autism developmental profiles and cooperation with an oral health screening among preschool children with autism spectrum disorders (ASDs). A random sample of Special Child Care Centres registered with the Government Social Welfare Department in Hong Kong was selected (19 out of 37 Centres). All preschool children with ASDs were invited to participate in the oral health survey and 347 children agreed to participate (among 515 invited). A checklist of autism developmental profiles: (1) level of cognitive functioning, (2) social skills development, (3) communication skills development, (4) reading skills and (5) challenging behaviours was ascertained. Feasibility of conducting oral health screening in preschool children with ASDs was associated with their cognitive functioning (p = 0.001), social skills development (p = 0.002), communication skills development (p < 0.001), reading skills (p < 0.001) and challenging behaviours (p = 0.06). In regression analyses accounting for age (in months) and gender, inability to cooperate with an oral health screening was associated with high level of challenging behaviours (OR 10.50, 95 % CI 2.89-38.08, p < 0.001) and reduced cognitive functioning (OR 5.29, 95 % CI 1.14-24.61, p = 0.034). Age (in months) was positively associated with likelihood of cooperative behaviour with an oral health screening (OR 1.06, 95 % CI 1.03, 1.08, p < 0.001). Feasibility of conducting population-wide oral health screening among preschool children with ASDs is associated with their developmental profiles; and in particular levels of cognitive functioning, and challenging behaviours.

Developmental alterations in anxiety and cognitive behavior in serotonin transporter mutant mice.

PubMed

Sakakibara, Yasufumi; Kasahara, Yoshiyuki; Hall, F Scott; Lesch, Klaus-Peter; Murphy, Dennis L; Uhl, George R; Sora, Ichiro

2014-10-01

A promoter variant of the serotonin transporter (SERT) gene is known to affect emotional and cognitive regulation. In particular, the "short" allelic variant is implicated in the etiology of multiple neuropsychiatric disorders. Heterozygous (SERT(+/-)) and homozygous (SERT(-/-)) SERT mutant mice are valuable tools for understanding the mechanisms of altered SERT levels. Although these genetic effects are well investigated in adulthood, the developmental trajectory of altered SERT levels for behavior has not been investigated. We assessed anxiety-like and cognitive behaviors in SERT mutant mice in early adolescence and adulthood to examine the developmental consequences of reduced SERT levels. Spine density of pyramidal neurons was also measured in corticolimbic brain regions. Adult SERT(-/-) mice exhibited increased anxiety-like behavior, but these differences were not observed in early adolescent SERT(-/-) mice. Conversely, SERT(+/-) and SERT(-/-) mice did display higher spontaneous alternation during early adolescence and adulthood. SERT(+/-) and SERT(-/-) also exhibited greater neuronal spine densities in the orbitofrontal but not the medial prefrontal cortices. Adult SERT(-/-) mice also showed an increased spine density in the basolateral amygdala. Developmental alterations of the serotonergic system caused by genetic inactivation of SERT can have different influences on anxiety-like and cognitive behaviors through early adolescence into adulthood, which may be associated with changes of spine density in the prefrontal cortex and amygdala. The altered maturation of serotonergic systems may lead to specific age-related vulnerabilities to psychopathologies that develop during adolescence.

The Child's Demystification of Psychological Defense Mechanisms: A Structural and Developmental Analysis.

ERIC Educational Resources Information Center

Chandler, Michael J.; And Others

1978-01-01

Explored the relationships between the cognitive developmental level of preoperational, concrete operational, and formal operational children (N=10) and their success in interpreting and explaining each of eight commonly described mechanisms of psychological defense. (JMB)

The French connection: some contributions of French-language research in the post-Piagetian era.

PubMed

Larivée, S; Normandeau, S; Parent, S

2000-01-01

This article presents French-speaking researchers' contribution to the field of differential developmental psychology. Following a brief review of key Piagetian ideas pertaining to his conceptualization of individual differences, the core of the article traces methodological and theoretical transformations that were necessary for understanding individual differences within a general theory of cognitive development. On a methodological level, French-speaking researchers went from standardizing Piaget's clinical method to constructing developmental scales and operational tests. On a theoretical level, Reuchlin's writings guided Longeot, and several other French (Lautrey and Bideaud) and Genevan (de Ribaupierre and Rieben) researchers into a scientific quest for a genuine integration of differential and developmental psychology. We present an overview of the pluralistic and multidimensional model of cognitive functioning and development that emerged from the work of the French-Swiss team of researchers. Concluding remarks focus on the actual research agendas of researchers interested in resolving the challenging issue of understanding relationships between inter- and intraindividual differences and general tendencies in cognitive development.

Developmental trajectories of pitch-related music skills in children with Williams syndrome.

PubMed

Martínez-Castilla, Pastora; Rodríguez, Manuel; Campos, Ruth

2016-01-01

The study of music cognition in Williams syndrome (WS) has resulted in theoretical debates regarding cognitive modularity and development. However, no research has previously investigated the development of music skills in this population. In this study, we used the cross-sectional developmental trajectories approach to assess the development of pitch-related music skills in children with WS compared with typically developing (TD) peers. Thus, we evaluated the role of change over time on pitch-related music skills and the developmental relationships between music skills and different cognitive areas. In the TD children, the pitch-related music skills improved with chronological age and cognitive development. In the children with WS, developmental relationships were only found between several pitch-related music skills and specific cognitive processes. We also found non-systematic relationships between chronological age and the pitch-related music skills, stabilization in the level reached in music when cognitive development was considered, and uneven associations between cognitive and music skills. In addition, the TD and WS groups differed in their patterns of pitch-related music skill development. These results suggest that the development of pitch-related music skills in children with WS is atypical. Our findings stand in contrast with the views that claim innate modularity for music in WS; rather, they are consistent with neuroconstructivist accounts. Copyright © 2016 Elsevier Ltd. All rights reserved.

Developmental Dynamics of Emotion and Cognition Processes in Preschoolers

PubMed Central

Blankson, A. Nayena; O’Brien, Marion; Leerkes, Esther M.; Marcovitch, Stuart; Calkins, Susan D.; Weaver, Jennifer Miner

2012-01-01

Dynamic relations during the preschool years across processes of control and understanding in the domains of emotion and cognition were examined. Participants were 263 children (42% non-white) and their mothers who were seen first when the children were 3 years old and again when they were 4. Results indicated dynamic dependence among the processes studied. Specifically, change in cognitive processes of control and understanding were dependent upon initial levels of the other processes. Changes in emotion control and understanding were not predicted by earlier performance in the other processes. Findings are discussed with regard to the constructs of control and understanding and the developmental interrelations among emotion and cognitive processes. PMID:22925076

Concurrent validity of the differential ability scales, second edition with the Mullen Scales of Early Learning in young children with and without neurodevelopmental disorders.

PubMed

Farmer, Cristan; Golden, Christine; Thurm, Audrey

2016-01-01

Estimates of intelligence in young children with neurodevelopmental disorders are critical for making diagnoses, in characterizing symptoms of disorders, and in predicting future outcomes. The limitations of standardized testing for children with developmental delay or cognitive impairment are well known: Tests do not exist that provide developmentally appropriate material along with norms that extend to the lower reaches of ability. Two commonly used and interchanged instruments are the Mullen Scales of Early Learning (MSEL), a test of developmental level, and the Differential Ability Scales, second edition (DAS-II), a more traditional cognitive test. We evaluated the correspondence of contemporaneous MSEL and the DAS-II scores in a mixed sample of children aged 2-10 years with autism spectrum disorder (ASD), non-ASD developmental delays, and typically developing children across the full spectrum of cognitive ability. Consistent with published data on the original DAS and the MSEL, scores on the DAS-II and MSEL were highly correlated. However, curve estimation revealed large mean differences that varied as a function of the child's cognitive ability level. We conclude that interchanging MSEL and DAS-II scores without regard to the discrepancy in scores may produce misleading results in both cross-sectional and longitudinal studies of children with and without ASD, and, thus, this practice should be implemented with caution.

Developmental disorders: what can be learned from cognitive neuropsychology?

PubMed

Castles, Anne; Kohnen, Saskia; Nickels, Lyndsey; Brock, Jon

2014-01-01

The discipline of cognitive neuropsychology has been important for informing theories of cognition and describing the nature of acquired cognitive disorders, but its applicability in a developmental context has been questioned. Here, we revisit this issue, asking whether the cognitive neuropsychological approach can be helpful for exploring the nature and causes of developmental disorders and, if so, how. We outline the key features of the cognitive neuropsychological approach, and then consider how some of the major challenges to this approach from a developmental perspective might be met. In doing so, we distinguish between challenges to the methods of cognitive neuropsychology and those facing its deeper conceptual underpinnings. We conclude that the detailed investigation of patterns of both associations and dissociations, and across both developmental and acquired cases, can assist in describing the cognitive deficits within developmental disorders and in delineating possible causal pathways to their acquisition.

Developmental disorders: what can be learned from cognitive neuropsychology?

PubMed Central

Castles, Anne; Kohnen, Saskia; Nickels, Lyndsey; Brock, Jon

2014-01-01

The discipline of cognitive neuropsychology has been important for informing theories of cognition and describing the nature of acquired cognitive disorders, but its applicability in a developmental context has been questioned. Here, we revisit this issue, asking whether the cognitive neuropsychological approach can be helpful for exploring the nature and causes of developmental disorders and, if so, how. We outline the key features of the cognitive neuropsychological approach, and then consider how some of the major challenges to this approach from a developmental perspective might be met. In doing so, we distinguish between challenges to the methods of cognitive neuropsychology and those facing its deeper conceptual underpinnings. We conclude that the detailed investigation of patterns of both associations and dissociations, and across both developmental and acquired cases, can assist in describing the cognitive deficits within developmental disorders and in delineating possible causal pathways to their acquisition. PMID:24324246

Rorschach cognitive developmental indices of mentally retarded persons: a comparison with scores on Wechsler Intelligence Scale for children-revised.

PubMed

Di Nuovo, S F; Colucci, G; Pellicciotta, A; Buono, S

1997-08-01

In a sample of 55 mentally retarded subjects (M age = 14 yr., 1 mo.) the relations between some perceptual and cognitive Rorschach indices, including the Becker's Genetic Level Score, and Wechsler Scale scores were studied. The mean Developmental Score did not increase across ages and was higher for girls than for boys, while Verbal and Performance IQs were lower for girls. The correlations confirm the hypothesis that for mentally retarded persons WISC-R scaled scores and Rorschach cognitive indices are different measures of intellective functioning. The findings are discussed with reference to the assessment and rehabilitation of retarded subjects.

Incentive-related modulation of cognitive control in healthy, anxious, and depressed adolescents: development and psychopathology related differences.

PubMed

Hardin, Michael G; Schroth, Elizabeth; Pine, Daniel S; Ernst, Monique

2007-05-01

Developmental changes in cognitive and affective processes contribute to adolescent risk-taking behavior, emotional intensification, and psychopathology. The current study examined adolescent development of cognitive control processes and their modulation by incentive, in health and psychopathology. Predictions include 1) better cognitive control in adults than adolescents, and in healthy adolescents than anxious and depressed adolescents, and 2) a stronger influence of incentives in adolescents than adults, and in healthy adolescents than their depressed and anxious counterparts. Antisaccadic eye movement parameters, which provide a measure of cognitive control, were collected during a reward antisaccade task that included parameterized incentive levels. Participants were 20 healthy adults, 30 healthy adolescents, 16 adolescents with an anxiety disorder, and 11 adolescents with major depression. Performance accuracy and saccade latency were analyzed to test both developmental and psychopathology hypotheses. Development and psychopathology group differences in cognitive control were found. Specifically, adults performed better than healthy adolescents, and healthy adolescents than anxious and depressed adolescents. Incentive improved accuracy for all groups; however, incremental increases were not sufficiently large to further modulate performance. Incentives also affected saccade latencies, pushing healthy adolescent latencies to adult levels, while being less effective in adolescents with depression or anxiety. This latter effect was partially mediated by anxiety symptom severity. Current findings evidence the modulation of cognitive control processes by incentives. While seen in both healthy adults and healthy adolescents, this modulatory effect was stronger in youth. While anxious and depressed adolescents exhibited improved cognitive control under incentives, this effect was smaller than that in healthy adolescents. These findings suggest differential incentive and/or cognitive control processing in anxiety and depression, and across development. Differences could result from disorder specific, or combined developmental and pathological mechanisms.

Incentive-related modulation of cognitive control in healthy, anxious, and depressed adolescents

PubMed Central

Hardin, Michael G.; Schroth, Elizabeth; Pine, Daniel S.; Ernst, Monique

2009-01-01

Background Developmental changes in cognitive and affective processes contribute to adolescent risk-taking behavior, emotional intensification, and psychopathology. The current study examined adolescent development of cognitive control processes and their modulation by incentive, in health and psychopathology. Predictions include 1) better cognitive control in adults than adolescents, and in healthy adolescents than anxious and depressed adolescents, and 2) a stronger influence of incentives in adolescents than adults, and in healthy adolescents than their depressed and anxious counterparts. Methods Antisaccadic eye movement parameters, which provide a measure of cognitive control, were collected during a reward antisaccade task that included parameterized incentive levels. Participants were 20 healthy adults, 30 healthy adolescents, 16 adolescents with an anxiety disorder, and 11 adolescents with major depression. Performance accuracy and saccade latency were analyzed to test both developmental and psychopathology hypotheses. Results Development and psychopathology group differences in cognitive control were found. Specifically, adults performed better than healthy adolescents, and healthy adolescents than anxious and depressed adolescents. Incentive improved accuracy for all groups; however, incremental increases were not sufficiently large to further modulate performance. Incentives also affected saccade latencies, pushing healthy adolescent latencies to adult levels, while being less effective in adolescents with depression or anxiety. This latter effect was partially mediated by anxiety symptom severity. Conclusions Current findings evidence the modulation of cognitive control processes by incentives. While seen in both healthy adults and healthy adolescents, this modulatory effect was stronger in youth. While anxious and depressed adolescents exhibited improved cognitive control under incentives, this effect was smaller than that in healthy adolescents. These findings suggest differential incentive and/or cognitive control processing in anxiety and depression, and across development. Differences could result from disorder specific, or combined developmental and pathological mechanisms. PMID:17501725

Non-Algorithmic Quantitative Problem Solving in University Physical Chemistry: A Correlation Study of the Role of Selective Cognitive Factors

ERIC Educational Resources Information Center

Tsaparlis, Georgios

2005-01-01

This work provides a correlation study of the role of the following cognitive variables on problem solving in elementary physical chemistry: scientific reasoning (level of intellectual development/developmental level), working-memory capacity, functional mental ("M") capacity, and disembedding ability (i.e., degree of perceptual field…

Use of drawings in children with pervasive developmental disorder during hospitalization: a developmental perspective.

PubMed

Stefanatou, Athena

2008-12-01

The level and nature of emotional upheaval and relationship to developmental stage was studied in children with pervasive developmental disorder (PDD) hospitalized for head injury. The sample consisted of 25 hospitalized children aged 5-12 years. Children were asked to make the drawing of a ;person in hospital'. The drawings were evaluated by Koppitz's emotional indicators. Punishment and persecution were the main cognitive constructs of children in order to explain hospitalization.

Culture and the Trajectories of Developmental Pathology: Insights from Control and Information Theories.

PubMed

Wallace, Rodrick

2018-06-01

Cognition in living entities-and their social groupings or institutional artifacts-is necessarily as complicated as their embedding environments, which, for humans, includes a particularly rich cultural milieu. The asymptotic limit theorems of information and control theories permit construction of a new class of empirical 'regression-like' statistical models for cognitive developmental processes, their dynamics, and modes of dysfunction. Such models may, as have their simpler analogs, prove useful in the study and re-mediation of cognitive failure at and across the scales and levels of organization that constitute and drive the phenomena of life. These new models particularly focus on the roles of sociocultural environment and stress, in a large sense, as both trigger for the failure of the regulation of bio-cognition and as 'riverbanks' determining the channels of pathology, with implications across life-course developmental trajectories. We examine the effects of an embedding cultural milieu and its socioeconomic implementations using the 'lenses' of metabolic optimization, control system theory, and an extension of symmetry-breaking appropriate to information systems. A central implication is that most, if not all, human developmental disorders are fundamentally culture-bound syndromes. This has deep implications for both individual treatment and public health policy.

Developmental trend of children with Down's syndrome - How do sex and neonatal conditions influence their developmental patterns?

PubMed

Aoki, Sayaka; Yamauchi, Yuko; Hashimoto, Keiji

2018-03-01

This study investigated factors that would influence developmental trend of children with Down's syndrome (DS) in three different domains (motor, cognitive, language), specifically focusing on the effect of sex and neonatal conditions, including preterm birth, low birth weight, and congenital heart disease (CHD). The participants were 158 children with DS (mean age at the initial test = 25.5 months) receiving clinical service at a rehabilitation center in Yokohama, Japan. Kyoto Scale of Psychological Development was used to measure developmental level, which derive total developmental age (DA), Posture-motor DA, Cognitive-adaptive DA, and Language-social DA. For the analyses, a multilevel model for change was adopted, as the model allowed us to investigate intrapersonal growth and the between-personal factors that are associated with individual differences in the pattern of growth. The developmental speed of children with DS was found to be slower than that of typical children in all the three developmental domains assessed (i.e., the estimated coefficient of the slope for chronological age on DA was less than 1). DS Girls developed significantly faster than boys in non-verbal cognitive and language abilities. Low birth weight and CHD had a significant negative impact on development of non-verbal cognitive abilities for boys, but had a somewhat positive effect for girls. As was shown in previous studies, the result of this study indicated that the children with DS develop slower than non-disabled children. Low birth weight and CHD were found to influence developmental trend of children with DS, differently for boys and girls. Copyright © 2017 The Japanese Society of Child Neurology. Published by Elsevier B.V. All rights reserved.

Understanding developmental language disorder - the Helsinki longitudinal SLI study (HelSLI): a study protocol.

PubMed

Laasonen, Marja; Smolander, Sini; Lahti-Nuuttila, Pekka; Leminen, Miika; Lajunen, Hanna-Reetta; Heinonen, Kati; Pesonen, Anu-Katriina; Bailey, Todd M; Pothos, Emmanuel M; Kujala, Teija; Leppänen, Paavo H T; Bartlett, Christopher W; Geneid, Ahmed; Lauronen, Leena; Service, Elisabet; Kunnari, Sari; Arkkila, Eva

2018-05-21

Developmental language disorder (DLD, also called specific language impairment, SLI) is a common developmental disorder comprising the largest disability group in pre-school-aged children. Approximately 7% of the population is expected to have developmental language difficulties. However, the specific etiological factors leading to DLD are not yet known and even the typical linguistic features appear to vary by language. We present here a project that investigates DLD at multiple levels of analysis and aims to make the reliable prediction and early identification of the difficulties possible. Following the multiple deficit model of developmental disorders, we investigate the DLD phenomenon at the etiological, neural, cognitive, behavioral, and psychosocial levels, in a longitudinal study of preschool children. In January 2013, we launched the Helsinki Longitudinal SLI study (HelSLI) at the Helsinki University Hospital ( http://tiny.cc/HelSLI ). We will study 227 children aged 3-6 years with suspected DLD and their 160 typically developing peers. Five subprojects will determine how the child's psychological characteristics and environment correlate with DLD and how the child's well-being relates to DLD, the characteristics of DLD in monolingual versus bilingual children, nonlinguistic cognitive correlates of DLD, electrophysiological underpinnings of DLD, and the role of genetic risk factors. Methods include saliva samples, EEG, computerized cognitive tasks, neuropsychological and speech and language assessments, video-observations, and questionnaires. The project aims to increase our understanding of the multiple interactive risk and protective factors that affect the developing heterogeneous cognitive and behavioral profile of DLD, including factors affecting literacy development. This accumulated knowledge will form a heuristic basis for the development of new interventions targeting linguistic and non-linguistic aspects of DLD.

Expanding the developmental models of writing: A direct and indirect effects model of developmental writing (DIEW)

PubMed Central

Kim, Young-Suk Grace; Schatschneider, Christopher

2016-01-01

We investigated direct and indirect effects of component skills on writing (DIEW) using data from 193 children in Grade 1. In this model, working memory was hypothesized to be a foundational cognitive ability for language and cognitive skills as well as transcription skills, which, in turn, contribute to writing. Foundational oral language skills (vocabulary and grammatical knowledge) and higher-order cognitive skills (inference and theory of mind) were hypothesized to be component skills of text generation (i.e., discourse-level oral language). Results from structural equation modeling largely supported a complete mediation model among four variations of the DIEW model. Discourse-level oral language, spelling, and handwriting fluency completely mediated the relations of higher-order cognitive skills, foundational oral language, and working memory to writing. Moreover, language and cognitive skills had both direct and indirect relations to discourse-level oral language. Total effects, including direct and indirect effects, were substantial for discourse-level oral language (.46), working memory (.43), and spelling (.37), followed by vocabulary (.19), handwriting (.17), theory of mind (.12), inference (.10), and grammatical knowledge (.10). The model explained approximately 67% of variance in writing quality. These results indicate that multiple language and cognitive skills make direct and indirect contributions, and it is important to consider both direct and indirect pathways of influences when considering skills that are important to writing. PMID:28260812

Phonology, Reading Development, and Dyslexia: A Cross-Linguistic Perspective.

ERIC Educational Resources Information Center

Goswami, Usha

2002-01-01

This article presents a theoretical overview at the cognitive level of the role of phonological awareness in reading development and developmental dyslexia across languages. It is argued that the primary deficit in developmental dyslexia in all languages lies in representing speech sounds: a deficit in phonological representation. (Contains…

Developmental Differences in Intra-Individual Variability in Children with ADHD and ASD

ERIC Educational Resources Information Center

Belle, Janna; van Hulst, Branko M.; Durston, Sarah

2015-01-01

Background: Intra-individual variability reflects temporal variation within an individual's performance on a cognitive task. Children with developmental disorders, such as ADHD and ASD show increased levels of intra-individual variability. In typical development, intra-individual variability decreases sharply between the ages 6 and 20. The tight…

Children's understanding of the immune system: Integrating the cognitive-developmental and intuitive theories' perspectives

NASA Astrophysics Data System (ADS)

Landry-Boozer, Kristine L.

Traditional cognitive-developmental researchers have provided a large body of evidence supporting the stage-like progression of children's cognitive development. Further, from this body of research comes evidence that children's understanding of HIV/AIDS develops in much the same way as their understanding of other illness-related concepts. Researchers from a newer perspective assert that biological concepts develop from intuitive theories. In general, as children are exposed to relevant content and have opportunities to organize this information, their theories become more accurate and differentiated. According to this perspective, there are no broad structural constraints on developing concepts, as asserted by cognitive developmental theorists. The purpose of the current study was two-fold: to provide support for both theoretical perspectives, while at the same time to explore children's conceptualizations of the immune system, which has not been done previously in the cognitive-developmental literature. One hundred ninety children ranging in age from 4 years old through 11 years old, and a group of adults, participated. Each participant was interviewed regarding health concepts and the body's function in maintaining health. Participants were also asked to report if they had certain experiences that would have led to relevant content exposure. Qualitative analyses were utilized to code the interviews with rubrics based on both theoretical perspectives. Quantitative analyses consisted of a series of univariate ANOVAs (and post hoc tests when appropriate) examining all three coding variables (accuracy, differentiation, and developmental level) across various age-group combinations and exposure groups. Results of these analyses provided support for both theoretical perspectives. When the data were analyzed for developmental level by all ages, a stage-like progression consistent with Piagetian stages emerged. When accuracy and differentiation were examined (intuitive theories perspective), discrete groups could not be formed. Instead, a gradual increase in accuracy and differentiation was observed. Additional support for this perspective was found when the responses of participants who had additional exposure provided responses that were more accurate, differentiated, and sophisticated than those of participants with no additional exposure. Theoretical and educational implications of these findings are discussed.

Applying cognitive developmental psychology to middle school physics learning: The rule assessment method

NASA Astrophysics Data System (ADS)

Hallinen, Nicole R.; Chi, Min; Chin, Doris B.; Prempeh, Joe; Blair, Kristen P.; Schwartz, Daniel L.

2013-01-01

Cognitive developmental psychology often describes children's growing qualitative understanding of the physical world. Physics educators may be able to use the relevant methods to advantage for characterizing changes in students' qualitative reasoning. Siegler developed the "rule assessment" method for characterizing levels of qualitative understanding for two factor situations (e.g., volume and mass for density). The method assigns children to rule levels that correspond to the degree they notice and coordinate the two factors. Here, we provide a brief tutorial plus a demonstration of how we have used this method to evaluate instructional outcomes with middle-school students who learned about torque, projectile motion, and collisions using different instructional methods with simulations.

Constructivist developmental theory is needed in developmental neuroscience

NASA Astrophysics Data System (ADS)

Arsalidou, Marie; Pascual-Leone, Juan

2016-12-01

Neuroscience techniques provide an open window previously unavailable to the origin of thoughts and actions in children. Developmental cognitive neuroscience is booming, and knowledge from human brain mapping is finding its way into education and pediatric practice. Promises of application in developmental cognitive neuroscience rests however on better theory-guided data interpretation. Massive amounts of neuroimaging data from children are being processed, yet published studies often do not frame their work within developmental models—in detriment, we believe, to progress in this field. Here we describe some core challenges in interpreting the data from developmental cognitive neuroscience, and advocate the use of constructivist developmental theories of human cognition with a neuroscience interpretation.

Comparative developmental psychology: how is human cognitive development unique?

PubMed

Rosati, Alexandra G; Wobber, Victoria; Hughes, Kelly; Santos, Laurie R

2014-04-29

The fields of developmental and comparative psychology both seek to illuminate the roots of adult cognitive systems. Developmental studies target the emergence of adult cognitive systems over ontogenetic time, whereas comparative studies investigate the origins of human cognition in our evolutionary history. Despite the long tradition of research in both of these areas, little work has examined the intersection of the two: the study of cognitive development in a comparative perspective. In the current article, we review recent work using this comparative developmental approach to study non-human primate cognition. We argue that comparative data on the pace and pattern of cognitive development across species can address major theoretical questions in both psychology and biology. In particular, such integrative research will allow stronger biological inferences about the function of developmental change, and will be critical in addressing how humans come to acquire species-unique cognitive abilities.

On Cognitive Development.

ERIC Educational Resources Information Center

Flavell, John H.

1982-01-01

If human cognitive development advances through a series of broad and general stages, then the child's mind at any developmental point should seem consistent and similar across situations in its maturity level and general style. However, there appear to be factors and conditions that promote homogeneity and heterogeneity in the child's cognitive…

Development of cognitive and affective control networks and decision making.

PubMed

Kar, Bhoomika R; Vijay, Nivita; Mishra, Shreyasi

2013-01-01

Cognitive control and decision making are two important research areas in the realm of higher-order cognition. Control processes such as interference control and monitoring in cognitive and affective contexts have been found to influence the process of decision making. Development of control processes follows a gradual growth pattern associated with the prolonged maturation of underlying neural circuits including the lateral prefrontal cortex, anterior cingulate, and the medial prefrontal cortex. These circuits are also involved in the control of processes that influences decision making, particularly with respect to choice behavior. Developmental studies on affective control have shown distinct patterns of brain activity with adolescents showing greater activation of amygdala whereas adults showing greater activity in ventral prefrontal cortex. Conflict detection, monitoring, and adaptation involve anticipation and subsequent performance adjustments which are also critical to complex decision making. We discuss the gradual developmental patterns observed in two of our studies on conflict monitoring and adaptation in affective and nonaffective contexts. Findings of these studies indicate the need to look at the differences in the effects of the development of cognitive and affective control on decision making in children and particularly adolescents. Neuroimaging studies have shown the involvement of separable neural networks for cognitive (medial prefrontal cortex and anterior cingulate) and affective control (amygdala, ventral medial prefrontal cortex) shows that one system can affect the other also at the neural level. Hence, an understanding of the interaction and balance between the cognitive and affective brain networks may be crucial for self-regulation and decision making during the developmental period, particularly late childhood and adolescence. The chapter highlights the need for empirical investigation on the interaction between the different aspects of cognitive control and decision making from a developmental perspective. Copyright © 2013 Elsevier B.V. All rights reserved.

Cognitive ability influences on written expression: Evidence for developmental and sex-based differences in school-age children.

PubMed

Hajovsky, Daniel B; Villeneuve, Ethan F; Reynolds, Matthew R; Niileksela, Christopher R; Mason, Benjamin A; Shudak, Nicholas J

2018-04-01

Some studies have demonstrated that the Cattell-Horn-Carroll (CHC) cognitive abilities influence writing; however, little research has investigated whether CHC cognitive abilities influence writing the same way for males and females across grades. We used multiple group structural equation models to investigate whether CHC cognitive ability influences on written expression differed between grades or sex using the Kaufman Assessment Battery for Children, Second Edition and the Kaufman Tests of Educational Achievement, Second Edition co-normed standardization sample data (N=2117). After testing for consistent measurement of cognitive abilities across grades and sex, we tested whether the cognitive ability influences on written expression were moderated by grade level or sex. An important developmental shift was observed equally across sex groups: Learning Efficiency (Gl) influences decreased whereas Crystallized Ability (Gc) influences increased after fourth grade. Further, Short-Term Memory (Gsm) and Retrieval Fluency (Gr) influences on written expression depended on sex at grades 1-4, with larger Gr influences for females and larger Gsm influences for males. We internally replicated our main findings using two different cognitive explanatory models, adding further support for the developmental and sex-based differential cognitive ability influences on writing. Explanatory cognitive models of writing need to incorporate development, and possibly, sex to provide an expanded understanding of writing development and guard against potential generalizability issues characteristic of special population (i.e., male-female) studies. Copyright © 2017 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Comprehending Psychological Defenses: Developmental Differences between Normal and Disturbed Children and Adolescents.

ERIC Educational Resources Information Center

Kinney, Andrew; Rybash, John

Investigated were similarities and differences in the ability of 26 normally developing and 26 conduct-disordered children and adolescents to comprehend psychologically defensive behavior and the cognitive processes underlying differences due to age. Matched by cognitive level, subjects viewed vignettes depicting another child behaving…

Cognitive Development and Science Instruction: A Review of Some Recent Research Findings.

ERIC Educational Resources Information Center

Padilla, Michael

Reviewed are several pertinent research articles dealing with cognitive development, Piaget's theories, and science instruction, especially those that relate to procedures that can be implemented by classroom teachers. The research findings on developmental levels of Piaget discuss: (1) tasks that indicate a change from preoperational to concrete…

Early Childhood Developmental Status in Low- and Middle-Income Countries: National, Regional, and Global Prevalence Estimates Using Predictive Modeling.

PubMed

McCoy, Dana Charles; Peet, Evan D; Ezzati, Majid; Danaei, Goodarz; Black, Maureen M; Sudfeld, Christopher R; Fawzi, Wafaie; Fink, Günther

2016-06-01

The development of cognitive and socioemotional skills early in life influences later health and well-being. Existing estimates of unmet developmental potential in low- and middle-income countries (LMICs) are based on either measures of physical growth or proxy measures such as poverty. In this paper we aim to directly estimate the number of children in LMICs who would be reported by their caregivers to show low cognitive and/or socioemotional development. The present paper uses Early Childhood Development Index (ECDI) data collected between 2005 and 2015 from 99,222 3- and 4-y-old children living in 35 LMICs as part of the Multiple Indicator Cluster Survey (MICS) and Demographic and Health Surveys (DHS) programs. First, we estimate the prevalence of low cognitive and/or socioemotional ECDI scores within our MICS/DHS sample. Next, we test a series of ordinary least squares regression models predicting low ECDI scores across our MICS/DHS sample countries based on country-level data from the Human Development Index (HDI) and the Nutrition Impact Model Study. We use cross-validation to select the model with the best predictive validity. We then apply this model to all LMICs to generate country-level estimates of the prevalence of low ECDI scores globally, as well as confidence intervals around these estimates. In the pooled MICS and DHS sample, 14.6% of children had low ECDI scores in the cognitive domain, 26.2% had low socioemotional scores, and 36.8% performed poorly in either or both domains. Country-level prevalence of low cognitive and/or socioemotional scores on the ECDI was best represented by a model using the HDI as a predictor. Applying this model to all LMICs, we estimate that 80.8 million children ages 3 and 4 y (95% CI 48.1 million, 113.6 million) in LMICs experienced low cognitive and/or socioemotional development in 2010, with the largest number of affected children in sub-Saharan Africa (29.4.1 million; 43.8% of children ages 3 and 4 y), followed by South Asia (27.7 million; 37.7%) and the East Asia and Pacific region (15.1 million; 25.9%). Positive associations were found between low development scores and stunting, poverty, male sex, rural residence, and lack of cognitive stimulation. Additional research using more detailed developmental assessments across a larger number of LMICs is needed to address the limitations of the present study. The number of children globally failing to reach their developmental potential remains large. Additional research is needed to identify the specific causes of poor developmental outcomes in diverse settings, as well as potential context-specific interventions that might promote children's early cognitive and socioemotional well-being.

What has fMRI told us about the Development of Cognitive Control through Adolescence?

PubMed Central

Luna, Beatriz; Padmanabhan, Aarthi; O’Hearn, Kirsten

2009-01-01

Cognitive control, the ability to voluntarily guide our behavior, continues to improve throughout adolescence. Below we review the literature on age-related changes in brain function related to response inhibition and working memory, which support cognitive control. Findings from studies using functional magnetic imaging (fMRI) indicate that processing errors, sustaining a cognitive control state, and reaching adult levels of precision, persist through adolescence. Developmental changes in patterns of brain function suggest that core regions of the circuitry underlying cognitive control are on-line early in development. However, age-related changes in localized processes across the brain and in establishing long range connections that support top-down modulation of behavior may support more effective neural processing for optimal mature executive function. While great progress has been made in understanding the age-related changes in brain processes underlying cognitive development, there are still important challenges in developmental neuroimaging methods and the interpretation of data that need to be addressed. PMID:19765880

Cognitive training and plasticity: Theoretical perspective and methodological consequences

PubMed Central

Willis, Sherry L.; Schaie, K. Warner

2013-01-01

Purpose To provide an overview of cognitive plasticity concepts and findings from a lifespan developmental perspective. Methods After an evaluation of the general concept of cognitive plasticity, the most important approaches to study behavioral and brain plasticity are reviewed. This includes intervention studies, experimental approaches, cognitive trainings, the study of facilitating factors for strategy learning and strategy use, practice, and person-environment interactions. Transfer and durability of training-induced plasticity is discussed. Results The review indicates that methodological and conceptual advances are needed to improve the match between levels of behavioral and brain plasticity targeted in current developmental research and study designs. Conclusions The results suggest that the emphasis of plasticity studies on treatment effectiveness needs to be complemented by a strong commitment to the grounding of the intervention in a conceptual framework. PMID:19847065

From emotion resonance to empathic understanding: a social developmental neuroscience account.

PubMed

Decety, Jean; Meyer, Meghan

2008-01-01

The psychological construct of empathy refers to an intersubjective induction process by which positive and negative emotions are shared, without losing sight of whose feelings belong to whom. Empathy can lead to personal distress or to empathic concern (sympathy). The goal of this paper is to address the underlying cognitive processes and their neural underpinnings that constitute empathy within a developmental neuroscience perspective. In addition, we focus on how these processes go awry in developmental disorders marked by impairments in social cognition, such as autism spectrum disorder, and conduct disorder. We argue that empathy involves both bottom-up and top-down information processing, underpinned by specific and interacting neural systems. We discuss data from developmental psychology as well as cognitive neuroscience in support of such a model, and highlight the impact of neural dysfunctions on social cognitive developmental behavior. Altogether, bridging developmental science and cognitive neuroscience helps approach a more complete understanding of social cognition. Synthesizing these two domains also contributes to a better characterization of developmental psychopathologies that impacts the development of effective treatment strategies.

Mental health and developmental outcomes for children born after ART: a comparative prospective study on child gender and treatment type.

PubMed

Punamäki, Raija-Leena; Tiitinen, Aila; Lindblom, Jallu; Unkila-Kallio, Leila; Flykt, Marjo; Vänskä, Mervi; Poikkeus, Piia; Tulppala, Maija

2016-01-01

Do children born after assisted reproductive techniques (ART; IVF/ICSI) display more mental health issues or social and cognitive developmental problems at 7-8 years than naturally conceived (NC) controls, and does child gender play a role? ART children do not differ with regard to mental health or social and cognitive developmental problems when compared with controls, but some gender-specific differences do exist. Systematic reviews have not found any evidence of delays in neurocognitive or sensorimotor development in ART children. However findings on the effect of the type of ART treatment (IVF versus ICSI) on the offspring's physical and mental development have not been uniform. Knowledge of the role of child gender in ART research is scarce. This prospective follow-up study compares mental health and social and cognitive developmental problems between 7-8-year-old ART and NC children, controlling for the father's age, length of the parents' partnership, mother's parity, child's gestational age, and the need of neonatal intensive care unit (NICU). Further, within the ART group, we analysed whether the treatment type (IVF versus ICSI) and the child's gender are associated with the mental health and developmental outcomes. In this study, 255 singleton ART children (IVF and ICSI) were compared with 278 NC children on parent-reported internalizing and externalizing symptoms, and social (social skills and peer relations) and cognitive development (executive functioning, perception, memory, and language). Within the ART group, 164 IVF and 76 ICSI children were compared on the same outcomes. Statistics included analyses of covariates (ANCOVA) with group main effects, group and gender interaction effects, and Bonferroni post hoc tests. ART and NC children did not differ generally in terms of their internalizing and externalizing symptoms or in the number of social and cognitive developmental problems (Group main effects, P > 0.05), but gender-specific group differences existed. The ART boys showed lower levels of cognitive problems than the NC boys, whereas ART girls showed higher levels of cognitive problems than the NC girls (Group × Gender-interaction effects with Bonferroni post hoc tests on mother-reports, P < 0.01). Further, unlike in the NC group, where boys showed more externalizing symptoms and social and cognitive developmental problems than girls (Group × Gender-interaction effects with Bonferroni post hoc tests for both parents' reports, P < 0.05), gender differences were not found in the ART group. Within the ART group, IVF and ICSI children did not differ in terms of mental health or developmental outcomes, and no significant gender differences emerged. The information on children's mental health and development was based on parental reports only. The dropout rate between the child's first year and the school age assessments was very high for fathers (57.4%) and substantial for mothers (30.1%), and the participating group was biased for older age of both parents and for better education of the fathers. The findings indicate the importance of considering child gender in learning about multiple developmental outcomes among children born after ART. This study was supported by the Academy of Finland (#11232276), the Emil Aaltonen Foundation, The Family Federation of Finland, Helsinki University Central Hospital Research Funds, and the National Graduate School of Psychology. None of authors has any competing interests to declare. © The Author 2015. Published by Oxford University Press on behalf of the European Society of Human Reproduction and Embryology. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Was Pre-Modern Man a Child? The Quintessence of the Psychometric and Developmental Approaches

ERIC Educational Resources Information Center

Oesterdiekhoff, Georg W.

2012-01-01

The essay integrates the psychometric intelligence approach with the cognitive-developmental approach or the stage theory erected by Piaget and his disciples. The latter led to Piagetian Cross-Cultural Psychology and the accumulation of an immense body of data. It shows that different IQ levels are indicative of the peculiar stages of cognitive…

Biomarkers S100B and neuron-specific enolase predict outcome in hypothermia-treated encephalopathic newborns*.

PubMed

Massaro, An N; Chang, Taeun; Baumgart, Stephen; McCarter, Robert; Nelson, Karin B; Glass, Penny

2014-09-01

To evaluate if serum S100B protein and neuron-specific enolase measured during therapeutic hypothermia are predictive of neurodevelopmental outcome at 15 months in children with neonatal encephalopathy. Prospective longitudinal cohort study. A level IV neonatal ICU in a freestanding children's hospital. Term newborns with moderate to severe neonatal encephalopathy referred for therapeutic hypothermia during the study period. Serum neuron-specific enolase and S100B were measured at 0, 12, 24, and 72 hours of hypothermia. Of the 83 infants enrolled, 15 (18%) died in the newborn period. Survivors were evaluated by the Bayley Scales of Infant Development-II at 15 months. Outcomes were assessed in 49 of 68 survivors (72%) at a mean age of 15.2 ± 2.7 months. Neurodevelopmental outcome was classified by Bayley Scales of Infant Development-II Mental Developmental Index and Psychomotor Developmental Index scores, reflecting cognitive and motor outcomes, respectively. Four-level outcome classifications were defined a priori: normal = Mental Developmental Index/Psychomotor Developmental Index within 1 SD (> 85), mild = Mental Developmental Index/Psychomotor Developmental Index less than 1 SD (70-85), moderate/severe = Mental Developmental Index/Psychomotor Developmental Index less than 2 SD (< 70), or died. Elevated serum S100B and neuron-specific enolase levels measured during hypothermia were associated with increasing outcome severity after controlling for baseline and socioeconomic characteristics in ordinal regression models. Adjusted odds ratios for cognitive outcome were 2.5 (95% CI, 1.3-4.8) for S100B and 2.1 (95% CI, 1.2-3.6) for neuron-specific enolase, and for motor outcome, 2.6 (95% CI, 1.2-5.6) for S100B and 2.1 (95% CI, 1.2-3.6) for neuron-specific enolase. Serum S100B and neuron-specific enolase levels in babies with neonatal encephalopathy are associated with neurodevelopmental outcome at 15 months. These putative biomarkers of brain injury may help direct care during therapeutic hypothermia.

Exploration of the Components of Children's Reading Comprehension Using Rauding Theory.

ERIC Educational Resources Information Center

Rupley, William H.; And Others

A study explored an application of rauding theory to the developmental components that contribute to elementary-age children's reading comprehension. The relationships among cognitive power, auditory accuracy level, pronunciation (word recognition) level, rauding (comprehension) accuracy level, rauding rate (reading rate) level, and rauding…

Developmental and familial predictors of adult cognitive traits in the European starling

PubMed Central

Nettle, Daniel; Andrews, Clare P.; Monaghan, Pat; Brilot, Ben O.; Bedford, Thomas; Gillespie, Robert; Bateson, Melissa

2015-01-01

In birds, there is evidence that adult cognitive traits can both run in families and be affected by early developmental influences. However, different studies use different cognitive tasks, which may not be measuring the same traits, and also focus on different developmental factors. We report results from a study in which we administered multiple cognitive tasks (autoshaping, discrimination learning, reversal learning, progressive ratio schedule, extinction learning and impulsivity) to a cohort of 34 European starlings, Sturnus vulgaris, for which several early developmental measures were available. The cohort consisted of siblings raised either apart or together, whose position in the size hierarchy of the rearing brood had been experimentally manipulated. We examined how the different cognitive measures covaried, the extent to which they ran in families, and which of the developmental factors predicted which of the cognitive outcomes. We found that discrimination and reversal learning speeds were positively correlated, as were breakpoint on the progressive ratio schedule and resistance to extinction. Otherwise, the cognitive measures were uncorrelated, suggesting that they reflected different underlying traits. All traits except discrimination and reversal learning speed ran in families to a substantial extent. Using a model selection approach, we found evidence that natal brood size and developmental telomere attrition (the extent to which the birds' erythrocyte telomeres shortened in early life, an integrative measure of developmental stress) were related to several adult cognitive measures. Results are discussed with respect to the best way of measuring avian cognitive abilities, and the utility of developmental telomere attrition as a predictor of adult outcomes. PMID:26405302

Adult Brains Don't Fully Overcome Biases that Lead to Incorrect Performance during Cognitive Development: An fMRI Study in Young Adults Completing a Piaget-Like Task

ERIC Educational Resources Information Center

Leroux, Gaelle; Spiess, Jeanne; Zago, Laure; Rossi, Sandrine; Lubin, Amelie; Turbelin, Marie-Renee; Mazoyer, Bernard; Tzourio-Mazoyer, Nathalie; Houde, Olivier; Joliot, Marc

2009-01-01

A current issue in developmental science is that greater continuity in cognition between children and adults may exist than is usually appreciated in Piaget-like (stages or "staircase") models. This phenomenon has been demonstrated at the behavioural level, but never at the brain level. Here we show with functional magnetic resonance imaging…

Emotional engagements predict and enhance social cognition in young chimpanzees.

PubMed

Bard, Kim A; Bakeman, Roger; Boysen, Sarah T; Leavens, David A

2014-09-01

Social cognition in infancy is evident in coordinated triadic engagements, that is, infants attending jointly with social partners and objects. Current evolutionary theories of primate social cognition tend to highlight species differences in cognition based on human-unique cooperative motives. We consider a developmental model in which engagement experiences produce differential outcomes. We conducted a 10-year-long study in which two groups of laboratory-raised chimpanzee infants were given quantifiably different engagement experiences. Joint attention, cooperativeness, affect, and different levels of cognition were measured in 5- to 12-month-old chimpanzees, and compared to outcomes derived from a normative human database. We found that joint attention skills significantly improved across development for all infants, but by 12 months, the humans significantly surpassed the chimpanzees. We found that cooperativeness was stable in the humans, but by 12 months, the chimpanzee group given enriched engagement experiences significantly surpassed the humans. Past engagement experiences and concurrent affect were significant unique predictors of both joint attention and cooperativeness in 5- to 12-month-old chimpanzees. When engagement experiences and concurrent affect were statistically controlled, joint attention and cooperation were not associated. We explain differential social cognition outcomes in terms of the significant influences of previous engagement experiences and affect, in addition to cognition. Our study highlights developmental processes that underpin the emergence of social cognition in support of evolutionary continuity. © 2014 The Authors. Developmental Science Published by John Wiley & Sons Ltd.

Neural dissociation of phonological and visual attention span disorders in developmental dyslexia: FMRI evidence from two case reports.

PubMed

Peyrin, C; Lallier, M; Démonet, J F; Pernet, C; Baciu, M; Le Bas, J F; Valdois, S

2012-03-01

A dissociation between phonological and visual attention (VA) span disorders has been reported in dyslexic children. This study investigates whether this cognitively-based dissociation has a neurobiological counterpart through the investigation of two cases of developmental dyslexia. LL showed a phonological disorder but preserved VA span whereas FG exhibited the reverse pattern. During a phonological rhyme judgement task, LL showed decreased activation of the left inferior frontal gyrus whereas this region was activated at the level of the controls in FG. Conversely, during a visual categorization task, FG demonstrated decreased activation of the parietal lobules whereas these regions were activated in LL as in the controls. These contrasted patterns of brain activation thus mirror the cognitive disorders' dissociation. These findings provide the first evidence for an association between distinct brain mechanisms and distinct cognitive deficits in developmental dyslexia, emphasizing the importance of taking into account the heterogeneity of the reading disorder. Copyright © 2012 Elsevier Inc. All rights reserved.

Cognition and Error in Student Writing

ERIC Educational Resources Information Center

Perrault, S. T.

2011-01-01

The author integrates work from cognitive and developmental psychology with studies in writing in order to explain why the quality of student writing sometimes appears to regress to earlier or less proficient levels. Insights from this combined analysis are applied to explain how and why to use specific Writing Across the Curriculum strategies to…

Multiscale Modeling of Gene-Behavior Associations in an Artificial Neural Network Model of Cognitive Development

ERIC Educational Resources Information Center

Thomas, Michael S. C.; Forrester, Neil A.; Ronald, Angelica

2016-01-01

In the multidisciplinary field of developmental cognitive neuroscience, statistical associations between levels of description play an increasingly important role. One example of such associations is the observation of correlations between relatively common gene variants and individual differences in behavior. It is perhaps surprising that such…

Symbolic play of preschoolers with severe communication impairments with autism and other developmental delays: more similarities than differences.

PubMed

Thiemann-Bourque, Kathy S; Brady, Nancy C; Fleming, Kandace K

2012-05-01

Children with autism are often described as having deficient play skills, particularly symbolic play. We compared the play of 35 children with autism to 38 children with other developmental delays. All children were preschool-age and produced less than 20 different words. Results indicated no significant differences across the two groups in their play. Children with autism engaged in more conventional play, that is, putting objects together according to how the toys were constructed (e.g., pieces in a puzzle, lid on a teapot). Results also indicated high correlations between play, language, and cognitive measures. Findings indicate that play relates to language and cognitive levels yet may not discriminate children with autism and children with other developmental delays early in their development.

Symbolic Play of Preschoolers with Severe Communication Impairments with Autism and Other Developmental Delays: More Similarities than Differences

PubMed Central

Brady, Nancy C.; Fleming, Kandace K.

2011-01-01

Children with autism are often described as having deficient play skills, particularly symbolic play. We compared the play of 35 children with autism to 38 children with other developmental delays. All children were preschool-age and produced less than 20 different words. Results indicated no significant differences across the two groups in their play. Children with autism engaged in more conventional play, that is, putting objects together according to how the toys were constructed (e.g., pieces in a puzzle, lid on a teapot). Results also indicated high correlations between play, language, and cognitive measures. Findings indicate that play relates to language and cognitive levels yet may not discriminate children with autism and children with other developmental delays early in their development. PMID:21720725

Understanding the mechanisms of cognitive impairments in developmental coordination disorder.

PubMed

Deng, Shining; Li, Wei-Guang; Ding, Jing; Wu, Jinlin; Zhang, Yuanyuan; Li, Fei; Shen, Xiaoming

2014-01-01

Developmental coordination disorder (DCD), a neurodevelopmental disability in which a child's motor coordination difficulties significantly interfere with activities of daily life or academic achievement, together with additional symptoms of diseases with childhood sensorimotor impairments, increases the risk of many cognitive problems. This exhibits the dynamic interplay between sensorimotor and cognition systems. However, the brain structures and pathways involved have remained unknown over the past decades. Here, we review developments in recent years that elucidate the neural mechanisms involved in the sensorimotor-cognitive difficulties. First, we briefly address the clinical and epidemiological discoveries in DCD as well as its comorbidities. Subsequently, we group the growing evidence including our findings that support the notion that sensorimotor manipulation indeed affects the cognition development at systematic, circuitry, cellular, and molecular levels. This corresponds to changes in diverse brain regions, synaptic plasticity, and neurotransmitter and receptor activity during development under these effects. Finally, we address the treatment potentials of task-oriented sensorimotor enhancement, as a new therapeutic strategy for cognitive rehabilitation, based on our current understanding of the neurobiology of cognitive-sensorimotor interaction.

Increasing Diversity in Cognitive Developmental Research: Issues and Solutions

ERIC Educational Resources Information Center

Rowley, Stephanie J.; Camacho, Tissyana C.

2015-01-01

The current article discusses the importance of increasing racial-ethnic and socioeconomic diversity in cognitive developmental research. It begins with discussion of the implications of the underrepresentation of ethnic minority children in cognitive developmental research. It goes on to suggest reasons underlying these omissions, such as the…

[Contemporary cognitive theories about developmental dyscalculia].

PubMed

Castro-Cañizares, D; Estévez-Pérez, N; Reigosa-Crespo, V

To analyze the current theories describing the cognitive mechanisms underlying developmental dyscalculia. The four most researched hypotheses concerning the cognitive deficits related to developmental dyscalculia, as well as experimental evidences supporting or refusing them are presented. The first hypothesis states that developmental dyscalculia is consequence of domain general cognitive deficits. The second hypothesis suggests that it is due to a failure in the development of specialized brain systems dedicated to numerosity processing. The third hypothesis asserts the disorder is caused by a deficit in accessing quantity representation through numerical symbols. The last hypothesis states developmental dyscalculia appears as a consequence of impairments in a generalized magnitude system dedicated to the processing of continuous and discrete magnitudes. None of the hypotheses has been proven more plausible than the rest. Relevant issues rose by them need to be revisited and answered in the light of new experimental designs. In the last years the understanding of cognitive disorders involved in developmental dyscalculia has remarkably increased, but it is nonetheless insufficient. Additional research is required in order to achieve a comprehensive cognitive model of numerical processing development and its disorders. This will improve the diagnostic precision and the effectiveness of developmental dyscalculia intervention strategies.

A developmental perspective on congenital muscular torticollis: a critical appraisal of the evidence.

PubMed

Tessmer, Angela; Mooney, Paula; Pelland, Lucie

2010-01-01

The aims of this review were to (1) identify and evaluate research evidence regarding the developmental outcomes of infants with congenital muscular torticollis (CMT) and (2) critically appraise and compare the outcomes of interventions targeting neck muscle extensibility and strength with those considering neck muscle function within the broader context of global infant development. An association between CMT and early developmental delay is supported by levels 3B, 4, and 5 evidence; no evidence was found of longer-term influences of CMT on the development of perceptual, cognitive, and motor skills. The effectiveness of passive manual stretching is supported by levels 2A, 3B, 4, and 5 evidence; no clear evidence was found of the effectiveness of developmentally supportive interventions. Controlled studies are needed to clarify the developmental consequences of CMT.

The Use of Non-Cognitives and Learning Strategies as a Predictor for Completion of Developmental Mathematics at a Community College

ERIC Educational Resources Information Center

Healy, Megan

2012-01-01

With a large global, national, state, and local drive for post-secondary credentials, higher education institutes are exploring new retention and graduation strategies to meet the needs of the employers and employees. Many students who are unprepared for college level work will enter a community college to take developmental courses. Developmental…

A Cognitive Analysis of Developmental Mathematics Students' Errors and Misconceptions in Real Number Computations and Evaluating Algebraic Expressions

ERIC Educational Resources Information Center

Titus, Freddie

2010-01-01

Fifty percent of college-bound students graduate from high school underprepared for mathematics at the post-secondary level. As a result, thirty-five percent of college students take developmental mathematics courses. What is even more shocking is the high failure rate (ranging from 35 to 42 percent) of students enrolled in developmental…

Developmental instability and schizotypy.

PubMed

Rosa, A; van Os, J; Fañanás, L; Barrantes, N; Caparrós, B; Gutiérrez, B; Obiols, J

2000-06-16

It has been suggested that evidence of developmental disturbance of cognition and lateralisation in schizophrenia can be best understood from the perspective of developmental stability (DS), an indicator of the extent to which an individual develops according to a specified ontogenic programme in the presence of environmental noise. Higher levels of fluctuating asymmetry (FA; the difference between right and left side of a quantitative morphological trait such as dermatoglyphics) are thought to reflect less DS. We examined this issue for dimensions of schizotypy. Associations between FA, measures of laterality and cognitive function on the one hand, and negative and positive dimensions of schizotypy on the other, were examined in a sample of 260 healthy adolescents aged 11.9-15.6years. FA was measured as a-b ridge count right-left differences. Neuropsychological measures yielded a general cognitive ability score and a frontal function score. Laterality was assessed with the Annett scale. Measures of psychosis proneness were normally distributed. Negative schizotypy was associated with more FA and lower general cognitive ability in a dose-response fashion. The association with FA was more apparent in boys. No associations existed with laterality or frontal function. The negative dimension of schizotypy may be associated with early developmental instability, resembling the pattern seen in the negative symptom dimension of schizophrenia. Measures of fluctuating asymmetry may be more sensitive with regard to the schizotypy phenotype than measures of laterality.

Cognitive-Developmental Psychology and the Baha'i Faith: Meaningful Connections.

ERIC Educational Resources Information Center

Diessner, Rhett

1992-01-01

Explores the relationship between the Baha'i Faith and the cognitive-developmental school of psychology to promote greater communication between members of the Baha'i Faith and the therapeutic community. Concepts compared include a developmental teleology, the stagelike nature of development, and the importance of a cognitive, or epistemic, focus.…

DOE Office of Scientific and Technical Information (OSTI.GOV)

Dietrich, K.N.; Succop, P.A.; Berger, O.G.

This analysis examined the relationship between lead exposure as registered in whole blood (PbB) and the central auditory processing abilities and cognitive developmental status of the Cincinnati cohort (N = 259) at age 5 years. Although the effects were small, higher prenatal, neonatal, and postnatal PbB levels were associated with poorer central auditory processing abilities on the Filtered Word Subtest of the SCAN (a screening test for auditory processing disorders). Higher postnatal PbB levels were associated with poorer performance on all cognitive developmental subscales of the Kaufman Assessment Battery for Children (K-ABC). However, following adjustment for measures of the homemore » environment and maternal intelligence, few statistically or near statistically significant associations remained. Our findings are discussed in the context of the related issues of confounding and the detection of weak associations in high risk populations.« less

Executive Cognitive Functions and Impulsivity as Correlates of Risk Taking and Problem Behavior in Preadolescents

ERIC Educational Resources Information Center

Romer, Daniel; Betancourt, Laura; Giannetta, Joan M.; Brodsky, Nancy L.; Farah, Martha; Hurt, Hallam

2009-01-01

Initiation of drug use and other risky behavior in preadolescence is associated with poor developmental outcomes. In this research, we examine models that ascribe the trajectory to (a) weak executive cognitive function (ECF), (b) early manifestation of externalizing problems, or (c) heightened levels of trait impulsivity. We test the explanatory…

Cognitive Modeling and Self-Regulation of Learning in Instructional Settings

ERIC Educational Resources Information Center

White, Marie C.

2017-01-01

Self-regulation of cognition and behavior is an important aspect of student learning and academic performance in the 21st-century classroom. The purpose of the chapter is to present how an integrated framework of cyclical phases and developmental levels of self-regulated learning play a significant role in modeling and self-regulatory learning as…

Cognitive Developmental Level Gender, and the Development of Learned Helplessness on Mathematical Calculation and Reasoning Tasks.

ERIC Educational Resources Information Center

Monaco, Nanci M.; Gentile, J. Ronald

1987-01-01

This study was designed to test whether a learned helplessness treatment would decrease performance on mathematical tasks and to extend learned helplessness findings to include the cognitive development dimension. Results showed no differential advantages to either sex in resisting effects of learned helplessness or in benefiting from strategy…

Peer victimization (and harsh parenting) as developmental correlates of cognitive reactivity, a diathesis for depression.

PubMed

Cole, David A; Martin, Nina C; Sterba, Sonya K; Sinclair-McBride, Keneisha; Roeder, Kathryn M; Zelkowitz, Rachel; Bilsky, Sarah A

2014-05-01

Prior research has shown cognitive reactivity to be a diathesis for depression. Seeking evidence for the developmental origins of such diatheses, the current study examined peer victimization and harsh parenting as developmental correlates of cognitive reactivity in 571 children and adolescents (ages 8-13 years). Four major findings emerged. First, a new method for assessing cognitive reactivity in children and adolescents showed significant reliability and demonstrated construct validity vis-à-vis its relation to depression. Second, history of more severe peer victimization was significantly related to cognitive reactivity, with verbal victimization being more strongly tied to cognitive reactivity than other subtypes of peer victimization. Third, harsh parenting was also significantly related to cognitive reactivity. Fourth, both peer victimization and harsh parenting made unique statistical contributions to cognitive reactivity, after controlling for the effects of the other. Taken together, these findings provide preliminary support for a developmental model pertaining to origins of cognitive reactivity in children and adolescents.

Developmental cognitive genetics: How psychology can inform genetics and vice versa

PubMed Central

Bishop, Dorothy V. M.

2006-01-01

Developmental neuropsychology is concerned with uncovering the underlying basis of developmental disorders such as specific language impairment (SLI), developmental dyslexia, and autistic disorder. Twin and family studies indicate that genetic influences play an important part in the aetiology of all of these disorders, yet progress in identifying genes has been slow. One way forward is to cut loose from conventional clinical criteria for diagnosing disorders and to focus instead on measures of underlying cognitive mechanisms. Psychology can inform genetics by clarifying what the key dimensions are for heritable phenotypes. However, it is not a one-way street. By using genetically informative designs, one can gain insights about causal relationships between different cognitive deficits. For instance, it has been suggested that low-level auditory deficits cause phonological problems in SLI. However, a twin study showed that, although both types of deficit occur in SLI, they have quite different origins, with environmental factors more important for auditory deficit, and genes more important for deficient phonological short-term memory. Another study found that morphosyntactic deficits in SLI are also highly heritable, but have different genetic origins from impairments of phonological short-term memory. A genetic perspective shows that a search for the underlying cause of developmental disorders may be misguided, because they are complex and heterogeneous and are associated with multiple risk factors that only cause serious disability when they occur in combination. PMID:16769616

Moral and cognitive development in retarded and nonretarded children.

PubMed

Taylor, J J; Achenbach, T M

1975-07-01

Subjects were 30 cultural-familially retarded and 30 nonretarded children matched for MA within 3 MA levels. The subjects were administered measures of moral judgement and cognitive operations hypothesized by Kohlberg to constitute necessary but not sufficient conditions for attainment of specific moral stages. Moral and cognitive performance improved with MA, but there were no differences between the MA-matched retarded and nonretarded children. Moral judgement related more strongly to MA then to any of the specific cognitive operations tested. The findings failed to support Kohlberg and Gilligan's (1971) hypothesis that the moral judgment of older individuals should be more advanced than that of younger individuals matched for cognitive level, but they were in accord with Zigler's (1969) "developmental" concept of cultural-familial retardation.

Developmental manganese neurotoxicity in rats: Cognitive deficits in allocentric and egocentric learning and memory.

PubMed

Amos-Kroohs, Robyn M; Davenport, Laurie L; Atanasova, Nina; Abdulla, Zuhair I; Skelton, Matthew R; Vorhees, Charles V; Williams, Michael T

Manganese (Mn) is an essential element but neurotoxic at higher exposure levels. The effects of Mn overexposure (MnOE) on hippocampal and striatal-dependent learning and memory in rats were tested in combination with iron deficiency (FeD) and developmental stress that often co-occur with MnOE. Moderate FeD affects up to 15% of U.S. children and developmental stress is common in lower socio-economic areas where MnOE occurs. Pregnant Sprague-Dawley rats and their litters were housed in cages with or without (barren cage (BAR)) standard bedding from embryonic day (E)7 to postnatal day (P)28. Dams were fed a 90% FeD or iron sufficient (FeS) diet from E15-P28. Within each litter, separate offspring were treated with 100mg/kg Mn (MnOE) or vehicle (VEH) by gavage on alternate days from P4-28. Offspring were tested as adults in the Morris and Cincinnati water mazes. FeD and developmental stress interactively impaired spatial learning in the Morris water maze. Developmental stress and MnOE impaired learning and memory in both mazes. MnOE resulted in reduced CA1 hippocampal long-term potentiation (LTP) and increased levels of α-synuclein. Preweaning MnOE resulted in cognitive deficits on multiple domains of learning and memory accompanied by impaired LTP and α-synuclein changes, effects worsened by developmental stress. Copyright © 2016 Elsevier Inc. All rights reserved.

The Theory behind the Theory in DCT and SCDT: A Response to Rigazio-DiGilio.

ERIC Educational Resources Information Center

Terry, Linda L.

1994-01-01

Responds to previous article by Rigazio-DiGilio on Developmental Counseling and Therapy and Systemic Cognitive-Developmental Therapy as two integrative models that unify individual, family, and network treatment within coconstructive-developmental framework. Discusses hidden complexities in cognitive-developmental ecosystemic integration and…

Cognitive Outcomes After Neonatal Encephalopathy

PubMed Central

Shankaran, Seetha; McDonald, Scott A.; Vohr, Betty R.; Hintz, Susan R.; Ehrenkranz, Richard A.; Tyson, Jon E.; Yolton, Kimberly; Das, Abhik; Bara, Rebecca; Hammond, Jane; Higgins, Rosemary D.

2015-01-01

OBJECTIVES: To describe the spectrum of cognitive outcomes of children with and without cerebral palsy (CP) after neonatal encephalopathy, evaluate the prognostic value of early developmental testing and report on school services and additional therapies. METHODS: The participants of this study are the school-aged survivors of the National Institute of Child Health and Human Development Neonatal Research Network randomized controlled trial of whole-body hypothermia. Children underwent neurologic examinations and neurodevelopmental and cognitive testing with the Bayley Scales of Infant Development–II at 18 to 22 months and the Wechsler intelligence scales and the Neuropsychological Assessment–Developmental Neuropsychological Assessment at 6 to 7 years. Parents were interviewed about functional status and receipt of school and support services. We explored predictors of cognitive outcome by using multiple regression models. RESULTS: Subnormal IQ scores were identified in more than a quarter of the children: 96% of survivors with CP had an IQ <70, 9% of children without CP had an IQ <70, and 31% had an IQ of 70 to 84. Children with a mental developmental index <70 at 18 months had, on average, an adjusted IQ at 6 to 7 years that was 42 points lower than that of those with a mental developmental index >84 (95% confidence interval, −49.3 to −35.0; P < .001). Twenty percent of children with normal IQ and 28% of those with IQ scores of 70 to 84 received special educational support services or were held back ≥1 grade level. CONCLUSIONS: Cognitive impairment remains an important concern for all children with neonatal encephalopathy. PMID:25713280

Developmental stages and sex differences of white matter and behavioral development through adolescence: a longitudinal diffusion tensor imaging (DTI) study.

PubMed

Simmonds, Daniel J; Hallquist, Michael N; Asato, Miya; Luna, Beatriz

2014-05-15

White matter (WM) continues to mature through adolescence in parallel with gains in cognitive ability. To date, developmental changes in human WM microstructure have been inferred using analyses of cross-sectional or two time-point follow-up studies, limiting our understanding of individual developmental trajectories. The aims of the present longitudinal study were to characterize the timing of WM growth and investigate how sex and behavior are associated with different developmental trajectories. We utilized diffusion tensor imaging (DTI) in 128 individuals aged 8-28, who received annual scans for up to 5 years and completed motor and cognitive tasks. Flexible nonlinear growth curves indicated a hierarchical pattern of WM development. By late childhood, posterior cortical-subcortical connections were similar to adults. During adolescence, WM microstructure reached adult levels, including frontocortical, frontosubcortical and cerebellar connections. Later to mature in adulthood were major corticolimbic association tracts and connections at terminal gray matter sites in cortical and basal ganglia regions. These patterns may reflect adolescent maturation of frontal connectivity supporting cognitive abilities, particularly the protracted refinement of corticolimbic connectivity underlying cognition-emotion interactions. Sex and behavior also played a large role. Males showed continuous WM growth from childhood through early adulthood, whereas females mainly showed growth during mid-adolescence. Further, earlier WM growth in adolescence was associated with faster and more efficient responding and better inhibitory control whereas later growth in adulthood was associated with poorer performance, suggesting that the timing of WM growth is important for cognitive development. Copyright © 2013 Elsevier Inc. All rights reserved.

The joint impact of cognitive performance in adolescence and familial cognitive aptitude on risk for major psychiatric disorders: a delineation of four potential pathways to illness.

PubMed

Kendler, K S; Ohlsson, H; Keefe, R S E; Sundquist, K; Sundquist, J

2018-04-01

How do joint measures of premorbid cognitive ability and familial cognitive aptitude (FCA) reflect risk for a diversity of psychiatric and substance use disorders? To address this question, we examined, using Cox models, the predictive effects of school achievement (SA) measured at age 16 and FCA-assessed from SA in siblings and cousins, and educational attainment in parents-on risk for 12 major psychiatric syndromes in 1 140 608 Swedes born 1972-1990. Four developmental patterns emerged. In the first, risk was predicted jointly by low levels of SA and high levels of FCA-that is a level of SA lower than would be predicted from the FCA. This pattern was strongest in autism spectrum disorders and schizophrenia, and weakest in bipolar illness. In these disorders, a pathologic process seems to have caused cognitive functioning to fall substantially short of familial potential. In the second pattern, seen in the internalizing conditions of major depression and anxiety disorders, risk was associated with low SA but was unrelated to FCA. Externalizing disorders-drug abuse and alcohol use disorders-demonstrated the third pattern, in which risk was predicted jointly by low SA and low FCA. The fourth pattern, seen in eating disorders, was directly opposite of that observed in externalizing disorders with risk associated with high SA and high FCA. When measured together, adolescent cognitive ability and FCA identified four developmental patterns leading to diverse psychiatric disorders. The value of cognitive assessments in psychiatric research can be substantially increased by also evaluating familial cognitive potential.

Using developmental cognitive neuroscience to study behavioral and attentional control.

PubMed

Astle, Duncan E; Scerif, Gaia

2009-03-01

Adult cognitive neuroscience employs a wide variety of techniques to investigate a broad range of behavioral and cognitive functions. One prominent area of study is that of executive control, complemented by a smaller but growing literature exploring the developmental cognitive neuroscience of executive control. To date this approach has often compared children with specific developmental disorders, such as ADHD and ASD, with typically developing controls. Whilst these comparisons have done much to advance our understanding of the neural markers that underpin behavioral difficulties at specific time-points in development, we contend that they should leave developmental cognitive neuroscientists wanting. Studying the neural correlates of typical changes in executive control in their own right can reveal how different neural mechanisms characteristic of the adult end-state emerge, and it can therefore inform the adult cognitive neuroscience of executive control itself. The current review addresses the extent to which developmentalists and adult cognitive neuroscientists have tapped this common ground. Some very elegant investigations illustrate how seemingly common processes in adulthood present as separable in childhood, on the basis of their distinctive developmental trajectories. These demonstrations have implications not only for an understanding of changing behavior from infancy through childhood and adolescence into adulthood, but, moreover, for our grasp of the adult end-state per se. We contend that, if used appropriately, developmental cognitive neuroscience could enable us to construct a more mechanistic account of executive control.

Young children's ability to report on past, future, and hypothetical pain states: a cognitive-developmental perspective.

PubMed

Jaaniste, Tiina; Noel, Melanie; von Baeyer, Carl L

2016-11-01

Children are at times asked by clinicians or researchers to rate their pain associated with their past, future, or hypothetical experiences. However, little consideration is typically given to the cognitive-developmental requirements of such pain reports. Consequently, these pain assessment tasks may exceed the abilities of some children, potentially resulting in biased or random responses. This could lead to the over- or under-treatment of children's pain. This review provides an overview of factors, and specifically the cognitive-developmental prerequisites, that may affect a child's ability to report on nonpresent pain states, such as past, future, or hypothetical pain experiences. Children's ability to report on past pains may be influenced by developmental (age, cognitive ability), contextual (mood state, language used by significant others), affective and pain-related factors. The ability to mentally construct and report on future painful experiences may be shaped by memory of past experiences, information provision and learning, contextual factors, knowledge about oneself, cognitive coping style, and cognitive development. Hypothetical pain reports are sometimes used in the development and validation of pain assessment scales, as a tool in assessing cognitive-developmental and social-developmental aspects of children's reports of pain, and for the purposes of training children to use self-report scales. Rating pain associated with hypothetical pain scenarios requires the ability to recognize pain in another person and depends on the child's experience with pain. Enhanced understanding of cognitive-developmental requirements of young children's pain reports could lead to improved understanding, assessment, and treatment of pediatric pain.

Development of a Preschool Developmental Assessment Scale for Assessment of Developmental Disabilities

ERIC Educational Resources Information Center

Leung, Cynthia; Mak, Rose; Lau, Vanessa; Cheung, Jasmine; Lam, Catherine

2010-01-01

The aim of this paper was to describe the development of the cognitive domain of the Preschool Developmental Assessment Scale (PDAS) for assessment of preschool children with developmental disabilities. The initial version of the cognitive domain consisted of 87 items. They were administered to 324 preschool children, including 240 children from…

Global Developmental Delay and Its Relationship to Cognitive Skills

ERIC Educational Resources Information Center

Riou, Emilie M.; Ghosh, Shuvo; Francoeur, Emmett; Shevell, Michael I.

2009-01-01

Global developmental delay (GDD) is defined as evidence of significant delays in two or more developmental domains. Our study determined the cognitive skills of a cohort of young children with GDD. A retrospective chart review of all children diagnosed with GDD within a single developmental clinic was carried out. Scores on fine motor (Peabody…

The Developmental Cognitive Neuroscience of Functional Connectivity

ERIC Educational Resources Information Center

Stevens, Michael C.

2009-01-01

Developmental cognitive neuroscience is a rapidly growing field that examines the relationships between biological development and cognitive ability. In the past decade, there has been ongoing refinement of concepts and methodology related to the study of "functional connectivity" among distributed brain regions believed to underlie cognition and…

Emotion and Cognition: An Intricately Bound Developmental Process

ERIC Educational Resources Information Center

Bell, Martha Ann; Wolfe, Christy D.

2004-01-01

Regulatory aspects of development can best be understood by research that conceptualizes relations between cognition and emotion. The neural mechanisms associated with regulatory processes may be the same as those associated with higher order cognitive processes. Thus, from a developmental cognitive neuroscience perspective, emotion and cognition…

Geography of intergenerational mobility and child development

PubMed Central

Donnelly, Louis; Garfinkel, Irwin; Brooks-Gunn, Jeanne; Wagner, Brandon G.; James, Sarah; McLanahan, Sara

2017-01-01

Recent research by Chetty and colleagues finds that children’s chances of upward mobility are affected by the communities in which they grow up [Chetty R, Hendren N (2016) Working paper 23002]. However, the developmental pathways through which communities of origin translate into future economic gain are not well understood. In this paper we examine the association between Chetty and Hendren’s county-level measure of intergenerational mobility and children’s cognitive and behavioral development. Focusing on children from low-income families, we find that growing up in a county with high upward mobility is associated with fewer externalizing behavioral problems by age 3 years and with substantial gains in cognitive test scores between ages 3 and 9 years. Growing up in a county with 1 SD better intergenerational mobility accounts for ∼20% of the gap in developmental outcomes between children from low- and high-income families. Collectively, our findings suggest that the developmental processes through which residential contexts promote upward mobility begin early in childhood and involve the enrichment of both cognitive and social-emotional development. PMID:28811379

Emotion comprehension: the impact of nonverbal intelligence.

PubMed

Albanese, Ottavia; De Stasio, Simona; Di Chiacchio, Carlo; Fiorilli, Caterina; Pons, Francisco

2010-01-01

A substantial body of research has established that emotion understanding develops throughout early childhood and has identified three hierarchical developmental phases: external, mental, and reflexive. The authors analyzed nonverbal intelligence and its effect on children's improvement of emotion understanding and hypothesized that cognitive level is a consistent predictor of emotion comprehension. In all, 366 children (182 girls, 184 boys) between the ages of 3 and 10 years were tested using the Test of Emotion Comprehension and the Coloured Progressive Matrices. The data obtained by using the path analysis model revealed that nonverbal intelligence was statistically associated with the ability to recognize emotions in the 3 developmental phases. The use of this model showed the significant effect that cognitive aspect plays on the reflexive phase. The authors aim to contribute to the debate about the influence of cognitive factors on emotion understanding.

A longitudinal study of neuropsychological functioning and academic achievement in children with and without signs of attention-deficit/hyperactivity disorder.

PubMed

Rennie, Brandon; Beebe-Frankenberger, Margaret; Swanson, H Lee

2014-01-01

Attention-deficit/hyperactivity disorder (ADHD) in childhood is associated with poor academic functioning. Deficits in academic functioning have proven to be less responsive to intervention than behavioral deficits in this population, yet the causes of this academic underperformance are not well understood. The purpose of this study is to examine the relationship between ADHD and academic performance in elementary-aged children in a developmental context. To do this, we study important cognitive variables and academic achievement over a three-year timeframe. Based on teacher ratings of ADHD, children were divided into a high symptom group (n = 17) and a low symptom group (n = 34). A thorough battery of cognitive and academic tests was administered at Time 1 and again 2 years later. Cognitive measures focused specifically on working memory and response inhibition. RESULTS indicate that children who have high levels of ADHD signs differ from their low-sign peers in academic achievement and in several cognitive domains. Differences in cognitive functioning show a developmental trend consistent with earlier developmental delays in response inhibition and later delays in working memory. Working memory appears to be particularly important in several academic domains. Importantly, in a longitudinal model, working memory was more predictive of math achievement for students demonstrating signs of ADHD than for those who did not. The relationship between these cognitive variables and academic functioning are explicated in the domains of reading, math, and problem solving.

Variation in teenage mothers' experiences of child care and other components of welfare reform: selection processes and developmental consequences.

PubMed

Yoshikawa, H; Rosman, E A; Hsueh, J

2001-01-01

Developmental evaluations of the current wave of welfare reform programs present challenges with regard to (1) assessing child outcomes; (2) accounting for heterogeneity among low-income families in both baseline characteristics and involvement in self-sufficiency activities and supports, and (3) development of alternatives to experimental approaches to causal inference. This study (N = 1,079) addresses these challenges by examining effects on 4- to 6-year-old children of different patterns of child care, self-sufficiency activities, and other service utilization indicators among experimental-group mothers in a 16-site welfare reform program. Outcomes in areas of cognitive ability and behavior problems were investigated. The study identified seven subgroups of participants engaging in different patterns of service utilization and activity involvement. A two-stage simultaneous equation methodology was used to account for selection, and effects on child cognitive ability of participation in specific patterns of services and activities were found. For example, children of mothers characterized by high levels of involvement in center-based child care, education, and job training showed higher levels of cognitive ability than children of mothers in groups characterized by high involvement in center-based care and education, or center-based care and job training. In addition, children of mothers in groups with high levels of involvement in any of these activities showed higher levels of cognitive ability than those with low levels of involvement. The bulk of selection effects occurred through site-level differences, rather than family-level socio-economic status or maternal depression indicators. Implications for welfare reform program and policy concerns are discussed.

Computer Aided Training of Cognitive Processing Strategies with Developmentally Handicapped Adults.

ERIC Educational Resources Information Center

Ryba, Kenneth A.; And Others

1985-01-01

Correlational results involving 60 developmentally handicaped adults indicated that a computerized cross-modal memory game had a highly significant relationship with most cognitive and motor coordination measures. Computer aided training was not effective in improving overall cognitive functioning. There was no evidence of cognitive skills being…

Resolving Ethical Dilemmas: Exploring the Role of Moral Principles

DTIC Science & Technology

2008-08-01

deontological class of moral philosophies. A second major approach is represented by the cognitive - developmental models of moral development ...extent sex, as predictors of individual differences in moral philosophy. 1.3.1 Age The approach of Kohlberg’s (1969) cognitive developmental ...associated with cognitive and developmental gains that can only occur with maturation. For instance, Kohlberg posited the stages 1 and 2 with their

Attachment in integrative neuroscientific perspective.

PubMed

Hruby, Radovan; Hasto, Jozef; Minarik, Peter

2011-01-01

Attachment theory is a very influential general concept of human social and emotional development, which emphasizes the role of early mother-infant interactions for infant's adaptive behavioural and stress copying strategies, personality organization and mental health. Individuals with disrupted development of secure attachment to mother/primary caregiver are at higher risk of developing mental disorders. This theory consists of the complex developmental psycho-neurobiological model of attachment and emerges from principles of psychoanalysis, evolutionary biology, cognitive-developmental psychology, ethology, physiology and control systems theory. The progress of modern neuroscience enables interpretation of neurobiological aspects of the theory as multi-level neural interactions and functional development of important neural structures, effects of neuromediattors, hormones and essential neurobiological processes including emotional, cognitive, social interactions and the special key role of mentalizing. It has multiple neurobiological, neuroendocrine, neurophysiological, ethological, genetic, developmental, psychological, psychotherapeutic and neuropsychiatric consequences and is a prototype of complex neuroscientific concept as interpretation of modern integrated neuroscience.

Cognitive theories and the design of e-learning environments.

PubMed

Gillani, Bijan; O'Guinn, Christina

2004-01-01

Cognitive development refers to a mental process by which knowledge is acquired, stored, and retrieved to solve problems. Therefore, cognitive developmental theories attempt to explain cognitive activities that contribute to students' intellectual development and their capacity to learn and solve problems. Cognitive developmental research has had a great impact on the constructivism movement in education and educational technology. In order to appreciate how cognitive developmental theories have contributed to the design, process and development of constructive e-learning environments, we shall first present Piaget's cognitive theory and derive an inquiry training model from it that will support a constructivism approach to teaching and learning. Second, we will discuss an example developed by NASA that used the Web as an appropriate instructional delivery medium to apply Piaget's cognitive theory to create e-learning environments.

The Developmental Origins of Cognitive Vulnerability to Depression: Temperament, Parenting, and Negative Life Events in Childhood as Contributors to Negative Cognitive Style

ERIC Educational Resources Information Center

Mezulis, Amy H.; Hyde, Janet Shibley; Abramson, Lyn Y.

2006-01-01

Cognitive models of depression have been well supported with adults, but the developmental origins of cognitive vulnerability are not well understood. The authors hypothesized that temperament, parenting, and negative life events in childhood would contribute to the development of cognitive style, with withdrawal negativity and negative parental…

The Application of Cognitive-Developmental or Mediated Cognitive Learning Strategies in Online College Coursework

ERIC Educational Resources Information Center

Pruitt, Richard A.

2011-01-01

This research article explores the active use of cognitive-developmental or mediated cognitive learning strategies in undergraduate online courses. Examples and applications are drawn from two online sessions integrating online interaction, essay and discussion assignments, as well as a variety of multimedia components conducted during the spring…

Economic Deprivation and Early Childhood Development.

ERIC Educational Resources Information Center

Duncan, Greg J.; And Others

1994-01-01

Examined the relationship between poverty and children's developmental outcomes, the effects of the timing and duration of poverty, and the effects of poverty at the family and neighborhood level, analyzing data from two longitudinal surveys. Found that poverty status was strongly related to low levels of cognitive development, even after…

Children's moral emotions and moral cognition: towards an integrative perspective.

PubMed

Malti, Tina; Latzko, Brigitte

2010-01-01

This chapter presents a brief introduction to the developmental and educational literature linking children's moral emotions to cognitive moral development. A central premise of the chapter is that an integrative developmental perspective on moral emotions and moral cognition provides an important conceptual framework for understanding children's emerging morality and designing developmentally sensitive moral intervention strategies. The subsequent chapters present promising conceptual approaches and empirical evidence linking children's moral emotions to moral cognition. Examples of integrated educational interventions intended to enhance children's moral development are presented and discussed. © Wiley Periodicals, Inc.

A Developmental Model of Cross-Cultural Competence at the Tactical Level

DTIC Science & Technology

2010-11-01

components of 3C and describe how 3C develops in Soldiers. Five components of 3C were identified: Cultural Maturity , Cognitive Flexibility, Cultural...a result of the data analysis: Cultural Maturity , Cognitive Flexibility, Cultural Knowledge, Cultural Acuity, and Interpersonal Skills. These five...create regressions in the 3C development process. In short, KSAAs mature interdependently and simultaneously. Thus, development and transitions across

A Metatheory for Cognitive Development (or "Piaget is Dead" Revisited).

PubMed

Bjorklund, David F

2018-01-16

In 1997, I argued that with the loss of Piaget's theory as an overarching guide, cognitive development had become disjointed and a new metatheory was needed to unify the field. I suggested developmental biology, particularly evolutionary theory, as a candidate. Here, I examine the increasing emphasis of biology in cognitive development research over the past 2 decades. I describe briefly the emergence of evolutionary developmental psychology and examine areas in which proximal and distal biological causation have been particularly influential. I argue that developmental biology will continue to increasingly influence research and theory in cognitive development and that evolutionary theory is well on its way to becoming a metatheory, not just for cognitive development, but for developmental psychology generally. © 2018 The Authors. Child Development © 2018 Society for Research in Child Development, Inc.

Developmental Cognitive Neuroscience: Origins, Issues, and Prospects

ERIC Educational Resources Information Center

Pennington, Bruce F.; Snyder, Kelly A.; Roberts, Ralph J., Jr.

2007-01-01

This commentary explains how the field of developmental cognitive neuroscience (DCN) holds the promise of a much wider interdisciplinary integration across sciences concerned with development: psychology, molecular genetics, neurobiology, and evolutionary developmental biology. First we present a brief history of DCN, including the key theoretical…

BDNF (brain-derived neurotrophic factor) serum levels in schizophrenic patients with cognitive deficits

NASA Astrophysics Data System (ADS)

Utami, N.; Effendy, E.; Amin, M. M.

2018-03-01

Schizophrenia is a complex neurodevelopmental disorder with cognitive impairment as the main part. BDNF regulates aspects of developmental plasticity in the brain and is involved in cognitive function. Cognitive functions include capabilities such as attention, executive functioning, assessing, monitoring and evaluating. The aim of the study was to know the BDNF levels in schizophrenic patients with cognitive deficits. The study was held in October 2016 - March 2017, and was the first in Indonesia, especially in North Sumatra. The study was approved by the medical ethics committee of the University of North Sumatera. The study is descriptive based on a retrospective method with cross-sectional approach. The subject is 40 male schizophrenia. Cognitive deficits were assessed by MoCA-Ina. BDNF serum levels were analyzed using the quantitative sandwich enzyme immunoassay. The average MoCA-Ina score is 21.03±5.21. This suggests that there is a cognitive function deficit in schizophrenic patients. The mean serum BDNF level was 26629±6762. MoCA-Ina scores in schizophrenic patients <26 who experienced a deficit of 77.5% and serum BDNF levels with normal values ranging from 6.186 to 42.580pg/ml.

Neurocognitive accounts of developmental dyscalculia and its remediation.

PubMed

Iuculano, T

2016-01-01

Numbers are one of the most pervasive stimulus categories in our environment and an integral foundation of modern society. Yet, up to 20% of individuals fail to understand, represent, and manipulate numbers and form the basis of arithmetic, a condition termed developmental dyscalculia (DD). Multiple cognitive and neural systems including those that serve numerical, mnemonic, visuospatial, and cognitive control functions have independently been implicated in the etiology of DD, yet most studies have not taken a comprehensive or dynamic view of the disorder. This chapter supports the view of DD as a multifaceted neurodevelopmental disorder that is the result of multiple aberrancies at one or multiple levels of the information processing hierarchy, which supports successful arithmetic learning, and suggests that interventions should target all these systems to achieve successful outcomes, at the behavioral and neural levels. © 2016 Elsevier B.V. All rights reserved.

Developmental outcomes of Down syndrome and Dandy-Walker malformation

PubMed Central

Love, Kaitlin; Huddleston, Lillie; Olney, Pat; Wrubel, David; Visootsak, Jeannie

2012-01-01

Dandy-Walker syndrome (DWS), or Dandy-Walker complex, is a congenital brain malformation of the posterior fossa, typically resulting in developmental delay and cognitive disability. The co-occurrence of Down syndrome (DS) and DWS is relatively uncommon; thus, its impact on developmental outcomes has not been fully elucidated. Herein, we report a case of a 37-month-old child with DS and DWS, who is functioning at the following age-equivalent: gross motor at a 9-mo level, fine motor 6 mo, expressive language 14 mo, receptive language 9 mo. As such, it is important to determine how the DWS influences developmental outcomes, and appreciate the importance of early interventional therapy. PMID:22866020

Aural rehabilitation in children with cochlear implants: a study of cognition, social communication, and motor skill development.

PubMed

Jeddi, Zahra; Jafari, Zahra; Motasaddi Zarandy, Masoud; Kassani, Aziz

2014-03-01

The purpose of this study was to investigate the benefits of aural rehabilitation on the development of cognition, social communication, and motor skills in children with cochlear implants. The study examined the development of cognition, social communication, and motor skills in 15 deaf children (7 males, 8 females; mean age 45 months 27 days) using the Newsha Developmental Scale before they received the cochlear implants, and then again 2, 4, 6, and 8 months after the implantation. The developmental age, Pretest Developmental Rate, Intervention Efficiency Index, and Proportional Change Index were calculated for each skill. There were significant differences between the preintervention and four follow-up Developmental Rate assessments for cognition, social communication, and motor skills (P < 0.0001). Significant differences were also observed between the four follow-up Proportional Change Index assessments for cognition, social communication, and motor skills (P ≤ 0.005). Cochlear implantation and aural rehabilitation may result in accelerated rates of cognition, social communication, and motor skill development in deaf children.

Embodiment and Human Development.

PubMed

Marshall, Peter J

2016-12-01

We are recognizing increasingly that the study of cognitive, social, and emotional processes must account for their embodiment in living, acting beings. The related field of embodied cognition (EC) has coalesced around dissatisfaction with the lack of attention to the body in cognitive science. For developmental scientists, the emphasis in the literature on adult EC on the role of the body in cognition may not seem particularly novel, given that bodily action was central to Piaget's theory of cognitive development. However, as the influence of the Piagetian account waned, developmental notions of embodiment were shelved in favor of mechanical computational approaches. In this article, I argue that by reconsidering embodiment, we can address a key issue with computational accounts: how meaning is constructed by the developing person. I also suggest that the process-relational approach to developmental systems can provide a system of concepts for framing a fully embodied, integrative developmental science.

Embodiment and Human Development

PubMed Central

Marshall, Peter J.

2016-01-01

We are recognizing increasingly that the study of cognitive, social, and emotional processes must account for their embodiment in living, acting beings. The related field of embodied cognition (EC) has coalesced around dissatisfaction with the lack of attention to the body in cognitive science. For developmental scientists, the emphasis in the literature on adult EC on the role of the body in cognition may not seem particularly novel, given that bodily action was central to Piaget’s theory of cognitive development. However, as the influence of the Piagetian account waned, developmental notions of embodiment were shelved in favor of mechanical computational approaches. In this article, I argue that by reconsidering embodiment, we can address a key issue with computational accounts: how meaning is constructed by the developing person. I also suggest that the process-relational approach to developmental systems can provide a system of concepts for framing a fully embodied, integrative developmental science. PMID:27833651

Temperament and the Pursuit of an Integrated Developmental Psychology

ERIC Educational Resources Information Center

Rothbart, Mary K.

2004-01-01

Historically, developmental psychology has been split into the areas of social development and cognitive development, with the cognitive area most recently dominating the field. Nevertheless, basic questions about development often require more integrative approaches, cutting across social and cognitive areas, while taking advantage of recent…

Autistic Features in Young Children with Significant Cognitive Impairment: Autism or Mental Retardation?

ERIC Educational Resources Information Center

Vig, Susan; Jedrysek, Eleonora

1999-01-01

Examines issues in the differential diagnosis of autism in preschool children with significant cognitive impairment, including the use of traditional diagnostic guidelines for preschoolers with developmental delays, developmental changes in behavioral characteristics, involvement of cognitive factors in symptom expression, overlap between autism…

Peak alpha frequency is a neural marker of cognitive function across the autism spectrum.

PubMed

Dickinson, Abigail; DiStefano, Charlotte; Senturk, Damla; Jeste, Shafali Spurling

2018-03-01

Cognitive function varies substantially and serves as a key predictor of outcome and response to intervention in autism spectrum disorder (ASD), yet we know little about the neurobiological mechanisms that underlie cognitive function in children with ASD. The dynamics of neuronal oscillations in the alpha range (6-12 Hz) are associated with cognition in typical development. Peak alpha frequency is also highly sensitive to developmental changes in neural networks, which underlie cognitive function, and therefore, it holds promise as a developmentally sensitive neural marker of cognitive function in ASD. Here, we measured peak alpha band frequency under a task-free condition in a heterogeneous sample of children with ASD (N = 59) and age-matched typically developing (TD) children (N = 38). At a group level, peak alpha frequency was decreased in ASD compared to TD children. Moreover, within the ASD group, peak alpha frequency correlated strongly with non-verbal cognition. As peak alpha frequency reflects the integrity of neural networks, our results suggest that deviations in network development may underlie cognitive function in individuals with ASD. By shedding light on the neurobiological correlates of cognitive function in ASD, our findings lay the groundwork for considering peak alpha frequency as a useful biomarker of cognitive function within this population which, in turn, will facilitate investigations of early markers of cognitive impairment and predictors of outcome in high risk infants. © 2017 Federation of European Neuroscience Societies and John Wiley & Sons Ltd.

Children with borderline intellectual functioning and autism spectrum disorder: developmental trajectories from 4 to 11 years of age

PubMed Central

Barnevik Olsson, Martina; Holm, Anette; Westerlund, Joakim; Lundholm Hedvall, Åsa; Gillberg, Christopher; Fernell, Elisabeth

2017-01-01

Background Studies on autism have tended to focus either on those with intellectual disability (ie, those with intellectual quotient [IQ] under 70) or on the group that is referred to as “high-functioning”, that is, those with borderline, average or above average IQ. The literature on cognition and daily functioning in autism spectrum disorder combined specifically with borderline intellectual functioning (IQ 70–84) is limited. Methods From a representative group of 208 preschool children diagnosed with autism spectrum disorder, those 50 children in the group with borderline intellectual functioning at ages 4.5–6.5 years were targeted for follow-up at a median age of 10 years. A new cognitive test was carried out in 30 children. Parents were interviewed with a semi-structured interview together with the Vineland Adaptive Behavior Scales (n=41) and the Autism-Tics, attention-deficit/hyperactivity disorder (AD/HD) and other comorbidities inventory (A-TAC) (n=36). Results Most children of interviewed parents presented problems within several developmental areas. According to A-TAC and the clinical interview, there were high rates of attention deficits and difficulties with regulating activity level and impulsivity. Vineland Adaptive Behavior Scales composite scores showed that at school age, a majority of the children had declined since the previous assessment at ages between 4.5 and 6.5 years. Almost half the tested group had shifted in their IQ level, to below 70 or above 84. Conclusion None of the children assessed was without developmental/neuropsychiatric problems at school-age follow-up. The results support the need for comprehensive follow-up of educational, medical and developmental/neuropsychiatric needs, including a retesting of cognitive functions. There is also a need for continuing parent/family follow-up and support. PMID:29042781

Validation Theory and Research for a Population-Level Measure of Children's Development, Wellbeing, and School Readiness

ERIC Educational Resources Information Center

Guhn, Martin; Zumbo, Bruno D.; Janus, Magdalena; Hertzman, Clyde

2011-01-01

This paper delineates general validity and research questions that are underlying an ongoing program of research pertaining to the Early Development Instrument (EDI, Janus and Offord 2007), a population-level measure, on which teachers rate kindergarten children's developmental outcomes in the social, emotional, physical, cognitive, and…

Motivational Incentives and Methylphenidate Enhance Electrophysiological Correlates of Error Monitoring in Children with Attention Deficit/Hyperactivity Disorder

ERIC Educational Resources Information Center

Groom, Madeleine J.; Liddle, Elizabeth B.; Scerif, Gaia; Liddle, Peter F.; Batty, Martin J.; Liotti, Mario; Hollis, Chris P.

2013-01-01

Background: Children with attention deficit hyperactivity disorder (ADHD) are characterised by developmentally inappropriate levels of hyperactivity, impulsivity and/or inattention and are particularly impaired when performing tasks that require a high level of cognitive control. Methylphenidate (MPH) and motivational incentives may help improve…

Born early and born poor: An eco-bio-developmental model for poverty and preterm birth.

PubMed

Brumberg, H L; Shah, S I

2015-01-01

Poverty is associated with adverse long-term cognitive outcomes in children. Poverty is also linked with preterm delivery which, in turn, is associated with adverse cognitive outcomes. However, the extent of the effect of poverty on preterm delivery, as well as proposed mechanisms by which they occur, have not been well described. Further, the impact of poverty on preterm school readiness has not been reviewed. As the childhood poverty level continues to increase in the U.S., we examine the evidence around physiological, neurological, cognitive and learning outcomes associated with prematurity in the context of poverty. We use the evidence gathered to suggest an Eco-Bio-Developmental model, emphasizing poverty as a toxic stress which predisposes preterm birth and which, via epigenetic forces, can continue into the next generation. Continued postnatal social disadvantage for these developmentally high-risk preterm infants is strongly linked with poor neurodevelopmental outcomes, decreased school readiness, and decreased educational attainment which can perpetuate the poverty cycle. We suggest social remedies aimed at decreasing the impact of poverty on mothers, fathers, and children which may be effective in reducing the burden of preterm birth.

Children's Moral Emotions and Moral Cognition: Towards an Integrative Perspective

ERIC Educational Resources Information Center

Malti, Tina; Latzko, Brigitte

2010-01-01

This chapter presents a brief introduction to the developmental and educational literature linking children's moral emotions to cognitive moral development. A central premise of the chapter is that an integrative developmental perspective on moral emotions and moral cognition provides an important conceptual framework for understanding children's…

Developmental and Neurological Implications for Relating Cognition and Affect.

ERIC Educational Resources Information Center

Bart, William M.

Elements of a theory relating cognition and affect are outlined. The theory is heavily based upon neuroscience research regarding the hemispheric lateralization of various cognitive processes and emotions; specific examples are provided. Developmental research on intelligence as well as theories of intrinsic motivation, are also discussed.…

Introduction: digital games as a context for cognitive development, learning, and developmental research.

PubMed

Blumberg, Fran C; Fisch, Shalom M

2013-01-01

The authors present reasons why developmental psychologists should care about children's and adolescents' digital game play. These reasons may be identified as: a) digital game play is an integral aspect of children's and adolescents' lives; b) digital game play contributes to learning and cognitive development; and c) developmental research has the potential to contribute to effective educational game design. The authors expand on these reasons with the goal of introducing or reintroducing to developmental psychologists a rich and very relevant context in which to examine children's and adolescents' applied cognitive development. Copyright © 2013 Wiley Periodicals, Inc., A Wiley Company.

Developmental assessment of infants with biliary atresia: differences between boys and girls.

PubMed

Caudle, Susan E; Katzenstein, Jennifer M; Karpen, Saul; McLin, Valérie

2012-10-01

The aim of the present study was to investigate whether male and female infants with biliary atresia (BA) differ cognitively and to confirm previously documented developmental lags in infants with BA before liver transplantation. With the Mullen Scales of Early Learning, we examined 21 female and 12 male infants (ages 3-20 months) with BA, comparing scores across indices by sex and correlating Mullen Scales of Early Learning scores with standard clinical and biochemical parameters. Overall, both boys and girls were found to be vulnerable to developmental lags in the areas of expressive language (EL) and gross motor skills. In comparison with their male peers, girls were found to be weaker in the area of visual reception skills (P=0.05) with a trend found for EL (P=0.08). Girls were also found to have higher C-bilirubin levels and to be of shorter length. Growth parameters were found to be correlated with EL scores. International normalized ratio was found to be correlated with gross motor performance and with a trend also noted for fine motor skills. Age at Kasai predicted receptive language skills. As has been shown, infants with BA appear to be vulnerable to developmental lags before transplantation. In particular, female infants appear to be vulnerable to cognitive and skill delays in comparison with their male peers. C-bilirubin levels may play a role in this increased vulnerability for females.

The Role of Autobiographical Memory in the Development of a Robot Self

PubMed Central

Pointeau, Gregoire; Dominey, Peter Ford

2017-01-01

This article briefly reviews research in cognitive development concerning the nature of the human self. It then reviews research in developmental robotics that has attempted to retrace parts of the developmental trajectory of the self. This should be of interest to developmental psychologists, and researchers in developmental robotics. As a point of departure, one of the most characteristic aspects of human social interaction is cooperation—the process of entering into a joint enterprise to achieve a common goal. Fundamental to this ability to cooperate is the underlying ability to enter into, and engage in, a self-other relation. This suggests that if we intend for robots to cooperate with humans, then to some extent robots must engage in these self-other relations, and hence they must have some aspect of a self. Decades of research in human cognitive development indicate that the self is not fully present from the outset, but rather that it is developed in a usage-based fashion, that is, through engaging with the world, including the physical world and the social world of animate intentional agents. In an effort to characterize the self, Ulric Neisser noted that self is not unitary, and he thus proposed five types of self-knowledge that correspond to five distinct components of self: ecological, interpersonal, conceptual, temporally extended, and private. He emphasized the ecological nature of each of these levels, how they are developed through the engagement of the developing child with the physical and interpersonal worlds. Crucially, development of the self has been shown to rely on the child's autobiographical memory. From the developmental robotics perspective, this suggests that in principal it would be possible to develop certain aspects of self in a robot cognitive system where the robot is engaged in the physical and social world, equipped with an autobiographical memory system. We review a series of developmental robotics studies that make progress in this enterprise. We conclude with a summary of the properties that are required for the development of these different levels of self, and we identify topics for future research. PMID:28676751

Assessment of learning, memory, and attention in developmental neurotoxicity regulatory studies: synthesis, commentary, and recommendations.

PubMed

Vorhees, Charles V; Makris, Susan L

2015-01-01

Cognitive tests of learning and memory (L&M) have been required by U.S. Environmental Protection Agency (EPA) developmental neurotoxicity test (DNT) guidelines for more than two decades. To evaluate the utility of these guidelines, the EPA reviewed 69 pesticide DNT studies. This review found that the DNT provided or could provide the point-of-departure for risk assessment by showing the Lowest Observable Adverse Effect Level (LOAEL) in 28 of these studies in relation to other reported end points. Among the behavioral tests, locomotor activity and auditory/acoustic startle provided the most LOAELs, and tests of cognitive function and the Functional Observational Battery (FOB) the fewest. Two issues arose from the review: (1) what is the relative utility of cognitive tests versus tests of unconditioned behavior, and (2) how might cognitive tests be improved? The EPA sponsored a symposium to address this. Bushnell reviewed studies in which both screening (locomotor activity, FOB, reflex ontogeny, etc.) and complex tests (those requiring training) were used within the same study; he found relatively little evidence that complex tests provided a LOAEL lower than screening tests (with exceptions). Levin reviewed reasons for including cognitive tests in regulatory studies and methods and evidence for the radial arm maze and its place in developmental neurotoxicity assessments. Driscoll and Strupp reviewed the value of serial reaction time operant methods for assessing executive function in developmental neurotoxicity studies. Vorhees and Williams reviewed the value of allocentric (spatial) and egocentric cognitive tests and presented methods for using the Morris water maze for spatial and the Cincinnati water maze for egocentric cognitive assessment. They also reviewed the possible use of water radial mazes. The relatively lower impact of cognitive tests in previous DNT studies in the face of the frequency of human complaints of chemical-induced cognitive dysfunction indicates that animal cognitive tests need improvement. The contributors to this symposium suggest that if the guidelines are updated, they be made more specific by recommending preferred tests and providing greater detail on key characteristics of such tests. Additionally, it is recommended that guidance be developed to address important issues with cognitive tests and to provide the information needed to improve the design, conduct, and interpretation of tests of higher function within a regulatory context. These steps will maximize the value of cognitive tests for use in hazard evaluation and risk assessment. Copyright © 2015 Elsevier Inc. All rights reserved.

Emotional engagements predict and enhance social cognition in young chimpanzees

PubMed Central

Bard, Kim A; Bakeman, Roger; Boysen, Sarah T; Leavens, David A

2014-01-01

Social cognition in infancy is evident in coordinated triadic engagements, that is, infants attending jointly with social partners and objects. Current evolutionary theories of primate social cognition tend to highlight species differences in cognition based on human-unique cooperative motives. We consider a developmental model in which engagement experiences produce differential outcomes. We conducted a 10-year-long study in which two groups of laboratory-raised chimpanzee infants were given quantifiably different engagement experiences. Joint attention, cooperativeness, affect, and different levels of cognition were measured in 5- to 12-month-old chimpanzees, and compared to outcomes derived from a normative human database. We found that joint attention skills significantly improved across development for all infants, but by 12 months, the humans significantly surpassed the chimpanzees. We found that cooperativeness was stable in the humans, but by 12 months, the chimpanzee group given enriched engagement experiences significantly surpassed the humans. Past engagement experiences and concurrent affect were significant unique predictors of both joint attention and cooperativeness in 5- to 12-month-old chimpanzees. When engagement experiences and concurrent affect were statistically controlled, joint attention and cooperation were not associated. We explain differential social cognition outcomes in terms of the significant influences of previous engagement experiences and affect, in addition to cognition. Our study highlights developmental processes that underpin the emergence of social cognition in support of evolutionary continuity. PMID:24410843

Intranasal insulin to improve developmental delay in children with 22q13 deletion syndrome: an exploratory clinical trial.

PubMed

Schmidt, H; Kern, W; Giese, R; Hallschmid, M; Enders, A

2009-04-01

The 22q13 deletion syndrome (Phelan-McDermid syndrome) is characterised by a global developmental delay, absent or delayed speech, generalised hypotonia, autistic behaviour and characteristic phenotypic features. Intranasal insulin has been shown to improve declarative memory in healthy adult subjects and in patients with Alzheimer disease. To assess if intranasal insulin is also able to improve the developmental delay in children with 22q13 deletion syndrome. We performed exploratory clinical trials in six children with 22q13 deletion syndrome who received intranasal insulin over a period of 1 year. Short-term (during the first 6 weeks) and long-term effects (after 12 months of treatment) on motor skills, cognitive functions, or autonomous functions, speech and communication, emotional state, social behaviour, behavioural disorders, independence in daily living and education were assessed. The children showed marked short-term improvements in gross and fine motor activities, cognitive functions and educational level. Positive long-term effects were found for fine and gross motor activities, nonverbal communication, cognitive functions and autonomy. Possible side effects were found in one patient who displayed changes in balance, extreme sensitivity to touch and general loss of interest. One patient complained of intermittent nose bleeding. We conclude that long-term administration of intranasal insulin may benefit motor development, cognitive functions and spontaneous activity in children with 22q13 deletion syndrome.

Developing embodied cognition: insights from children’s concepts and language processing

PubMed Central

Wellsby, Michele; Pexman, Penny M.

2014-01-01

Over the past decade, theories of embodied cognition have become increasingly influential with research demonstrating that sensorimotor experiences are involved in cognitive processing; however, this embodied research has primarily focused on adult cognition. The notion that sensorimotor experience is important for acquiring conceptual knowledge is not a novel concept for developmental researchers, and yet theories of embodied cognition often do not fully integrate developmental findings. We propose that in order for an embodied cognition perspective to be refined and advanced as a lifelong theory of cognition, it is important to consider what can be learned from research with children. In this paper, we focus on development of concepts and language processing, and examine the importance of children's embodied experiences for these aspects of cognition in particular. Following this review, we outline what we see as important developmental issues that need to be addressed in order to determine the extent to which language and conceptual knowledge are embodied and to refine theories of embodied cognition. PMID:24904513

Ontogeny of sensorimotor gating and short-term memory processing throughout the adolescent period in rats.

PubMed

Goepfrich, Anja A; Friemel, Chris M; Pauen, Sabina; Schneider, Miriam

2017-06-01

Adolescence and puberty are highly susceptible developmental periods during which the neuronal organization and maturation of the brain is completed. The endocannabinoid (eCB) system, which is well known to modulate cognitive processing, undergoes profound and transient developmental changes during adolescence. With the present study we were aiming to examine the ontogeny of cognitive skills throughout adolescence in male rats and clarify the potential modulatory role of CB1 receptor signalling. Cognitive skills were assessed repeatedly every 10th day in rats throughout adolescence. All animals were tested for object recognition memory and prepulse inhibition of the acoustic startle reflex. Although cognitive performance in short-term memory as well as sensorimotor gating abilities were decreased during puberty compared to adulthood, both tasks were found to show different developmental trajectories throughout adolescence. A low dose of the CB1 receptor antagonist/inverse agonist SR141716 was found to improve recognition memory specifically in pubertal animals while not affecting behavioral performance at other ages tested. The present findings demonstrate that the developmental trajectory of cognitive abilities does not occur linearly for all cognitive processes and is strongly influenced by pubertal maturation. Developmental alterations within the eCB system at puberty onset may be involved in these changes in cognitive processing. Copyright © 2016 The Authors. Published by Elsevier Ltd.. All rights reserved.

Early-Life Stress Triggers Juvenile Zebra Finches to Switch Social Learning Strategies.

PubMed

Farine, Damien R; Spencer, Karen A; Boogert, Neeltje J

2015-08-17

Stress during early life can cause disease and cognitive impairment in humans and non-humans alike. However, stress and other environmental factors can also program developmental pathways. We investigate whether differential exposure to developmental stress can drive divergent social learning strategies between siblings. In many species, juveniles acquire essential foraging skills by copying others: they can copy peers (horizontal social learning), learn from their parents (vertical social learning), or learn from other adults (oblique social learning). However, whether juveniles' learning strategies are condition dependent largely remains a mystery. We found that juvenile zebra finches living in flocks socially learned novel foraging skills exclusively from adults. By experimentally manipulating developmental stress, we further show that social learning targets are phenotypically plastic. While control juveniles learned foraging skills from their parents, their siblings, exposed as nestlings to experimentally elevated stress hormone levels, learned exclusively from unrelated adults. Thus, early-life conditions triggered individuals to switch strategies from vertical to oblique social learning. This switch could arise from stress-induced differences in developmental rate, cognitive and physical state, or the use of stress as an environmental cue. Acquisition of alternative social learning strategies may impact juveniles' fit to their environment and ultimately change their developmental trajectories. Copyright © 2015 The Authors. Published by Elsevier Ltd.. All rights reserved.

Service system and cognitive outcomes for young children with autism spectrum disorders in a rural area of Taiwan.

PubMed

Chu, Ching-Lin; Chiang, Chung-Hsin; Wu, Chin-Chin; Hou, Yuh-Ming; Liu, Jiun-Horng

2017-07-01

Chiayi is a rural county located in southwestern Taiwan, and the effectiveness of its early intervention service system for autism spectrum disorders was studied in detail. A total of 71 children with autism spectrum disorders ( n = 35) and developmental delay ( n = 36) aged 2.5 years were referred from the only Early Intervention Reporting and Referral Center in Chiayi and followed up at 4 years. Results showed relatively low and varied services of early intervention for both groups during two time-point periods and a relative lack of specific early intervention programs for children with autism spectrum disorders. It was found, however, that cognitive abilities were increased for autism spectrum disorders and developmental delay groups. Additionally, the Early Learning Score at the initial evaluation could contribute to the high learner autism spectrum disorders subgroup. Parental socio-economic level was also determined to benefit the high learner developmental delay subgroup.

Developmental issues in school-based aggression prevention from a social-cognitive perspective.

PubMed

Boxer, Paul; Goldstein, Sara E; Musher-Eizenman, Dara; Dubow, Eric F; Heretick, Donna

2005-09-01

Contemporary research on the development and prevention of aggressive behavior in childhood and adolescence emphasizes the importance of social-cognitive factors such as perceptual biases, problem-solving skills, and social-moral beliefs in the maintenance of aggression. Indeed, school-based social-cognitive intervention approaches have been identified as best practices by the Centers for Disease Control and Prevention. However, because child age is an important covariate of both intervention effectiveness and social-cognitive ability, school-based prevention program designers should keep in mind a number of issues identified through developmental research. In this paper, we review the social-cognitive model of aggressive behavior development as applied to prevention programming. We then discuss some of the ways in which the broader developmental research base can inform the design of aggression prevention programs. EDITORS' STRATEGIC IMPLICATIONS: Educational administrators and policy makers will find evidence in this review that school-based programs that employ a social-cognitive model represent a strategy that works for preventing violence. Prevention researchers will also benefit from the authors' insights regarding theoretical mediating processes and the importance of a developmental view.

Holistic face training enhances face processing in developmental prosopagnosia

PubMed Central

Cohan, Sarah; Nakayama, Ken

2014-01-01

Prosopagnosia has largely been regarded as an untreatable disorder. However, recent case studies using cognitive training have shown that it is possible to enhance face recognition abilities in individuals with developmental prosopagnosia. Our goal was to determine if this approach could be effective in a larger population of developmental prosopagnosics. We trained 24 developmental prosopagnosics using a 3-week online face-training program targeting holistic face processing. Twelve subjects with developmental prosopagnosia were assessed before and after training, and the other 12 were assessed before and after a waiting period, they then performed the training, and were then assessed again. The assessments included measures of front-view face discrimination, face discrimination with view-point changes, measures of holistic face processing, and a 5-day diary to quantify potential real-world improvements. Compared with the waiting period, developmental prosopagnosics showed moderate but significant overall training-related improvements on measures of front-view face discrimination. Those who reached the more difficult levels of training (‘better’ trainees) showed the strongest improvements in front-view face discrimination and showed significantly increased holistic face processing to the point of being similar to that of unimpaired control subjects. Despite challenges in characterizing developmental prosopagnosics’ everyday face recognition and potential biases in self-report, results also showed modest but consistent self-reported diary improvements. In summary, we demonstrate that by using cognitive training that targets holistic processing, it is possible to enhance face perception across a group of developmental prosopagnosics and further suggest that those who improved the most on the training task received the greatest benefits. PMID:24691394

Reasoning algebraically with IT: A cognitive perspective

NASA Astrophysics Data System (ADS)

Mok, Ida; Johnson, David

2000-12-01

The focus of this paper is on the implications of key findings and theoretical positions from social psychology and cognitive developmental psychology (Piagetian/neo-Piagetian) for the use of IT tools to support learning in algebra. Particular reference is made to the research of the UK Cognitive Acceleration through Mathematics Education (CAME) project. The feasibility of the CAME model in the exploration of mathematical relationships supported by graphics calculators was addressed in a small-scale study in Hong Kong. The research provides evidence that, with appropriate mediation, cognitive conflict can be utilised to provide valuable appropriate for students to engage in increasingly higher levels of mathematical thinking.

Explicit and implicit issues in the developmental cognitive neuroscience of social inequality

PubMed Central

D'Angiulli, Amedeo; Lipina, Sebastian J.; Olesinska, Alice

2012-01-01

The appearance of developmental cognitive neuroscience (DCN) in the socioeconomic status (SES) research arena is hugely transformative, but challenging. We review challenges rooted in the implicit and explicit assumptions informing this newborn field. We provide balanced theoretical alternatives on how hypothesized psychological processes map onto the brain (e.g., problem of localization) and how experimental phenomena at multiple levels of analysis (e.g., behavior, cognition and the brain) could be related. We therefore examine unclear issues regarding the existing perspectives on poverty and their relationships with low SES, the evidence of low-SES adaptive functioning, historical precedents of the “alternate pathways” (neuroplasticity) interpretation of learning disabilities related to low-SES and the notion of deficit, issues of “normativity” and validity in findings of neurocognitive differences between children from different SES, and finally alternative interpretations of the complex relationship between IQ and SES. Particularly, we examine the extent to which the available laboratory results may be interpreted as showing that cognitive performance in low-SES children reflects cognitive and behavioral deficits as a result of growing up in specific environmental or cultural contexts, and how the experimental findings should be interpreted for the design of different types of interventions—particularly those related to educational practices—or translated to the public—especially the media. Although a cautionary tone permeates many studies, still, a potential deficit attribution—i.e., low-SES is associated with cognitive and behavioral developmental deficits—seems almost an inevitable implicit issue with ethical implications. Finally, we sketch the agenda for an ecological DCN, suggesting recommendations to advance the field, specifically, to minimize equivocal divulgation and maximize ethically responsible translation. PMID:22973216

A development perspective on adolescent drug abuse.

PubMed

Baumrind, D; Moselle, K A

1985-01-01

Adolescent drug use is placed in an historical and developmental perspective. Existing evidence concerning causes and consequences of adolescent drug use is inconclusive. In the absence of conclusive empirical evidence and cogent theories, we present a prima facie case against early adolescent drug use by defending six propositions which posit specific cognitive, conative, and affective negative consequences including impairment of attention and memory; developmental lag imposing categorical limitations on the level of maximum functioning available to the user in cognitive, moral and psychosocial domains; amotivational syndrome; consolidation of diffuse or negative identity; and social alienation and estrangement. We call for a program of research which could provide credible evidence to support or rebut these propositions, and thus address the factual claims underlying the sociomoral concerns of social policy planners.

Trajectories of cognitive development during adolescence among youth at-risk for schizophrenia.

PubMed

Dickson, Hannah; Cullen, Alexis E; Jones, Rebecca; Reichenberg, Abraham; Roberts, Ruth E; Hodgins, Sheilagh; Morris, Robin G; Laurens, Kristin R

2018-04-23

Among adults with schizophrenia, evidence suggests that premorbid deficits in different cognitive domains follow distinct developmental courses during childhood and adolescence. The aim of this study was to delineate trajectories of adolescent cognitive functions prospectively among different groups of youth at-risk for schizophrenia, relative to their typically developing (TD) peers. Using linear mixed models adjusted for sex, ethnicity, parental occupation and practice effects, cognitive development between ages 9 and 16 years was compared for youth characterised by a triad of well-replicated developmental antecedents of schizophrenia (ASz; N = 32) and youth with a least one affected relative with schizophrenia or schizoaffective disorder (FHx; N = 29), relative to TD youth (N = 45). Participants completed measures of IQ, scholastic achievement, memory and executive function at three time-points, separated by approximately 24-month intervals. Compared to TD youth, both ASz and FHx youth displayed stable developmental deficits in verbal working memory and inhibition/switching executive functions. ASz youth additionally presented with stable deficits in measures of vocabulary (IQ), word reading, numerical operations, and category fluency executive function, and a slower rate of growth (developmental lag) on spelling from 9 to 16 years than TD peers. Conversely, faster rates of growth relative to TD peers (developmental delay) were observed on visual and verbal memory, and on category fluency executive function (ASz youth only) and on matrix reasoning (IQ) and word reading (FHx youth only). These differential patterns of deviation from normative adolescent cognitive development among at-risk youth imply potential for cognitive rehabilitation targeting of specific cognitive deficits at different developmental phases. © 2018 The Authors. Journal of Child Psychology and Psychiatry published by John Wiley & Sons Ltd on behalf of Association for Child and Adolescent Mental Health.

Cognitive-Behavioral Treatment for Specific Phobias with a Child Demonstrating Severe Problem Behavior and Developmental Delays

ERIC Educational Resources Information Center

Davis, Thompson E., III; Kurtz, Patricia F.; Gardner, Andrew W.; Carman, Nicole B.

2007-01-01

Cognitive-behavioral treatments (CBTs) are widely used for anxiety disorders in typically developing children; however, there has been no previous attempt to administer CBT for specific phobia (in this case study, one-session treatment) to developmentally or intellectually disabled children. This case study integrates both cognitive-behavioral and…

Developmental fMRI study of episodic verbal memory encoding in children.

PubMed

Maril, A; Davis, P E; Koo, J J; Reggev, N; Zuckerman, M; Ehrenfeld, L; Mulkern, R V; Waber, D P; Rivkin, M J

2010-12-07

Understanding the maturation and organization of cognitive function in the brain is a central objective of both child neurology and developmental cognitive neuroscience. This study focuses on episodic memory encoding of verbal information by children, a cognitive domain not previously studied using fMRI. Children from 7 to 19 years of age were scanned at 1.5-T field strength using event-related fMRI while performing a novel verbal memory encoding paradigm in which words were incidentally encoded. A subsequent memory analysis was performed. SPM2 was utilized for whole brain and region-of-interest analyses of data. Both whole-sample intragroup analyses and intergroup analyses of the sample divided into 2 subgroups by age were conducted. Importantly, behavioral memory performance was equal across the age range of children studied. Encoding-related activation in the left hippocampus and bilateral basal ganglia declined as age increased. In addition, while robust blood oxygen level-dependent signal was found in left prefrontal cortex with task performance, no encoding-related age-modulated prefrontal activation was observed in either hemisphere. These data are consistent with a developmental pattern of verbal memory encoding function in which left hippocampal and bilateral basal ganglionic activations are more robust earlier in childhood but then decline with age. No encoding-related activation was found in prefrontal cortex which may relate to this region's recognized delay in biologic maturation in humans. These data represent the first fMRI demonstration of verbal encoding function in children and are relevant developmentally and clinically.

Twenty years and going strong: A dynamic systems revolution in motor and cognitive development

PubMed Central

Spencer, John P.; Perone, Sammy; Buss, Aaron T.

2011-01-01

This article reviews the major contributions of dynamic systems theory in advancing thinking about development, the empirical insights the theory has generated, and the key challenges for the theory on the horizon. The first section discusses the emergence of dynamic systems theory in developmental science, the core concepts of the theory, and the resonance it has with other approaches that adopt a systems metatheory. The second section reviews the work of Esther Thelen and colleagues, who revolutionized how researchers think about the field of motor development. It also reviews recent extensions of this work to the domain of cognitive development. Here, the focus is on dynamic field theory, a formal, neurally grounded approach that has yielded novel insights into the embodied nature of cognition. The final section proposes that the key challenge on the horizon is to formally specify how interactions among multiple levels of analysis interact across multiple time scales to create developmental change. PMID:22125575

Developmental Origins of Cognitive Vulnerabilities to Depression: Review of Processes Contributing to Stability and Change Across Time

PubMed Central

Hankin, Benjamin L.; Oppenheimer, Caroline; Jenness, Jessica; Barrocas, Andreas; Shapero, Benjamin G.; Goldband, Jessica

2011-01-01

Cognitive theories of depression have been shown to be potent predictors of future increases in depressive symptoms and disorder in children, adolescents, and adults. This article focuses on potential developmental origins of the main cognitive vulnerabilities, including dysfunctional attitudes, negative cognitive style, and rumination. We selectively review processes and factors that have been hypothesized to contribute to the emergence and stabilization of these cognitive risk factors. This review focuses on genetic factors, temperament, parents and peers as salient interpersonal influences, and stressful life events. We end with suggestions for future theory development and research. In particular, we emphasize the need for additional conceptual and empirical work integrating these disparate processes together into a coherent, developmental psychopathological model, and we highlight the coexistence of both stability and change in the development of cognitive vulnerabilities to depression across the lifespan. PMID:19827008

Micro-RNAs in cognition and cognitive disorders: Potential for novel biomarkers and therapeutics.

PubMed

Woldemichael, Bisrat T; Mansuy, Isabelle M

2016-03-15

Micro-RNAs (miRNAs) are small regulatory non-coding RNAs involved in the regulation of many biological functions. In the brain, they have distinct expression patterns depending on region, cell-type and developmental stage. Their expression profile is altered by neuronal activation in response to behavioral training or chemical/electrical stimulation. The dynamic changes in miRNA level regulate the expression of genes required for cognitive processes such as learning and memory. In addition, in cognitive dysfunctions such as dementias, expression levels of many miRNAs are perturbed, not only in brain areas affected by the pathology, but also in peripheral body fluids such as serum and cerebrospinal fluid. This presents an opportunity to utilize miRNAs as biomarkers for early detection and assessment of cognitive dysfunctions. Further, since miRNAs target many genes and pathways, they may represent key molecular signatures that can help understand the mechanisms of cognitive disorders and the development of potential therapeutic agents. Copyright © 2015 Elsevier Inc. All rights reserved.

The Draw-A-Person Test: an indicator of children's cognitive and socioemotional adaptation?

PubMed

ter Laak, J; de Goede, M; Aleva, A; van Rijswijk, P

2005-03-01

The authors examined aspects of reliability and validity of the Goodenough-Harris Draw-A-Person Test (DAP; D. B. Harris, 1963). The participants were 115 seven- to nine-year-old students attending regular or special education schools. Three judges, with a modest degree of training similar to that found among practicing clinicians, rated the students' human figure drawings on developmental and personality variables. The authors found that counting details and determining developmental level in the DAP test could be carried out reliably by judges with limited experience. However, the reliability of judgments of children's social and emotional development and personality was insufficient. Older students and students attending regular schools received significantly higher scores than did younger students or students attending special education schools. The authors found that the success of the DAP test as an indicator of cognitive level, socioemotional development, and personality is limited when global judgments are used. The authors concluded that more specific, reliable, valid, and useful scoring systems are needed for the DAP test.

Associations of Family and Peer Experiences with Masculinity Attitude Trajectories at the Individual and Group Level in Adolescent and Young Adult Males

PubMed Central

Marcell, Arik V.; Eftim, Sorina E.; Sonenstein, Freya L.; Pleck, Joseph H.

2013-01-01

Data were drawn from 845 males in the National Survey of Adolescent Males who were initially aged 15–17, and followed-up 2.5 and 4.5 years later, to their early twenties. Mixed-effects regression models (MRM) and semiparametric trajectory analyses (STA) modeled patterns of change in masculinity attitudes at the individual and group levels, guided by gender intensification theory and cognitive-developmental theory. Overall, men’s masculinity attitudes became significantly less traditional between middle adolescence and early adulthood. In MRM analyses using time-varying covariates, maintaining paternal coresidence and continuing to have first sex in uncommitted heterosexual relationships were significantly associated with masculinity attitudes remaining relatively traditional. The STA modeling identified three distinct patterns of change in masculinity attitudes. A traditional-liberalizing trajectory of masculinity attitudes was most prevalent, followed by traditional-stable and nontraditional-stable trajectories. Implications for gender intensification and cognitive-developmental approaches to masculinity attitudes are discussed. PMID:24187483

Mechanisms and functions of brain and behavioural asymmetries

PubMed Central

Tommasi, Luca

2008-01-01

For almost a century the field of brain and behavioural asymmetries has been dominated by studies on humans, resting on the evidence that the anatomical structures underlying language functions are asymmetrical, and that human handedness is lateralized at the population level. Today, there is not only evidence of population-level lateralization of brain and behaviour across a variety of vertebrate and invertebrate species, but also a growing consensus that the comparative analysis of the environmental and developmental factors that give origin to neural and behavioural laterality in animal models, together with theoretical analyses of their costs and benefits, will be crucial for understanding the evolutionary pathways that led to such a multifaceted phenomenon. The present theme issue provides a survey of theoretical, review and research work cutting across the biological and the cognitive sciences, focusing on various species of fishes, birds and primates (including humans) and emphasizing an integrative approach to the study of lateralization encompassing neural, behavioural, cognitive, developmental and environmental aspects. PMID:19064348

Reciprocal Relationships between Teacher Ratings of Internalizing and Externalizing Behaviors in Adolescents with Different Levels of Cognitive Abilities.

PubMed

Morin, Alexandre J S; Arens, A Katrin; Maïano, Christophe; Ciarrochi, Joseph; Tracey, Danielle; Parker, Philip D; Craven, Rhonda G

2017-04-01

Are internalizing and externalizing behavior problems interrelated via mutually reinforcing relationships (with each behavior leading to increases over time in levels of the other behavior) or mutually suppressing relationships (with each behavior leading to decreases over time in levels of the other behavior)? Past research on the directionality of these relationships has led to ambiguous results, particularly in adolescence. Furthermore, the extent to which prior results will generalize to adolescents with low levels of cognitive abilities remains unknown. This second limit is particularly important, given that these adolescents are known to present higher levels of externalizing and internalizing behaviors than their peers with average-to-high levels of cognitive abilities, and that the mechanisms involved in the reciprocal relationships between these two types of behaviors may differ across both populations. This study examines the directionality of the longitudinal relationships between externalizing and internalizing behavior problems as rated by teachers across three measurement waves (corresponding to Grades 8-10) in matched samples of 138 adolescents (34.78 % girls) with low levels of cognitive abilities and 556 adolescents (44.88 % girls) with average-to-high levels of cognitive abilities. The results showed that the measurement structure was fully equivalent across time periods and groups of adolescents, revealing high levels of developmental stability in both types of problems, and moderately high levels of cross-sectional associations. Levels of both internalizing and externalizing behaviors were higher among adolescents with low levels of cognitive abilities relative to those with average-to-high levels of cognitive abilities. Finally, the predictive analyses revealed negative reciprocal longitudinal relationships (i.e., mutually suppressing relationships) between externalizing and internalizing problems, a result that was replicated within samples of adolescents with low, and average-to-high levels of cognitive ability.

Childrearing practices and developmental expectations for Mexican-American mothers and the developmental status of their infants.

PubMed

Kolobe, Thubi H A

2004-05-01

The impact of parent education programs on early intervention programs is not thought to be uniform among children from majority and minority populations. This study examined the relationship between maternal childrearing practices and behaviors and the developmental status of Mexican-American infants. Participants were 62 Mexican-American mother-infant pairs. The infants' mean adjusted age was 12 months (SD=1.7, range=9-14). A third of the children were diagnosed with developmental delays and referred for early intervention by physicians or therapists when the children received their medical follow-up. The group was stratified according to socioeconomic status and acculturation using the Bidimensional Acculturation Scale for Hispanics. This scale uses cutoff points to classify individuals into 3 levels of acculturation. Information on childrearing practices and behaviors was gathered using the Parent Behavior Checklist (PBC), the Home Observation for Measurement of the Environment (HOME) Inventory, and the Nursing Child Assessment Teaching Scale (NCATS). Infants' developmental status was assessed by use of the Bayley Scales of Infant Development II (BSID II). The Pearson product moment correlation, partial correlations, Fisher z transformation, and multiple regression analyses were used to examine the relationship between childrearing practices and parenting behaviors, demographic factors, and infants' developmental status. Maternal nurturing behaviors, parent-child interaction, and quality of the home environment were positively correlated with the infants' cognitive development. Maternal years of education modified the observed relationship between PBC and BSID II scores but not the observed relationship between HOME Inventory and NCATS scores. The childrearing practices, maternal socioeconomic status (SES) and age, and infants' gestational age at birth (GA) explained 45% of the variance in infants' cognitive scores. The infants' GA, maternal SES and age, and NCATS scores accounted for 32% of the motor scores on the BSID II. The findings partially support a link between aspects of the mothers' childrearing behaviors and their infants' cognitive developmental status. For motor developmental status, the association appeared stronger with the infants' characteristics than with maternal childrearing practices and behaviors tested in this study.

Critical considerations about the use of poverty measures in the study of cognitive development.

PubMed

Lipina, Sebastián J

2017-06-01

Developmental psychology and developmental cognitive neuroscience generated evidence at different levels of analysis about the influences of poverty on neurocognitive development (i.e., molecular, neural activation, cognition, behaviour). In addition, different individual and environmental factors were identified as mediators of such influences. Such a complexity is also illustrated through the many poverty conceptual and operational definitions generated by social, human and health sciences. However, to establish the causal relationships between the different factors of poverty and neurocognitive outcomes is still an issue under construction. Most studies of this area apply classic unidimensional poverty indicators such as income and maternal education. Nonetheless, this approach does not take into adequate consideration the variability of neurocognitive outcomes depending on the type of poverty measures, and the dynamic nature of changes during development. This creates a virtual underestimation of the complexity imposed by the involved mediating mechanisms. The scientific and policy implications of this underestimation include the risk of not adequately addressing children rights and developmental opportunities. This article proposes to explore such scenario, which is necessary for the reconsideration of the criteria used to analyse the influences of poverty on child development in general and neurocognitive development in particular. © 2016 International Union of Psychological Science.

Grounding language in action and perception: From cognitive agents to humanoid robots

NASA Astrophysics Data System (ADS)

Cangelosi, Angelo

2010-06-01

In this review we concentrate on a grounded approach to the modeling of cognition through the methodologies of cognitive agents and developmental robotics. This work will focus on the modeling of the evolutionary and developmental acquisition of linguistic capabilities based on the principles of symbol grounding. We review cognitive agent and developmental robotics models of the grounding of language to demonstrate their consistency with the empirical and theoretical evidence on language grounding and embodiment, and to reveal the benefits of such an approach in the design of linguistic capabilities in cognitive robotic agents. In particular, three different models will be discussed, where the complexity of the agent's sensorimotor and cognitive system gradually increases: from a multi-agent simulation of language evolution, to a simulated robotic agent model for symbol grounding transfer, to a model of language comprehension in the humanoid robot iCub. The review also discusses the benefits of the use of humanoid robotic platform, and specifically of the open source iCub platform, for the study of embodied cognition.

Developmental and Behavioral Needs and Service Use for Young Children in Child Welfare

PubMed Central

Stahmer, Aubyn C.; Leslie, Laurel K.; Hurlburt, Michael; Barth, Richard P.; Webb, Mary Bruce; Landsverk, John; Zhang, Jinjin

2006-01-01

Objective To determine the level of developmental and behavioral need in young children entering child welfare (CW), estimate early intervention services use, and examine variation in need and service use based on age and level of involvement with CW by using a national probability sample in the United States. Methods As part of the National Survey of Child and Adolescent Well-Being, data were collected on 2813 children <6 years old for whom possible abuse or neglect was investigated by CW agencies. Analyses used descriptive statistics to determine developmental and behavioral needs across 5 domains (cognition, behavior, communication, social, and adaptive functioning) and service use. Logistic regression was used to examine the relationship between independent variables (age, gender, race-ethnicity, maltreatment history, level of CW involvement, and developmental or behavior problems) and service use. Results Results indicate that age and level of CW involvement predict service use when controlling for need. Both toddlers (41.8%) and preschoolers (68.1%) in CW have high developmental and behavioral needs; however, few children are receiving services for these issues (22.7% overall). Children that remain with their biological parents have similar needs to those in out-of-home care but are less likely to use services. Children <3 years of age are least likely to use services. Conclusions Children referred to CW have high developmental and behavioral need regardless of the level of CW involvement. Both age and level of involvement influence service use when controlling for need. Mechanisms need to be developed to address disparities in access to intervention. PMID:16199698

A Response to Edwin Fenton. An Exchange of Views between Edwin Fenton and Jack R. Fraenkel, the Cognitive-Developmental Approach to Moral Education

ERIC Educational Resources Information Center

Fraenkel, Jack R.

1977-01-01

Restatement of the author's criticisms of Fenton's article about Kohlberg's cognitive-developmental approach to moral education in the April 1976 issue of "Social Education." Emphasis is made that (1) Fenton's definitive summations of Kohlberg's works should be more tentative and cautious, because (2) some parts of moral developmental research are…

Maternal Prenatal Stress and Other Developmental Risk Factors for Adolescent Depression: Spotlight on Sex Differences.

PubMed

Maxwell, Seth D; Fineberg, Anna M; Drabick, Deborah A; Murphy, Shannon K; Ellman, Lauren M

2018-02-01

Maternal stress during pregnancy has been linked to premorbid abnormalities associated with depression (e.g., difficult temperament, cognitive deficits) in offspring. However, few studies have looked across developmental periods to examine maternal stress during pregnancy and offspring depression during adolescence and whether these associations differ by sex. The current study used data from 1711 mother-offspring dyads (offspring sex: 49.8% male) in a longitudinal birth cohort study. Maternal narratives collected during pregnancy were qualitatively coded for stress-related themes by independent raters. Latent class analysis (LCA) identified distinct subgroups of offspring based on exposure to maternal prenatal stress and other developmental factors from the prenatal, childhood, and adolescent periods that have been associated with depression and/or maternal prenatal stress. LCA identified subgroups that were compared to determine whether and to what extent they differed on adolescent depressive symptoms. LCA revealed a subgroup of "high-risk" individuals, characterized by maternal factors during pregnancy (higher ambivalence/negativity and lower positivity towards the pregnancy, higher levels of hassles, lower maternal education and higher maternal age at birth, higher pre-pregnancy BMI) and offspring developmental factors (decreased cognitive functioning during childhood and adolescence, lower perceived parental support during adolescence, and higher levels of maternal depression during adolescence). High-risk females exhibited elevated conduct symptoms and higher birth order, while high-risk males exhibited decreased internalizing symptoms and lower birth order. Both high-risk males and females reported elevated depressive symptoms during adolescence relative to their "low-risk" counterparts.

Do Early Intervention Programmes Improve Cognitive and Motor Outcomes for Preterm Infants after Discharge? A Systematic Review

ERIC Educational Resources Information Center

Orton, Jane; Spittle, Alicia; Doyle, Lex; Anderson, Peter; Boyd, Roslyn

2009-01-01

Aim: The aim of this study was to review the effects of early developmental intervention after discharge from hospital on motor and cognitive development in preterm infants. Method: Randomized controlled trials (RCTs) or quasi-RCTs of early developmental intervention programmes for preterm infants in which motor or cognitive outcomes were reported…

Linking Biological and Cognitive Aging: Toward Improving Characterizations of Developmental Time

PubMed Central

DeCarlo, Correne A.; Dixon, Roger A.

2011-01-01

Objectives. Chronological age is the most frequently employed predictor in life-span developmental research, despite repeated assertions that it is best conceived as a proxy for true mechanistic changes that influence cognition across time. The present investigation explores the potential that selected functional biomarkers may contribute to the more effective conceptual and operational definitions of developmental time. Methods. We used data from the Victoria Longitudinal Study to explore both static and dynamic biological or physiological markers that arguably influence process-specific mechanisms underlying cognitive changes in late life. Multilevel models were fit to test the dynamic coupling between change in theoretically relevant biomarkers (e.g., grip strength, pulmonary function) and change in select cognitive measures (e.g., executive function, episodic and semantic memory). Results. Results showed that, independent of the passage of developmental time (indexed as years in study), significant time-varying covariation was observed linking corresponding declines for select cognitive outcomes and biological markers. Discussion. Our findings support the interpretation that cognitive decline is not due to chronological aging per se but rather reflects multiple causal factors from a broad range of biological and physical health domains that operate along the age continuum. PMID:21743053

Defiant Children: A Clinician's Manual for Assessment and Parent Training. Second Edition.

ERIC Educational Resources Information Center

Barkley, Russell A.

Ways in which adults can work with noncompliant, defiant, or oppositional children are presented in this manual. The program presented here was designed to help children having at least a two-year level of language or general cognitive developmental level and who fall between the ages of 2 and 12 years. The methods are meant for use by experienced…

Associations between intensity of child welfare involvement and child development among young children in child welfare.

PubMed

Stahmer, Aubyn C; Hurlburt, Michael; Horwitz, Sarah McCue; Landsverk, John; Zhang, Jinjin; Leslie, Laurel K

2009-09-01

To examine developmental and behavioral status of children in child welfare (CW) over time, by intensity of CW involvement using a national probability sample. As part of the National Survey of Child and Adolescent Well-being (NSCAW), data were collected on 1,049 children 12-47 months old investigated by CW agencies for possible abuse or neglect. Analyses used descriptive statistics to characterize developmental and behavioral status across four domains (developmental/cognitive, language, adaptive functioning, and behavior) by intensity of CW involvement (in-home with CW services, in-home with no CW services or out-of-home care) over time. Multivariate analyses were used to examine the relationship between independent variables (age, gender, home environment, race/ethnicity, maltreatment history, intensity of CW involvement) and follow-up domain scores. On average, children improved in developmental/cognitive, communication/language status over time, but these improvements did not differ by intensity of CW involvement. Analyses revealed a positive relationship between the home environment and change in language and adaptive behavior standard scores over time, and few predictors of change in behavioral status. An interaction between intensity of CW involvement and initial developmental/cognitive status was present. Across domains, intensity of CW involvement does not appear to have a significant effect on change in developmental and behavioral status, although out-of-home care does have differential relationships with children's developmental/cognitive status for those with very low initial cognitive/developmental status. Facilitating development in children in CW may require supportive, enriched care environments both for children remaining at home and those in foster care. Toddler and preschool age children known to child welfare are likely to have difficulties with development whether they are removed from their homes or not. It would be helpful if child welfare workers were trained to screen for developmental, language, adaptive behavior and behavioral difficulties in children in foster care, and those remaining at home. Additional support for biological, foster, and kinship caregivers in encouraging development is important for the attainment of critical developmental skills, especially for children with developmental difficulties.

Structural and functional perspectives on classification and seriation in psychotic and normal children.

PubMed

Breslow, L; Cowan, P A

1984-02-01

This study describes a strategy for examining cognitive functioning in psychotic and normal children without the usual confounding effects of marked differences in cognitive structure that occur when children of the same age are compared. Participants were 14 psychotic children, 12 males and 2 females, mean age 9-2, matched with normal children at preoperational and concrete operational stage levels on a set of Piagetian classification tasks. The mean age of the normal children was 6-4, replicating the usually found developmental delay in psychotic samples. Participants were then compared on both structural level and functional abilities on a set of tasks involving seriation of sticks; the higher-level children were also administered a seriation drawing task. Analysis of children's processes of seriating and seriation drawings indicated that over and above the structural retardation, psychotic children at all levels showed functional deficits, especially in the use of anticipatory imagery. The implications for general developmental theory are that progress in structural development is not sufficient for imaginal development, and that structural development of logical concepts is relatively independent of the development of imagery. It was suggested that "thought disorder" may not be a disordered structure of thinking or a retardation in psychotic populations but rather a mismatch between higher-level logical structures and lower-level functions.

Teaching the Whole Mind: A Developmental-Structuralist Approach.

ERIC Educational Resources Information Center

Gross, Francis L., Jr.

1981-01-01

Employs the developmental-structuralist approach of James Fowler to follow the growth of cognition in college undergraduates. Urges teachers to focus on the strengths and capabilities of their students and to prod them to expansion and advanced cognitive development. (DMM)

Toward a Neuroscience of Adult Cognitive Developmental Theory.

PubMed

Girgis, Fady; Lee, Darrin J; Goodarzi, Amir; Ditterich, Jochen

2018-01-01

Piaget's genetic epistemology has provided the constructivist approach upon which child developmental theories were founded, in that infants are thought to progress through distinct cognitive stages until they reach maturity in their early 20's. However, it is now well established that cognition continues to develop after early adulthood, and several "neo-Piagetian" theories have emerged in an attempt to better characterize adult cognitive development. For example, Kegan's Constructive Developmental Theory (CDT) argues that the thought processes used by adults to construct their reality change over time, and reaching higher stages of cognitive development entails becoming objectively aware of emotions and beliefs that were previously in the realm of the subconscious. In recent years, neuroscience has shown a growing interest in the biological substrates and neural mechanisms encompassing adult cognitive development, because psychological and psychiatric disorders can arise from deficiencies therein. In this article, we will use Kegan's CDT as a framework to discuss adult cognitive development in relation to closely correlated existing constructs underlying social processing, such as the perception of self and others. We will review the functional imaging and electrophysiologic evidence behind two key concepts relating to these posited developmental changes. These include self-related processing, a field that distinguishes between having conscious experiences ("being a self") and being aware of oneself having conscious experiences ("being aware of being a self"); and theory of mind, which is the objective awareness of possessing mental states such as beliefs and desires (i.e., having a "mind") and the understanding that others possess mental states that can be different from one's own. We shall see that cortical midline structures, including the medial prefrontal cortex and cingulate gyrus, as well as the temporal lobe, are associated with psychological tasks that test these models. In addition, we will review computational modeling approaches to cognitive development, and show how mathematical modeling can provide insights into how sometimes continuous changes in the neural processing substrate can give rise to relatively discrete developmental stages. Because deficiencies in adult cognitive development can result in disorders such as autism and depression, bridging the gaps between developmental psychology, neuroscience, and modeling has potential implications for clinical practice. As neuromodulation techniques such as deep brain and transcranial stimulation continue to advance, interfacing with these systems may lead to the emergence of novel investigational methods and therapeutic strategies in adults suffering from developmental disorders.

Developmental Outcomes of Preterm Infants With Neonatal Hypoglycemia.

PubMed

Goode, Rachel H; Rettiganti, Mallikarjuna; Li, Jingyun; Lyle, Robert E; Whiteside-Mansell, Leanne; Barrett, Kathleen W; Casey, Patrick H

2016-12-01

Neonatal hypoglycemia has been associated with abnormalities on brain imaging and a spectrum of developmental delays, although historical and recent studies show conflicting results. We compared the cognitive, academic, and behavioral outcomes of preterm infants with neonatal hypoglycemia with those of normoglycemic controls at 3 to 18 years of age. A secondary analysis of data from the Infant Health and Development Program, a national, multisite, randomized controlled longitudinal intervention study of long-term health and developmental outcomes in preterm infants. Of the 985 infants enrolled in the Infant Health and Development Program, 745 infants had glucose levels recorded. Infants were stratified into 4 groups by glucose level. By using standardized cognitive, academic, and behavioral assessments performed at 3, 8, and 18 years of age, we compared groups after adjusting for intervention status, birth weight, gestational age, sex, severity of neonatal course, race, maternal education, and maternal preconception weight. No significant differences were observed in cognitive or academic skills between the control and effected groups at any age. Participants with more severe neonatal hypoglycemia reported fewer problem behaviors at age 18 than those without hypoglycemia. No significant differences in intellectual or academic achievement were found between preterm infants with and without hypoglycemia. A statistical difference was found in behavior at age 18, with hypoglycemic children showing fewer problematic behaviors than normoglycemic children. This difference was not clinically meaningful. Using extended outcomes, our results are consistent with previous studies that found no significant neurodevelopmental outcomes associated with neonatal hypoglycemia in preterm-born children. Copyright © 2016 by the American Academy of Pediatrics.

Developmental Outcomes of Preterm Infants With Neonatal Hypoglycemia

PubMed Central

Rettiganti, Mallikarjuna; Li, Jingyun; Lyle, Robert E.; Whiteside-Mansell, Leanne; Barrett, Kathleen W.; Casey, Patrick H.

2016-01-01

BACKGROUND AND OBJECTIVES: Neonatal hypoglycemia has been associated with abnormalities on brain imaging and a spectrum of developmental delays, although historical and recent studies show conflicting results. We compared the cognitive, academic, and behavioral outcomes of preterm infants with neonatal hypoglycemia with those of normoglycemic controls at 3 to 18 years of age. METHODS: A secondary analysis of data from the Infant Health and Development Program, a national, multisite, randomized controlled longitudinal intervention study of long-term health and developmental outcomes in preterm infants. Of the 985 infants enrolled in the Infant Health and Development Program, 745 infants had glucose levels recorded. Infants were stratified into 4 groups by glucose level. By using standardized cognitive, academic, and behavioral assessments performed at 3, 8, and 18 years of age, we compared groups after adjusting for intervention status, birth weight, gestational age, sex, severity of neonatal course, race, maternal education, and maternal preconception weight. RESULTS: No significant differences were observed in cognitive or academic skills between the control and effected groups at any age. Participants with more severe neonatal hypoglycemia reported fewer problem behaviors at age 18 than those without hypoglycemia. CONCLUSIONS: No significant differences in intellectual or academic achievement were found between preterm infants with and without hypoglycemia. A statistical difference was found in behavior at age 18, with hypoglycemic children showing fewer problematic behaviors than normoglycemic children. This difference was not clinically meaningful. Using extended outcomes, our results are consistent with previous studies that found no significant neurodevelopmental outcomes associated with neonatal hypoglycemia in preterm-born children. PMID:27940690

Long-Term Exposure to Oral Methylphenidate or dl-Amphetamine Mixture in Peri-Adolescent Rhesus Monkeys: Effects on Physiology, Behavior, and Dopamine System Development

PubMed Central

Soto, Paul L; Wilcox, Kristin M; Zhou, Yun; Ator, Nancy A; Riddle, Mark A; Wong, Dean F; Weed, Michael R

2012-01-01

The stimulants methylphenidate and amphetamine are used to treat children with attention deficit/hyperactivity disorder over important developmental periods, prompting concerns regarding possible long-term health impact. This study assessed the effects of such a regimen in male, peri-adolescent rhesus monkeys on a variety of cognitive/behavioral, physiological, and in vivo neurochemical imaging parameters. Twice daily (0900 and 1200 hours), for a total of 18 months, juvenile male monkeys (8 per group) consumed either an unadulterated orange-flavored solution, a methylphenidate solution, or a dl-amphetamine mixture. Doses were titrated to reach blood/plasma levels comparable to therapeutic levels in children. [11C]MPH and [11C]raclopride dynamic PET scans were performed to image dopamine transporter and D2-like receptors, respectively. Binding potential (BPND), an index of tracer-specific binding, and amphetamine-induced changes in BPND of [11C]raclopride were estimated by kinetic modeling. There were no consistent differences among groups on the vast majority of measures, including cognitive (psychomotor speed, timing, inhibitory control, cognitive flexibility), general activity, physiological (body weight, head circumference, crown-to-rump length), and neurochemical (ie, developmental changes in dopamine transporter, dopamine D2 receptor density, and amphetamine-stimulated dopamine release were as expected). Cytogenetic studies indicated that neither drug was a clastogen in rhesus monkeys. Thus, methylphenidate and amphetamine at therapeutic blood/plasma levels during peri-adolescence in non-human primates have little effect on physiological or behavioral/cognitive development. PMID:22805599

Long-term exposure to oral methylphenidate or dl-amphetamine mixture in peri-adolescent rhesus monkeys: effects on physiology, behavior, and dopamine system development.

PubMed

Soto, Paul L; Wilcox, Kristin M; Zhou, Yun; Kumar, Anil; Ator, Nancy A; Riddle, Mark A; Wong, Dean F; Weed, Michael R

2012-11-01

The stimulants methylphenidate and amphetamine are used to treat children with attention deficit/hyperactivity disorder over important developmental periods, prompting concerns regarding possible long-term health impact. This study assessed the effects of such a regimen in male, peri-adolescent rhesus monkeys on a variety of cognitive/behavioral, physiological, and in vivo neurochemical imaging parameters. Twice daily (0900 and 1200 hours), for a total of 18 months, juvenile male monkeys (8 per group) consumed either an unadulterated orange-flavored solution, a methylphenidate solution, or a dl-amphetamine mixture. Doses were titrated to reach blood/plasma levels comparable to therapeutic levels in children. [¹¹C]MPH and [¹¹C]raclopride dynamic PET scans were performed to image dopamine transporter and D₂-like receptors, respectively. Binding potential (BP(ND)), an index of tracer-specific binding, and amphetamine-induced changes in BP(ND) of [¹¹C]raclopride were estimated by kinetic modeling. There were no consistent differences among groups on the vast majority of measures, including cognitive (psychomotor speed, timing, inhibitory control, cognitive flexibility), general activity, physiological (body weight, head circumference, crown-to-rump length), and neurochemical (ie, developmental changes in dopamine transporter, dopamine D₂ receptor density, and amphetamine-stimulated dopamine release were as expected). Cytogenetic studies indicated that neither drug was a clastogen in rhesus monkeys. Thus, methylphenidate and amphetamine at therapeutic blood/plasma levels during peri-adolescence in non-human primates have little effect on physiological or behavioral/cognitive development.

Development of Mentalizing and Communication: From Viewpoint of Developmental Cybernetics and Developmental Cognitive Neuroscience

NASA Astrophysics Data System (ADS)

Itakura, Shoji

The ability to mentalize is essential for human socialization. Such ability is strongly related to communication. In this paper, I discuss the development of mentalizing and communication from the perspectives of a new idea, Developmental Cybernetics, and developmental cognitive neuroscience. Children only attributed intention to a robot when they saw it behaving as a human and displaying social signals such as eye gaze. The emergence of powerful new methods and tools, such as neuroimaging, now allows questions about mentalizing to resolved more directly than before.

A Learning Framework for Development.

ERIC Educational Resources Information Center

Chi, Michelene T. H.; Rees, Ernest T.

1983-01-01

Responding to recent advances in developmental and cognitive science research on knowledge acquisition, this report presents a theoretical framework for analyzing cognitive development as a process of learning. The first section summarizes three developmental characteristics recognized in both the Piagetian and the quantita experimental tradition:…

Cognitive Profiles of Adults with Asperger's Disorder, High-Functioning Autism, and Pervasive Developmental Disorder Not Otherwise Specified Based on the WAIS-III

ERIC Educational Resources Information Center

Kanai, Chieko; Tani, Masayuki; Hashimoto, Ryuichiro; Yamada, Takashi; Ota, Haruhisa; Watanabe, Hiromi; Iwanami, Akira; Kato, Nobumasa

2012-01-01

Little is known about the cognitive profiles of high-functioning Pervasive Developmental Disorders (PDD) in adults based on the Wechsler Intelligence Scale III (WAIS-III). We examined cognitive profiles of adults with no intellectual disability (IQ greater than 70), and in adults with Asperger's disorder (AS; n = 47), high-functioning autism (HFA;…

The development of structural complexity in the child's concept of family: the effect of cognitive stage, sex, and intactness of family.

PubMed

Wedemeyer, N V; Bickhard, M H; Cooper, R G

1989-12-01

Twenty-eight boys and 28 girls at each of the Piagetian preoperational, concrete operational, and formal operational cognitive stages were given an interview focusing on their concepts of family. Half of each group were from intact families, and half were from divorced families. Interviews were scored for two structural aspects of the concept of family: conceptual level, and use of dimensions that structure the concept. The complexity of children's concepts was strongly related to cognitive stage and, to a lesser degree, to sex. Frequency of use of concept dimensions was strongly affected by general developmental level, though not specifically cognitive stage, and by intactness of family, but to a lesser degree by sex. Specific information is provided on the effect of these factors on perceptions of family composition, parental roles, and breadth of family activities.

The Luria-Nebraska Children's Battery: Is It Too Sensitive?

ERIC Educational Resources Information Center

Flagler, Sally; And Others

The relationship between children's cognitive developmental level, as assessed by Piagetian tasks, and their performance on measures of intellectual and neuropsychological functioning was studied. Eight female and 22 male children--ages 8 to 12 years (mean=10.3)--with negative electroencephalographs and neurologic screening and no history of brain…

Attention and Language in Fragile X

ERIC Educational Resources Information Center

Cornish, Kim; Sudhalter, Vicki; Turk, Jeremy

2004-01-01

Fragile X syndrome (FXS) is a well-recognized cause of mental retardation and developmental delay in males. Alongside the well-documented clinical characteristics of the condition, recent advances in technology and methodology have begun to define FXS at a number of different levels: genetic, brain structure and function, cognition, and behavior.…

Formal Operations from a Twenty-First Century Perspective

ERIC Educational Resources Information Center

Kuhn, Deanna

2008-01-01

The author reflects on Piaget's 1972 article, "Intellectual evolution from adolescence to adulthood," addressed to questions regarding what he alleged to be the final, most advanced level of cognition in his developmental stage theory--formal operations, as described in his 1958 volume coauthored with Inhelder, "The growth of logical thinking from…

Advantages of Integrative Data Analysis for Developmental Research

ERIC Educational Resources Information Center

Bainter, Sierra A.; Curran, Patrick J.

2015-01-01

Amid recent progress in cognitive development research, high-quality data resources are accumulating, and data sharing and secondary data analysis are becoming increasingly valuable tools. Integrative data analysis (IDA) is an exciting analytical framework that can enhance secondary data analysis in powerful ways. IDA pools item-level data across…

Face and Emotion Recognition in MCDD versus PDD-NOS

ERIC Educational Resources Information Center

Herba, Catherine M.; de Bruin, Esther; Althaus, Monika; Verheij, Fop; Ferdinand, Robert F.

2008-01-01

Previous studies indicate that Multiple Complex Developmental Disorder (MCDD) children differ from PDD-NOS and autistic children on a symptom level and on psychophysiological functioning. Children with MCDD (n = 21) and PDD-NOS (n = 62) were compared on two facets of social-cognitive functioning: identification of neutral faces and facial…

Guidelines for Developing a Preschool Level Gifted Program in the Private Sector.

ERIC Educational Resources Information Center

McMurtry, Doyleen

This practicum addresses the creation of an economically viable school in the private sector to meet the educational and social needs of cognitively developmentally accelerated preschool-age children. Anticipated outcomes of the practicum included development of a well-documented philosophical approach to preschool gifted education, curriculum…

The Relationship of Drawing and Mathematical Problem Solving: "Draw for Math" Tasks

ERIC Educational Resources Information Center

Edens, Kellah; Potter, Ellen

2007-01-01

This study examines a series of children's drawings ("Draw for Math" tasks) to determine the relationship of students' spatial understanding and mathematical problem solving. Level of spatial understanding was assessed by applying the framework of central conceptual structures suggested by Case (1996), a cognitive developmental researcher.…

Beneath the floor: re-analysis of neurodevelopmental outcomes in untreated Hurler syndrome.

PubMed

Shapiro, Elsa G; Whitley, Chester B; Eisengart, Julie B

2018-05-11

Hurler syndrome (MPS IH), the severe, neurodegenerative form of type one mucopolysaccharidosis, is associated with rapid neurocognitive decline during toddlerhood and multi-system dysfunction. It is now standardly treated with hematopoietic cell transplantation (HCT), which halts accumulating disease pathology and prevents early death. While norm-based data on developmental functioning in untreated children have previously demonstrated neurocognitive decline, advances in methodology for understanding the cognitive functioning of children with neurodegenerative diseases have highlighted that the previous choice of scores to report results was not ideal. Specifically, the lowest possible norm-based score is 50, which obscures the complete range of cognitive functioning at more advanced stages of neurodeterioration. To a set of cognitive data collected on a sample of untreated children, we applied a modern method of score analysis, calculating a developmental quotient based on age equivalent scores, to reveal the full range of cognitive functioning beneath this cutoff of 50, uncovering new information about the rapidity of decline and the profound impairment in these children. Among 39 observations for 32 patients with untreated Hurler syndrome, the full array of cognitive functioning below 50 includes many children in the severely to profoundly impaired range. The loss of skills per time unit was 14 points between age 1 and 2. There was a very large range of developmental quotients corresponding to the norm-based cutoff of 50. This report enables clarification of functioning at levels that extend beneath the floor of 50 in previous work. At the dawn of newborn screening and amidst a proliferation of new therapies for MPS I, these data can provide crucial benchmark information for developing treatments, particularly for areas of the world where transplant may not be available.

NCT and Culture-Conscious Developmental Science

ERIC Educational Resources Information Center

Downing-Wilson, Deborah; Pelaprat, Etienne; Rosero, Ivan; Vadeboncoeur, Jennifer; Packer, Martin; Cole, Michael

2013-01-01

The authors share the belief that there is great potential for developmental science in bringing the ideas of Niche Construction Theory (NCT), as developed in evolutionary biology, into conversation with Vygotskian-inspired theories such as cultural-historical and activity theories, distributed cognition, and embodied cognition, although from…

Developmental Social Cognitive Neuroscience: Insights from Deafness

ERIC Educational Resources Information Center

Corina, David; Singleton, Jenny

2009-01-01

The condition of deafness presents a developmental context that provides insight into the biological, cultural, and linguistic factors underlying the development of neural systems that impact social cognition. Studies of visual attention, behavioral regulation, language development, and face and human action perception are discussed. Visually…

Cognitive-Developmental and Behavior-Analytic Theories: Evolving into Complementarity

ERIC Educational Resources Information Center

Overton, Willis F.; Ennis, Michelle D.

2006-01-01

Historically, cognitive-developmental and behavior-analytic approaches to the study of human behavior change and development have been presented as incompatible alternative theoretical and methodological perspectives. This presumed incompatibility has been understood as arising from divergent sets of metatheoretical assumptions that take the form…

Developmental and Cognitive Characteristics of “High-Level Potentialities” (Highly Gifted) Children

PubMed Central

Vaivre-Douret, Laurence

2011-01-01

This study covers the interesting field of the development in gifted children which is often neglected in pediatrics because psychomotor development data are still rare, since “gifted” children are generally noticed towards the end of their primary schooling by IQ measurement. Developmental studies have shown the evidence from several fields that children identified as “high-level potentialities” or “intellectually gifted” develop sensory, locomotor, neuropsychological, and language skills earlier than typically expected. The hypothesis is offered that the earlier development originates from biological processes affecting the physical development of the brain and in turn even intellectual abilities are developed earlier, potentially allowing for advanced development. Further it is discussed how these developmental advances interact with the social environment and in certain circumstances may entail increased risk for developing socioemotional difficulties and learning disabilities that often go unaddressed due to the masking by the advance intellectual abilities. PMID:21977044

Behavioral inhibition and anxiety: The moderating roles of inhibitory control and attention shifting

PubMed Central

White, Lauren K.; McDermott, Jennifer Martin; Degnan, Kathryn A.; Henderson, Heather A.; Fox, Nathan A.

2013-01-01

Behavioral inhibition (BI), a temperament identified in early childhood, is associated with social reticence in childhood and an increased risk for anxiety problems in adolescence and adulthood. However, not all behaviorally inhibited children remain reticent or develop an anxiety disorder. One possible mechanism accounting for the variability in the developmental trajectories of BI is a child’s ability to successfully recruit cognitive processes involved in the regulation of negative reactivity. However, separate cognitive processes may differentially moderate the association between BI and later anxiety problems. The goal of the current study was to examine how two cognitive processes - attention shifting and inhibitory control - laboratory assessed at 48 months of age moderated the association between 24-month BI and anxiety symptoms in the preschool years. Results revealed that high levels of attention shifting decreased the risk for anxiety symptoms in children with high levels of BI, whereas high levels of inhibitory control increased this risk for anxiety symptoms. These findings suggest that different cognitive processes may influence relative levels of risk or adaptation depending upon a child’s temperamental reactivity. PMID:21301953

Behavioral inhibition and anxiety: the moderating roles of inhibitory control and attention shifting.

PubMed

White, Lauren K; McDermott, Jennifer Martin; Degnan, Kathryn A; Henderson, Heather A; Fox, Nathan A

2011-07-01

Behavioral inhibition (BI), a temperament identified in early childhood, is associated with social reticence in childhood and an increased risk for anxiety problems in adolescence and adulthood. However, not all behaviorally inhibited children remain reticent or develop an anxiety disorder. One possible mechanism accounting for the variability in the developmental trajectories of BI is a child's ability to successfully recruit cognitive processes involved in the regulation of negative reactivity. However, separate cognitive processes may differentially moderate the association between BI and later anxiety problems. The goal of the current study was to examine how two cognitive processes-attention shifting and inhibitory control-laboratory assessed at 48 months of age moderated the association between 24-month BI and anxiety symptoms in the preschool years. Results revealed that high levels of attention shifting decreased the risk for anxiety problems in children with high levels of BI, whereas high levels of inhibitory control increased this risk for anxiety symptoms. These findings suggest that different cognitive processes may influence relative levels of risk or adaptation depending upon a child's temperamental reactivity.

Evaluation of Cognitive Function of Children with Developmental Disabilities by means of Button-Press Task

NASA Astrophysics Data System (ADS)

Nakazono, Shogo; Kobori, Satoshi

The button-press task means that the subject observes a moving target and presses a button to stop it when the target enters a specified area on a computer display. Subjects perform normal task, suppressed task and delayed task. In the suppressed task, the moving target disappears at some point during the trial. In the delayed task, there is some lag time between the time of pressing button and of stopping target. In these tasks, subjects estimate the movement of the target, and press the button considering his/her own reaction time. In our previous study, we showed that cognitive and motor function was able to be evaluated by these tasks. In this study, we examined error data of children with developmental disabilities to evaluate the cognitive function, and investigated the learning processes. Moreover, we discussed the developmental stages by comparing the children with disabilities to normal control children, and we clarified the behavior characteristics of children with developmental disabilities. Asa result, it was shown that our evaluation method and system for the button-press task were effective to evaluate cognitive ability of children with developmental disabilities.

Grounding language in action and perception: from cognitive agents to humanoid robots.

PubMed

Cangelosi, Angelo

2010-06-01

In this review we concentrate on a grounded approach to the modeling of cognition through the methodologies of cognitive agents and developmental robotics. This work will focus on the modeling of the evolutionary and developmental acquisition of linguistic capabilities based on the principles of symbol grounding. We review cognitive agent and developmental robotics models of the grounding of language to demonstrate their consistency with the empirical and theoretical evidence on language grounding and embodiment, and to reveal the benefits of such an approach in the design of linguistic capabilities in cognitive robotic agents. In particular, three different models will be discussed, where the complexity of the agent's sensorimotor and cognitive system gradually increases: from a multi-agent simulation of language evolution, to a simulated robotic agent model for symbol grounding transfer, to a model of language comprehension in the humanoid robot iCub. The review also discusses the benefits of the use of humanoid robotic platform, and specifically of the open source iCub platform, for the study of embodied cognition. Copyright 2010 Elsevier B.V. All rights reserved.

Interpersonal Cognitive Distortions and Stress Coping Strategies of Laate Adolescents

ERIC Educational Resources Information Center

Coban, Aysel Esen

2013-01-01

Problem Statement: Adolescence is a stage of major growth and development in terms of significant cognitive, behavioral, psychological, and physiological changes. For adolescents, these developmental changes could be accompanied by stressful situations. Adolescents need to cope with these stressors successfully, yet the developmental period of…

Early Speech Motor Development: Cognitive and Linguistic Considerations

ERIC Educational Resources Information Center

Nip, Ignatius S. B.; Green, Jordan R.; Marx, David B.

2009-01-01

This longitudinal investigation examines developmental changes in orofacial movements occurring during the early stages of communication development. The goals were to identify developmental trends in early speech motor performance and to determine how these trends differ across orofacial behaviors thought to vary in cognitive and linguistic…

Language-Universal Sensory Deficits in Developmental Dyslexia: English, Spanish, and Chinese

ERIC Educational Resources Information Center

Goswami, Usha; Wang, H.-L. Sharon; Cruz, Alicia; Fosker, Tim; Mead, Natasha; Huss, Martina

2011-01-01

Studies in sensory neuroscience reveal the critical importance of accurate sensory perception for cognitive development. There is considerable debate concerning the possible sensory correlates of "phonological processing", the primary cognitive risk factor for developmental dyslexia. Across languages, children with dyslexia have a specific…

Working Memory and Mathematics: A Review of Developmental, Individual Difference, and Cognitive Approaches

ERIC Educational Resources Information Center

Raghubar, Kimberly P.; Barnes, Marcia A.; Hecht, Steven A.

2010-01-01

Working memory refers to a mental workspace, involved in controlling, regulating, and actively maintaining relevant information to accomplish complex cognitive tasks (e.g. mathematical processing). Despite the potential relevance of a relation between working memory and math for understanding developmental and individual differences in…

The Effects of Attention Problems on Depression: Developmental, Academic, and Cognitive Pathways

ERIC Educational Resources Information Center

Herman, Keith C.; Ostrander, Rick

2007-01-01

The present study investigated developmental pathways between inattention and depression, particularly the roles of school maladjustment and child cognitions. Additionally, a measure of conduct problems was included in all analyses to test competing theories about the emergence of depressive symptoms. Results supported the hypothesized path models…

The Application of Piaget's Theory of Cognitive Development to Education.

ERIC Educational Resources Information Center

Kuhn, Deanna

1979-01-01

The difficulties encountered in attempting to apply Piaget's theory of cognitive development to education reveal ambiguities existing within the theory itself. Research activity by educators and by developmental theoreticians must be integrated in order to achieve either a comprehensive developmental theory or an effective application of it. (CT)

Emotion Discourse, Social Cognition, and Social Skills in Children with and without Developmental Delays

ERIC Educational Resources Information Center

Fenning, Rachel M.; Baker, Bruce L.; Juvonen, Jaana

2011-01-01

This study examined parent-child emotion discourse, children's independent social information processing, and social skills outcomes in 146 families of 8-year-olds with and without developmental delays. Children's emergent social-cognitive understanding (internal state understanding, perspective taking, and causal reasoning and problem solving)…

Computerised Attention Training for Children with Intellectual and Developmental Disabilities: A Randomised Controlled Trial

ERIC Educational Resources Information Center

Kirk, Hannah E.; Gray, Kylie M.; Ellis, Kirsten; Taffe, John; Cornish, Kim M.

2016-01-01

Background: Children with intellectual and developmental disabilities (IDD) experience heightened attention difficulties which have been linked to poorer cognitive, academic and social outcomes. Although, increasing research has focused on the potential of computerised cognitive training in reducing attention problems, limited studies have…

Childhood Stress and Coping: A Review and Cognitive-Developmental Theory.

ERIC Educational Resources Information Center

Hawkins, Raymond C., II

This paper reviews recent empirical and conceptual studies pertaining to stress in childhood and offers an integrative, cognitive-developmental theory for understanding childhood stress and coping. The theory builds upon Hunt's (1979) view of the epigenesis of intrinsic motivation and Block's (1982) formulation of assimilation and accommodation…

Cognitive Profiles of Italian Children with Developmental Dyslexia

ERIC Educational Resources Information Center

Tobia, Valentina; Marzocchi, Gian Marco

2014-01-01

The aim of this study was to investigate verbal and nonverbal cognitive deficits in Italian students with developmental dyslexia. The performances of 32 dyslexic students, 64 age-matched typically reading controls, and 64 reading age-matched controls were compared on tests of lexical knowledge, phonological awareness, rapid automatized naming,…

Using EEG to Study Cognitive Development: Issues and Practices

ERIC Educational Resources Information Center

Bell, Martha Ann; Cuevas, Kimberly

2012-01-01

Developmental research is enhanced by use of multiple methodologies for examining psychological processes. The electroencephalogram (EEG) is an efficient and relatively inexpensive method for the study of developmental changes in brain-behavior relations. In this review, we highlight some of the challenges for using EEG in cognitive development…

Subjective Idealism in Kohlberg's Theory of Moral Development: A Cricital Analysis.

ERIC Educational Resources Information Center

Baribeau, Jacinthe M. C.; Braun, Claude M. J.

1978-01-01

Philosophical tendencies in Kohlberg's cognitive-developmental theory of moral development such as apriorism, absolutism and formalism are unfavorably contrasted with the dialectical categories of historicism, double interactionism and reflection. In logic and epistemology the cognitive-developmental theory is shown to be based on a subjective…

Cognitive Development and Reading Processes. Developmental Program Report Number 76.

ERIC Educational Resources Information Center

West, Richard F.

In discussing the relationship between cognitive development (perception, pattern recognition, and memory) and reading processes, this paper especially emphasizes developmental factors. After an overview of some issues that bear on how written language is processed, the paper presents a discussion of pattern recognition, including general pattern…

Rational thinking and cognitive sophistication: development, cognitive abilities, and thinking dispositions.

PubMed

Toplak, Maggie E; West, Richard F; Stanovich, Keith E

2014-04-01

We studied developmental trends in 5 important reasoning tasks that are critical components of the operational definition of rational thinking. The tasks measured denominator neglect, belief bias, base rate sensitivity, resistance to framing, and the tendency toward otherside thinking. In addition to age, we examined 2 other individual difference domains that index cognitive sophistication: cognitive ability (intelligence and executive functioning) and thinking dispositions (actively open-minded thinking, superstitious thinking, and need for cognition). All 5 reasoning domains were consistently related to cognitive sophistication regardless of how it was indexed (age, cognitive ability, thinking dispositions). The implications of these findings for taxonomies of developmental trends in rational thinking tasks are discussed. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Toward a Neuroscience of Adult Cognitive Developmental Theory

PubMed Central

Girgis, Fady; Lee, Darrin J.; Goodarzi, Amir; Ditterich, Jochen

2018-01-01

Piaget's genetic epistemology has provided the constructivist approach upon which child developmental theories were founded, in that infants are thought to progress through distinct cognitive stages until they reach maturity in their early 20's. However, it is now well established that cognition continues to develop after early adulthood, and several “neo-Piagetian” theories have emerged in an attempt to better characterize adult cognitive development. For example, Kegan's Constructive Developmental Theory (CDT) argues that the thought processes used by adults to construct their reality change over time, and reaching higher stages of cognitive development entails becoming objectively aware of emotions and beliefs that were previously in the realm of the subconscious. In recent years, neuroscience has shown a growing interest in the biological substrates and neural mechanisms encompassing adult cognitive development, because psychological and psychiatric disorders can arise from deficiencies therein. In this article, we will use Kegan's CDT as a framework to discuss adult cognitive development in relation to closely correlated existing constructs underlying social processing, such as the perception of self and others. We will review the functional imaging and electrophysiologic evidence behind two key concepts relating to these posited developmental changes. These include self-related processing, a field that distinguishes between having conscious experiences (“being a self”) and being aware of oneself having conscious experiences (“being aware of being a self”); and theory of mind, which is the objective awareness of possessing mental states such as beliefs and desires (i.e., having a “mind”) and the understanding that others possess mental states that can be different from one's own. We shall see that cortical midline structures, including the medial prefrontal cortex and cingulate gyrus, as well as the temporal lobe, are associated with psychological tasks that test these models. In addition, we will review computational modeling approaches to cognitive development, and show how mathematical modeling can provide insights into how sometimes continuous changes in the neural processing substrate can give rise to relatively discrete developmental stages. Because deficiencies in adult cognitive development can result in disorders such as autism and depression, bridging the gaps between developmental psychology, neuroscience, and modeling has potential implications for clinical practice. As neuromodulation techniques such as deep brain and transcranial stimulation continue to advance, interfacing with these systems may lead to the emergence of novel investigational methods and therapeutic strategies in adults suffering from developmental disorders. PMID:29410608

Mapping the developmental constraints on working memory span performance.

PubMed

Bayliss, Donna M; Jarrold, Christopher; Baddeley, Alan D; Gunn, Deborah M; Leigh, Eleanor

2005-07-01

This study investigated the constraints underlying developmental improvements in complex working memory span performance among 120 children of between 6 and 10 years of age. Independent measures of processing efficiency, storage capacity, rehearsal speed, and basic speed of processing were assessed to determine their contribution to age-related variance in complex span. Results showed that developmental improvements in complex span were driven by 2 age-related but separable factors: 1 associated with general speed of processing and 1 associated with storage ability. In addition, there was an age-related contribution shared between working memory, processing speed, and storage ability that was important for higher level cognition. These results pose a challenge for models of complex span performance that emphasize the importance of processing speed alone.

Controversies on electromagnetic field exposure and the nervous systems of children.

PubMed

Warille, Aymen A; Onger, M Emin; Turkmen, A Pinar; Deniz, Ö Gülsüm; Altun, Gamze; Yurt, K Kubra; Altunkaynak, B Zuhal; Kaplan, Süleyman

2016-05-01

This paper reviewed possible health effects from exposure to low levels of electromagnetic field (EMF) in children, arising from electrical power sources and mobile phones. Overall, the information about effects on developmental processes and cognitive functions is insufficient and further research on children and adolescents is critically needed. New research approaches are required focused on the effects on the developmental processes of children exposed to electromagnetic fields, using consistent protocols. When the current data were considered in detail, it was noted that children's unique vulnerabilities make them more sensitive to EMFs emitted by electronics and wireless devices, as compared to adults. Some experimental research shows a neurological impact and exposure in humans may lead to the cognitive and behavioral impairments. Because of the proliferation of wireless devices, public awareness of these dangers now is important to safeguard children's future healthy brain development.

Spontaneous Classification of Foods by Children at Varying Cognitive Developmental Levels.

ERIC Educational Resources Information Center

Contento, Isobel R.; Michela, John L.

A study examined children's conceptions about nutrients and the dimensions underlying their classifications of foods into groups. Children (5 to 11 years old) classified 71 foods into groups by whatever criteria they wished. These classifications were recorded, as were the children's answers to questions about nutrients and their responses in…

The Correlation between Brain Development, Language Acquisition, and Cognition

ERIC Educational Resources Information Center

Wasserman, Leslie Haley

2007-01-01

There continues to be a debate whether educators should use brain research to their advantage in the classroom. This debate should not prevent educators from using their new found knowledge toward enhancing their students' learning. By understanding how the brain learns, educators are able to determine what developmental level the child is…

Musicality Correlates with Sociability and Emotionality in Williams Syndrome

ERIC Educational Resources Information Center

Ng, Rowena; Lai, Philip; Levitin, Daniel J.; Bellugi, Ursula

2013-01-01

Williams syndrome (WS) is a neurogenetic developmental disorder characterized by peaks and valleys of cognitive abilities. One peak that has been understudied is the affinity that many individuals with WS have with music. It remains unknown whether their high levels of musical interest, skill, and expressivity are related to their sociable…

The nonlinear relations of the approximate number system and mathematical language to early mathematics development.

PubMed

Purpura, David J; Logan, Jessica A R

2015-12-01

Both mathematical language and the approximate number system (ANS) have been identified as strong predictors of early mathematics performance. Yet, these relations may be different depending on a child's developmental level. The purpose of this study was to evaluate the relations between these domains across different levels of ability. Participants included 114 children who were assessed in the fall and spring of preschool on a battery of academic and cognitive tasks. Children were 3.12 to 5.26 years old (M = 4.18, SD = .58) and 53.6% were girls. Both mixed-effect and quantile regressions were conducted. The mixed-effect regressions indicated that mathematical language, but not the ANS, nor other cognitive domains, predicted mathematics performance. However, the quantile regression analyses revealed a more nuanced relation among domains. Specifically, it was found that mathematical language and the ANS predicted mathematical performance at different points on the ability continuum. These dual nonlinear relations indicate that different mechanisms may enhance mathematical acquisition dependent on children's developmental abilities. (c) 2015 APA, all rights reserved).

Event-related Potentials During Target-response Tasks to Study Cognitive Processes of Upper Limb Use in Children with Unilateral Cerebral Palsy.

PubMed

Zielinski, Ingar Marie; Steenbergen, Bert; Baas, C Marjolein; Aarts, Pauline; Jongsma, Marijtje L A

2016-01-11

Unilateral Cerebral Palsy (CP) is a neurodevelopmental disorder that is a very common cause of disability in childhood. It is characterized by unilateral motor impairments that are frequently dominated in the upper limb. In addition to a reduced movement capacity of the affected upper limb, several children with unilateral CP show a reduced awareness of the remaining movement capacity of that limb. This phenomenon of disregarding the preserved capacity of the affected upper limb is regularly referred to as Developmental Disregard (DD). Different theories have been postulated to explain DD, each suggesting slightly different guidelines for therapy. Still, cognitive processes that might additionally contribute to DD in children with unilateral CP have never been directly studied. The current protocol was developed to study cognitive aspects involved in upper limb control in children with unilateral CP with and without DD. This was done by recording event-related potentials (ERPs) extracted from the ongoing EEG during target-response tasks asking for a hand-movement response. ERPs consist of several components, each of them associated with a well-defined cognitive process (e.g., the N1 with early attention processes, the N2 with cognitive control and the P3 with cognitive load and mental effort). Due to its excellent temporal resolution, the ERP technique enables to study several covert cognitive processes preceding overt motor responses and thus allows insight into the cognitive processes that might contribute to the phenomenon of DD. Using this protocol adds a new level of explanation to existing behavioral studies and opens new avenues to the broader implementation of research on cognitive aspects of developmental movement restrictions in children.

Aspects of Piaget's cognitive developmental psychology and neurobiology of psychotic disorders - an integrative model.

PubMed

Gebhardt, Stefan; Grant, Phillip; von Georgi, Richard; Huber, Martin T

2008-09-01

Psychological, neurobiological and neurodevelopmental approaches have frequently been used to provide pathogenic concepts on psychotic disorders. However, aspects of cognitive developmental psychology have hardly been considered in current models. Using a hypothesis-generating approach an integration of these concepts was conducted. According to Piaget (1896-1980), assimilation and accommodation as forms of maintenance and modification of cognitive schemata represent fundamental processes of the brain. In general, based on the perceived input stimuli, cognitive schemata are developed resulting in a conception of the world, the realistic validity and the actuality of which is still being controlled and modified by cognitive adjustment processes. In psychotic disorders, however, a disproportion of environmental demands and the ability to activate required neuronal adaptation processes occurs. We therefore hypothesize a failure of the adjustment of real and requested output patterns. As a consequence autonomous cognitive schemata are generated, which fail to adjust with reality resulting in psychotic symptomatology. Neurobiological, especially neuromodulatory and neuroplastic processes play a central role in these perceptive and cognitive processes. In conclusion, integration of cognitive developmental psychology into the existing pathogenic concepts of psychotic disorders leads to interesting insights into basic disease mechanisms and also guides future research in the cognitive neuroscience of such disorders.

Associations Between Hormonal Biomarkers and Cognitive, Motor, and Language Developmental Status in Very Low Birth Weight Infants.

PubMed

Cho, June; Holditch-Davis, Diane; Su, Xiaogang; Phillips, Vivien; Biasini, Fred; Carlo, Waldemar A

Male infants are more prone to health problems and developmental delays than female infants. On the basis of theories of gender differences in brain development and social relationships, we explored associations between testosterone and cortisol levels with infant cognitive, motor, and language development ("infant development") in very low birth weight (VLBW) infants, controlling for mother-infant interactions, characteristics of mothers and infants, and days of saliva collection after birth. A total of 62 mother-VLBW infant pairs were recruited from the newborn intensive care unit of a tertiary medical center in the Southeast United States. Data were collected through infant medical record review, biochemical measurement, observation of mother-infant interactions, and standard questionnaires. Infant development was assessed at 6 months corrected age (CA), and mother-infant interactions were observed at 3 and 6 months CA. General linear regression with separate analyses for each infant gender showed that high testosterone levels were positively associated with language development of male infants after controlling for mother-infant interactions and other covariates, whereas high cortisol levels were negatively associated with motor development of female infants after controlling for mother-infant interactions. Steroid hormonal levels may well be more fundamental factors for assessing infant development than infant gender or mother-infant interactions at 6 months CA.

Affective and cognitive decision-making in adolescents.

PubMed

van Duijvenvoorde, Anna C K; Jansen, Brenda R J; Visser, Ingmar; Huizenga, Hilde M

2010-01-01

Adolescents demonstrate impaired decision-making in emotionally arousing situations, yet they appear to exhibit relatively mature decision-making skills in predominantly cognitive, low-arousal situations. In this study we compared adolescents' (13-15 years) performance on matched affective and cognitive decision-making tasks, in order to determine (1) their performance level on each task and (2) whether performance on the cognitive task was associated with performance on the affective task. Both tasks required a comparison of choice dimensions characterized by frequency of loss, amount of loss, and constant gain. Results indicated that in the affective task, adolescents performed sub-optimally by considering only the frequency of loss, whereas in the cognitive task adolescents used relatively mature decision rules by considering two or all three choice dimensions. Performance on the affective task was not related to performance on the cognitive task. These results are discussed in light of neural developmental trajectories observed in adolescence.

Aboriginal prisoners and cognitive impairment: the impact of dual disadvantage on Social and Emotional Wellbeing.

PubMed

Shepherd, S M; Ogloff, J R P; Shea, D; Pfeifer, J E; Paradies, Y

2017-04-01

Negligible information is available regarding the Social and Emotional Wellbeing (SEWB) needs of Aboriginal Australian individuals in custody with cognitive impairment. This is problematic given that Aboriginal people with cognitive impairment often experience dual disadvantage in the context of the justice system. This study sought to ascertain the relationship between cognitive impairment and mental health/cultural needs (SEWB) Aboriginal and Torres Strait Islander people in custody. A sample of 122 Aboriginal and Torres Strait Islander people were administered a culturally themed semi-structured questionnaire in custodial settings in Victoria, Australia. The questionnaire included measures of cognitive impairment, SEWB and forensic needs. Analyses were performed to determine differences in the presence of SEWB and unmet custodial needs by level of cognitive impairment. Findings revealed a diminished level of wellbeing for cognitively impaired participants across several factors. Cognitive impairment was associated with poorer coping mechanisms, additional experiences of racism, difficulties handling emotions, discomfort around non-Aboriginal people and reduced access to meaningful activities in custody. All participants regardless of their level of impairment recognised the importance of cultural engagement; however, cognitively impaired participants had greater difficulty accessing/practicing cultural activities. Culturally responsive disability assistance should be available at all phases of the justice system for Indigenous people with cognitive impairment to ensure that equitable care is accessible and needs are addressed. © 2017 MENCAP and International Association of the Scientific Study of Intellectual and Developmental Disabilities and John Wiley & Sons Ltd.

Chronic anger as a precursor to adult antisocial personality features: The moderating influence of cognitive control.

PubMed

Hawes, Samuel W; Perlman, Susan B; Byrd, Amy L; Raine, Adrian; Loeber, Rolf; Pardini, Dustin A

2016-01-01

Anger is among the earliest occurring symptoms of mental health, yet we know little about its developmental course. Further, no studies have examined whether youth with persistent anger are at an increased risk of exhibiting antisocial personality features in adulthood, or how cognitive control abilities may protect these individuals from developing such maladaptive outcomes. Trajectories of anger were delineated among 503 boys using annual assessments from childhood to middle adolescence (ages ∼7-14). Associations between these trajectories and features of antisocial personality in young adulthood (age ∼28) were examined, including whether cognitive control moderates this association. Five trajectories of anger were identified (i.e., childhood-onset, childhood-limited, adolescent-onset, moderate, and low). Boys in the childhood-onset group exhibited the highest adulthood antisocial personality features (e.g., psychopathy, aggression, criminal charges). However, boys in this group were buffered from these problems if they had higher levels of cognitive control during adolescence. Findings were consistent across measures from multiple informants, replicated across distinct time periods, and remained when controlling for general intelligence and prior antisocial behavior. This is the first study to document the considerable heterogeneity in the developmental course of anger from childhood to adolescence. As hypothesized, good cognitive control abilities protected youth with persistent anger problems from developing antisocial personality features in adulthood. Clinical implications and future directions are discussed. (c) 2016 APA, all rights reserved.

Chronic Anger as a Precursor to Adult Antisocial Personality Features: The Moderating Influence of Cognitive Control

PubMed Central

Hawes, Samuel W.; Perlman, Susan B.; Byrd, Amy L.; Raine, Adrian; Loeber, Rolf; Pardini, Dustin A.

2015-01-01

Anger is among the earliest occurring symptoms of mental health, yet we know little about its developmental course. Further, no studies have examined whether youth with persistent anger are at an increased risk of exhibiting antisocial personality features in adulthood, or how cognitive control abilities may protect these individuals from developing such maladaptive outcomes. Method Trajectories of anger were delineated among 503 boys using annual assessments from childhood to middle adolescence (~ages 7–14). Associations between these trajectories and features of antisocial personality in young adulthood (~age 28) were examined, including whether cognitive control moderates this association. Results Five trajectories of anger were identified (i.e., Childhood-Onset, Childhood-Limited, Adolescent-Onset, Moderate, and Low). Boys in the Childhood-Onset group exhibited the highest adulthood antisocial personality features (e.g., psychopathy, aggression, criminal charges). However, boys in this group were buffered from these problems if they had higher levels of cognitive control during adolescence. Findings were consistent across measures from multiple informants, replicated across distinct time periods, and remained when controlling for general intelligence and prior antisocial behavior. Conclusions This is the first study to document the considerable heterogeneity in the developmental course of anger from childhood to adolescence. As hypothesized, good cognitive control abilities protected youth with persistent anger problems from developing antisocial personality features in adulthood. Clinical implications and future directions are discussed. PMID:26618654

Formative Evaluation in a Cognitive Developmental Program for Young Children.

ERIC Educational Resources Information Center

Willis, Sherry L.; And Others

The Cognitive Developmental Early Childhood program at Pennsylvania State University has formulated a program, curriculum, and evaluation system guided by Piagetian theory. The evaluation system described in this paper is a result of an intensive examination of the purposes and types of evaluation systems for their compatibility with the Piagetian…

Developmental Model Using Gestalt-Play versus Cognitive-Verbal Group with Chinese Adolescents: Effects on Strengths and Adjustment Enhancement

ERIC Educational Resources Information Center

Shen, Yih-Jiun

2007-01-01

This study compared the effectiveness of short-term developmental group counseling applying Gestalt-play versus cognitive-verbal approaches with Taiwanese adolescents. On a measure of behavioral and emotional strengths, teachers reported significant changes in students' overall behavioral and emotional strengths measured via total scores. Specific…

The Implications of Cognitive-Developmental Theory for Law Related Curriculum in the Elementary School.

ERIC Educational Resources Information Center

Cole, Peggy

Law-related education programs for elementary school should be based on children's perceptions of reality. Psychologist Jean Piaget's studies of cognitive development indicate that children constantly reconstruct reality as they undergo new experiences. Children at early developmental stages may not be capable of understanding the origin and…

Developmental neurotoxic effects of two pesticides: Behavior and biomolecular studies on chlorpyrifos and carbaryl

DOE Office of Scientific and Technical Information (OSTI.GOV)

Lee, Iwa; Eriksson, Per; Fredriksson, Anders

In recent times, an increased occurrence of neurodevelopmental disorders, such as neurodevelopmental delays and cognitive abnormalities has been recognized. Exposure to pesticides has been suspected to be a possible cause of these disorders, as these compounds target the nervous system of pests. Due to the similarities of brain development and composition, these pesticides may also be neurotoxic to humans. We studied two different pesticides, chlorpyrifos and carbaryl, which specifically inhibit acetylcholinesterase (AChE) in the nervous system. The aim of the study was to investigate if the pesticides can induce neurotoxic effects, when exposure occurs during a period of rapid brainmore » growth and maturation. The results from the present study show that both compounds can affect protein levels in the developing brain and induce persistent adult behavior and cognitive impairments, in mice neonatally exposed to a single oral dose of chlorpyrifos (0.1, 1.0 or 5 mg/kg body weight) or carbaryl (0.5, 5.0 or 20.0 mg/kg body weight) on postnatal day 10. The results also indicate that the developmental neurotoxic effects induced are not related to the classical mechanism of acute cholinergic hyperstimulation, as the AChE inhibition level (8–12%) remained below the threshold for causing systemic toxicity. The neurotoxic effects are more likely caused by a disturbed neurodevelopment, as similar behavioral neurotoxic effects have been reported in studies with pesticides such as organochlorines, organophosphates, pyrethroids and POPs, when exposed during a critical window of neonatal brain development. - Highlights: • A single neonatal exposure to chlorpyrifos or carbaryl induced developmental neurotoxic effects. • The neurotoxic effects were not caused by acute AChE inhibition. • The neurotoxic effects manifested as altered levels of neuroproteins in the developing brain. • The neurotoxic effects manifested as adult persistent aberrant behavior and cognitive function. • The neurotoxic effects are suggested to be caused by disrupted brain development.« less

Prediction complements explanation in understanding the developing brain.

PubMed

Rosenberg, Monica D; Casey, B J; Holmes, Avram J

2018-02-21

A central aim of human neuroscience is understanding the neurobiology of cognition and behavior. Although we have made significant progress towards this goal, reliance on group-level studies of the developed adult brain has limited our ability to explain population variability and developmental changes in neural circuitry and behavior. In this review, we suggest that predictive modeling, a method for predicting individual differences in behavior from brain features, can complement descriptive approaches and provide new ways to account for this variability. Highlighting the outsized scientific and clinical benefits of prediction in developmental populations including adolescence, we show that predictive brain-based models are already providing new insights on adolescent-specific risk-related behaviors. Together with large-scale developmental neuroimaging datasets and complementary analytic approaches, predictive modeling affords us the opportunity and obligation to identify novel treatment targets and individually tailor the course of interventions for developmental psychopathologies that impact so many young people today.

Arguments from Developmental Order.

PubMed

Stöckle-Schobel, Richard

2016-01-01

In this article, I investigate a special type of argument regarding the role of development in theorizing about psychological processes and cognitive capacities. Among the issues that developmental psychologists study, discovering the ontogenetic trajectory of mechanisms or capacities underpinning our cognitive functions ranks highly. The order in which functions are developed or capacities are acquired is a matter of debate between competing psychological theories, and also philosophical conceptions of the mind - getting the role and the significance of the different steps in this order right could be seen as an important virtue of such theories. Thus, a special kind of strategy in arguments between competing philosophical or psychological theories is using developmental order in arguing for or against a given psychological claim. In this article, I will introduce an analysis of arguments from developmental order, which come in two general types: arguments emphasizing the importance of the early cognitive processes and arguments emphasizing the late cognitive processes. I will discuss their role in one of the central tools for evaluating scientific theories, namely in making inferences to the best explanation. I will argue that appeal to developmental order is, by itself, an insufficient criterion for theory choice and has to be part of an argument based on other core explanatory or empirical virtues. I will end by proposing a more concerted study of philosophical issues concerning (cognitive) development, and I will present some topics that also pertain to a full-fledged 'philosophy of development.'

Cognitive Development of Toddlers: Does Parental Stimulation Matter?

PubMed

Malhi, Prahbhjot; Menon, Jagadeesh; Bharti, Bhavneet; Sidhu, Manjit

2018-02-01

To examine the impact of quality of early stimulation on cognitive functioning of toddlers living in a developing country. The developmental functioning of 150 toddlers in the age range of 12-30 mo (53% boys; Mean = 1.76 y, SD = 0.48) was assessed by the mental developmental index of the Developmental Assessment Scale for Indian Infants (DASII). The StimQ questionnaire- toddler version was used to measure cognitive stimulation at home. The questionnaire consists of four subscales including availability of learning materials (ALM), reading activities (READ), parent involvement in developmental activities (PIDA), and parent verbal responsivity (PVR). Multivariate regression analysis was used to predict cognitive scores using demographic (age of child), socio-economic status (SES) (income, parental education), and home environment (subscale scores of StimQ) as independent variables. Mean Mental Development Index (MDI) score was 91.5 (SD = 13.41), nearly one-fifth (17.3%) of the toddlers had MDI scores less than 80 (cognitive delay). Children with cognitive delay, relative to typically developing (TD, MDI score ≥ 80) cohort of toddlers, had significantly lower scores on all the subscales of StimQ and the total StimQ score. Despite the overall paucity of learning materials available to toddlers, typical developing toddlers were significantly more likely to have access to symbolic toys (P = 0.004), art materials (P = 0.032), adaptive/fine motor toys (P = 0.018), and life size toys (P = 0.036). Multivariate regression analysis results indicated that controlling for confounding socio-economic status variables, higher parental involvement in developmental activities (PIDA score) and higher parental verbal responsivity (PVR score) emerged as significant predictors of higher MDI scores and explained 34% of variance in MDI scores (F = 23.66, P = 0.001). Disparities in child development emerge fairly early and these differences are not all linked to economic disparities. There is a need to develop evidence-based parenting interventions for primary prevention of developmental problems, especially in resource poor countries.

Demystifying cognitive flexibility: Implications for clinical and developmental neuroscience

PubMed Central

Dajani, Dina R.; Uddin, Lucina Q.

2015-01-01

Cognitive flexibility, the readiness with which one can selectively switch between mental processes to generate appropriate behavioral responses, develops in a protracted manner and is compromised in several prevalent neurodevelopmental disorders. It is unclear whether cognitive flexibility arises from neural substrates distinct from the executive control network, or from the interplay of nodes within this and other networks. Here we review neuroimaging studies of cognitive flexibility, focusing on set shifting and task switching. We propose that more consistent operationalization and study of cognitive flexibility is required in clinical and developmental neuroscience. We suggest that an important avenue for future research is the characterization of the relationship between neural flexibility and cognitive flexibility in typical and atypical development. PMID:26343956

A cognitive developmental approach to variability in the psychotherapeutic process with adolescents.

PubMed

Gunning, C; Verheij, F

1990-01-01

Formulated from a cognitive frame of reference, psychodynamic therapy can be viewed as acting on one of the three aspects (feeling, thought, action) in order to influence or change the client's action and thought schemes. In this paper the consequences of the interaction of cognition and emotion for psychotherapeutic practice with adolescents are explored. Knowledge of cognitive development is supposed to be important for the therapist because, from Piaget's viewpoint, the structures of affect are cognitive structures. Moreover a great variability exists in cognitive development between adolescents. This variability is due to individual, family and social variables. The cognitive structural developmental model, the relation between emotional and cognitive development and the afore-mentioned variables are discussed. Consequences are psychotherapeutic practice with adolescents are described and short case histories are given. The authors conclude that in psychotherapeutic practice psychodynamic theory and cognitive structural theory can complete each other.

Cognitive development: no stages please--we're British.

PubMed

Goswami, U

2001-02-01

British cognitive developmental psychology is characterized by its interest in philosophical questions, its preference for linking basic research to applied issues in education and cognitive disorders, and its willingness to learn both methodologically and theoretically from work in animal psychology and in physiology more generally. It has also been influenced profoundly by Jean Piaget's cognitive stage theory although in general British work has focused on demonstrating early strengths, rather than early deficits, in infant and child cognition. Following an overview of British work that encompasses past and present interests, issues and challenges for the future are highlighted. While the perspectives of the founding members of the British Psychological Society (BPS), as outlined by Edgell (1947), are still apparent in British research in cognitive developmental psychology today, it is argued that future cognitive work must become even more interdisciplinary and that the symbiotic relationship between research in adult cognition and in cognitive development needs greater recognition.

Cognitive development: No stages please - we're British.

PubMed

Goswami, Usha

2001-02-01

British cognitive developmental psychology is characterized by its interest in philosophical questions, its preference for linking basic research to applied issues in education and cognitive disorders, and its willingness to learn both methodologically and theoretically from work in animal psychology and in physiology more generally. It has also been influenced profoundly by Jean Piaget's cognitive stage theory although in general British work has focused on demonstrating early strengths, rather than early deficits, in infant and child cognition. Following an overview of British work that encompasses past and present interests, issues and challenges for the future are highlighted. While the perspectives of the founding members of the British Psychological Society (BPS), as outlined by Edgell (1947), are still apparent in British research in cognitive developmental psychology today, it is argued that future cognitive work must become even more interdisciplinary and that the symbiotic relationship between research in adult cognition and in cognitive development needs greater recognition.

Parental verbal abuse and the mediating role of self-criticism in adult internalizing disorders.

PubMed

Sachs-Ericsson, Natalie; Verona, Edelyn; Joiner, Thomas; Preacher, Kristopher J

2006-07-01

Researchers (e.g., [Gibb, B.E., 2002. Childhood maltreatment and negative cognitive styles. A quantitative and qualitative review. Clinical Psychology Review, 22 (2), 223-246]; [Rose, D.T., Abramson, L.Y., 1992. Developmental predictors of depressive cognitive styles: developmental perspectives on depression. In Cicchetti, D., Toth, S.L. (Eds.), Developmental Perspectives on Depression. Rochester symposium on developmental psychopathology, vol. 4, pp. 323-349]) have proposed that when childhood abuse is verbal (rather than sexual or physical), the child is more likely to develop a negative self-schema because the negative self-cognitions are directly supplied to the child by the abuser (e.g., "you are stupid"). In a test of this theory in adult participants, and drawing on the National Comorbidity Survey (NCS) (N=5877), we investigate the mediating role of current levels of self-criticism on the relationship between retrospective reports of parental verbal abuse, as well as sexual and physical abuse, and adult internalizing symptoms. We found self-criticism, but not dependency traits, to fully mediate the relationship between childhood verbal abuse perpetrated by parents and internalizing (depression, anxiety) symptoms. On the other hand, self-criticism was only a partial mediator of the relationship between the other types of abuse and internalizing symptoms. The NCS data is cross-sectional, which limits any firm conclusions regarding causality. While these results are suggestive that self-criticism is a mediator of the relationship between abuse and internalizing symptoms, longitudinal data are necessary to help rule out alternative explanations. Results of this study suggest that childhood abuse experiences, and in particular verbal abuse, may confer risk for internalizing disorders in part because verbal abuse influences the development of a self-critical style.

Mothers of children with externalizing behavior problems: cognitive risk factors for abuse potential and discipline style and practices.

PubMed

McElroy, Erika M; Rodriguez, Christina M

2008-08-01

Utilizing the conceptual framework of the Social Information Processing (SIP) model (Milner, 1993, 2000), associations between cognitive risk factors and child physical abuse risk and maladaptive discipline style and practices were examined in an at-risk population. Seventy-three mothers of 5-12-year-old children, who were identified by their therapist as having an externalizing behavior problem, responded to self-report measures pertaining to cognitive risk factors (empathic perspective taking, frustration tolerance, developmental expectations, parenting locus of control), abuse risk, and discipline style and practices. The Child Behavior Checklist (CBCL) provided a confirmation of the child's externalizing behaviors independent of the therapist's assessment. The results of this study suggest several cognitive risk factors significantly predict risk of parental aggression toward children. A parent's ability to empathize and take the perspective of their child, parental locus of control, and parental level of frustration tolerance were significant predictors of abuse potential (accounting for 63% of the variance) and inappropriate discipline practices (accounting for 55% of the variance). Findings of the present study provide support for processes theorized in the SIP model. Specifically, results underscore the potential role of parents' frustration tolerance, developmental expectations, locus of control, and empathy as predictive of abuse potential and disciplinary style in an at-risk sample.

Can PEP-3 Provide a Cognitive Profile in Children with ASD? A Comparison Between the Developmental Ages of PEP-3 and IQ of Leiter-R.

PubMed

De Giacomo, Andrea; Craig, Francesco; Cristella, Arcangelo; Terenzio, Vanessa; Buttiglione, Maura; Margari, Lucia

2016-11-01

The assessment of the intelligence quotient (IQ) in children with autism spectrum disorder (ASD) is important to plan a detailed therapeutic-educative programme. The aim of the study was to evaluate the usefulness of the Psychoeducational Profile-third edition (PEP-3) to estimate the general cognitive development of children with ASD. We recruited 30 children with ASD assessed with the Leiter International Performance Scale-Revised (Leiter-R) and the PEP-3. We compared the IQ of the Leiter-R with the developmental level (DL) of PEP-3. The findings showed a significant positive correlation between IQ with DL of the cognitive verbal/pre-verbal (P = 0.0005), DL of the area of expressive language (P = 0.0004), DL of the area of receptive language (P = 0.0001), DL of fine motor (P = 0.0066), DL of gross motor (P = 0.0217), DL of visuo-motor imitation (P = 0.02), DL of communication (P = 0.0001) and DL of motor (P = 0.0063). These findings show that the DLs could be considered as indicators of cognitive functioning in ASD. © 2015 John Wiley & Sons Ltd.

The use of repetition suppression paradigms in developmental cognitive neuroscience.

PubMed

Nordt, Marisa; Hoehl, Stefanie; Weigelt, Sarah

2016-07-01

Repetition suppression paradigms allow a more detailed look at brain functioning than classical paradigms and have been applied vigorously in adult cognitive neuroscience. These paradigms are well suited for studies in the field of developmental cognitive neuroscience as they can be applied without collecting a behavioral response and across all age groups. Furthermore, repetition suppression paradigms can be employed in various neuroscience techniques, such as functional magnetic resonance imaging (fMRI), functional near-infrared spectroscopy (fNIRS), electroencephalography (EEG) and magnetoencephalography (MEG). In the present article we review studies using repetition suppression paradigms in developmental cognitive neuroscience covering the age range from infancy to adolescence. Our first goal is to point out characteristics of developmental repetition suppression effects. In doing so, we discuss the relationship of the direction of repetition effects (suppression vs enhancement) with developmental factors, and address the question how the direction of repetition effects might be related to looking-time effects in behavioral infant paradigms, the most prominently used behavioral measure in infant research. To highlight the potential of repetition suppression paradigms, our second goal is to provide an overview on the insights recently obtained by applying repetition paradigms in neurodevelopmental studies, including research on children with autism spectrum disorders (ASDs). We conclude that repetition suppression paradigms are valuable tools for investigating neurodevelopmental processes, while at the same time we highlight the necessity for further studies that disentangle methodological and developmental factors. Copyright © 2016 Elsevier Ltd. All rights reserved.

Toward a Two-Dimensional Model of Social Cognition in Clinical Neuropsychology: A Systematic Review of Factor Structure Studies.

PubMed

Etchepare, Aurore; Prouteau, Antoinette

2018-04-01

Social cognition has received growing interest in many conditions in recent years. However, this construct still suffers from a considerable lack of consensus, especially regarding the dimensions to be studied and the resulting methodology of clinical assessment. Our review aims to clarify the distinctiveness of the dimensions of social cognition. Based on Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statements, a systematic review was conducted to explore the factor structure of social cognition in the adult general and clinical populations. The initial search provided 441 articles published between January 1982 and March 2017. Eleven studies were included, all conducted in psychiatric populations and/or healthy participants. Most studies were in favor of a two-factor solution. Four studies drew a distinction between low-level (e.g., facial emotion/prosody recognition) and high-level (e.g., theory of mind) information processing. Four others reported a distinction between affective (e.g., facial emotion/prosody recognition) and cognitive (e.g., false beliefs) information processing. Interestingly, attributional style was frequently reported as an additional separate factor of social cognition. Results of factor analyses add further support for the relevance of models differentiating level of information processing (low- vs. high-level) from nature of processed information (affective vs. cognitive). These results add to a significant body of empirical evidence from developmental, clinical research and neuroimaging studies. We argue the relevance of integrating low- versus high-level processing with affective and cognitive processing in a two-dimensional model of social cognition that would be useful for future research and clinical practice. (JINS, 2018, 24, 391-404).

Through Two Lenses: A Cultural-Developmental Approach to Moral Psychology

ERIC Educational Resources Information Center

Jensen, Lene Arnett

2008-01-01

This paper proposes a cultural-developmental approach to moral psychology. The approach builds on and synthesizes findings from different research traditions, including the cognitive-developmental, domain, two orientations, three ethics, and moral identity traditions. The paper introduces a conception termed a "cultural-developmental template."…

Developmental outcomes after early prefrontal cortex damage.

PubMed

Eslinger, Paul J; Flaherty-Craig, Claire V; Benton, Arthur L

2004-06-01

The neuropsychological bases of cognitive, social, and moral development are minimally understood, with a seemingly wide chasm between developmental theories and brain maturation models. As one approach to bridging ideas in these areas, we review 10 cases of early prefrontal cortex damage from the clinical literature, highlighting overall clinical profiles and real life developmental outcomes. Based on these cases, there is preliminary evidence to support distinctive developmental differences after: (1) dorsolateral, (2) mesial, and (3) orbital-polar prefrontal lesions, for more profound impairments after bilateral damage, and possibly for recovery differences after very early vs. later childhood lesion onset. Further case and group studies are needed to confirm reliable effects of specific lesion locations, the influence of age of lesion onset, and related experiential and treatment variables in determining adult outcomes. Rather than a single underlying deficit associated with early prefrontal cortex damage, we interpret the findings to suggest that it is the altered integration and interplay of cognitive, emotional, self-regulatory, and executive/metacognitive deficits that contribute to diverse developmental frontal lobe syndromes. The findings support the fundamental importance of prefrontal cortex maturation in protracted cognitive, social-emotional, and moral development.

Systems genetics identifies a convergent gene network for cognition and neurodevelopmental disease.

PubMed

Johnson, Michael R; Shkura, Kirill; Langley, Sarah R; Delahaye-Duriez, Andree; Srivastava, Prashant; Hill, W David; Rackham, Owen J L; Davies, Gail; Harris, Sarah E; Moreno-Moral, Aida; Rotival, Maxime; Speed, Doug; Petrovski, Slavé; Katz, Anaïs; Hayward, Caroline; Porteous, David J; Smith, Blair H; Padmanabhan, Sandosh; Hocking, Lynne J; Starr, John M; Liewald, David C; Visconti, Alessia; Falchi, Mario; Bottolo, Leonardo; Rossetti, Tiziana; Danis, Bénédicte; Mazzuferi, Manuela; Foerch, Patrik; Grote, Alexander; Helmstaedter, Christoph; Becker, Albert J; Kaminski, Rafal M; Deary, Ian J; Petretto, Enrico

2016-02-01

Genetic determinants of cognition are poorly characterized, and their relationship to genes that confer risk for neurodevelopmental disease is unclear. Here we performed a systems-level analysis of genome-wide gene expression data to infer gene-regulatory networks conserved across species and brain regions. Two of these networks, M1 and M3, showed replicable enrichment for common genetic variants underlying healthy human cognitive abilities, including memory. Using exome sequence data from 6,871 trios, we found that M3 genes were also enriched for mutations ascertained from patients with neurodevelopmental disease generally, and intellectual disability and epileptic encephalopathy in particular. M3 consists of 150 genes whose expression is tightly developmentally regulated, but which are collectively poorly annotated for known functional pathways. These results illustrate how systems-level analyses can reveal previously unappreciated relationships between neurodevelopmental disease-associated genes in the developed human brain, and provide empirical support for a convergent gene-regulatory network influencing cognition and neurodevelopmental disease.

Knowledge Cannot Explain the Developmental Growth of Working Memory Capacity

ERIC Educational Resources Information Center

Cowan, Nelson; Ricker, Timothy J.; Clark, Katherine M.; Hinrichs, Garrett A.; Glass, Bret A.

2015-01-01

According to some views of cognitive growth, the development of working memory capacity can account for increases in the complexity of cognition. It has been difficult to ascertain, though, that there actually is developmental growth in capacity that cannot be attributed to other developing factors. Here we assess the role of item familiarity. We…

Prevalence of Visual Impairments in Adults with Cognitive and Developmental Disabilities in a Sheltered Workshop in Germany

ERIC Educational Resources Information Center

Henriksen, Anne; Degenhardt, Sven

2009-01-01

Individuals with cognitive and developmental disabilities have a high probability of visual impairment. This study revealed the effects of deficits in the appropriate diagnosis of vision and medical treatment, as well as the lack of necessary refraction correction and support, specifically for adults with intellectual and developmental…

The Concept of the Moral Domain in Moral Foundations Theory and Cognitive Developmental Theory: Horses for Courses?

ERIC Educational Resources Information Center

Maxwell, Bruce; Beaulac, Guillaume

2013-01-01

Moral foundations theory chastises cognitive developmental theory for having foisted on moral psychology a restrictive conception of the moral domain which involves arbitrarily elevating the values of justice and caring. The account of this negative influence on moral psychology, referred to in the moral foundations theory literature as the…

An fMRI Examination of Developmental Differences in the Neural Correlates of Uncertainty and Decision-Making

ERIC Educational Resources Information Center

Krain, Amy L.; Hefton, Sara; Pine, Daniel S.; Ernst, Monique; Castellanos, F. Xavier; Klein, Rachel G.; Milham, Michael P.

2006-01-01

Background: Maturation of prefrontal circuits during adolescence contributes to the development of cognitive processes such as decision-making. Recent theories suggest that these neural changes also play a role in the shift from generalized anxiety disorder (GAD) to depression that often occurs during this developmental period. Cognitive models of…

Number Processing and Heterogeneity of Developmental Dyscalculia: Subtypes with Different Cognitive Profiles and Deficits

ERIC Educational Resources Information Center

Skagerlund, Kenny; Träff, Ulf

2016-01-01

This study investigated if developmental dyscalculia (DD) in children with different profiles of mathematical deficits has the same or different cognitive origins. The defective approximate number system hypothesis and the access deficit hypothesis were tested using two different groups of children with DD (11-13 years old): a group with…

Neurocognitive Approaches to Developmental Disorders of Numerical and Mathematical Cognition: The Perils of Neglecting the Role of Development

ERIC Educational Resources Information Center

Ansari, Daniel

2010-01-01

The present paper provides a critical overview of how adult neuropsychological models have been applied to the study of the atypical development of numerical cognition. Specifically, the following three assumptions are challenged: 1. Profiles of strength and weaknesses do not change over developmental time. 2. Similar neuronal structures are…

Motor and Cognitive Performance Differences between Children with and without Developmental Coordination Disorder (DCD)

ERIC Educational Resources Information Center

Asonitou, Katerina; Koutsouki, Dimitra; Kourtessis, Thomas; Charitou, Sofia

2012-01-01

The current study adopts the PASS theory of information processing to investigate the probable differences in specific motor and cognitive abilities between children with and without developmental coordination disorder (DCD). Participants were 108 5- and 6-year-old preschoolers (54 children with DCD and 54 children without DCD). The Movement…

[Cognitive Profiles of Preschool Children with Developmental Coordination Disorders and ADHD].

PubMed

Jascenoka, Julia; Korsch, Franziska; Petermann, Franz; Petermann, Ulrike

2015-01-01

Cognitive Profiles of Preschool Children with Developmental Coordination Disorders and ADHD Studies confirm that developmental coordination disorders (DCD) are often accompanied by ADHD. It is important to know why children with combined disorders show a special profile in a common intelligence test (WPPSI-III). For this purpose, the WPPSI-III results of a total of 125 children aged five to six years with diagnosed isolated DCD, isolated ADHD, combined disorders and a normative sample were compared. Children with isolated ADHD showed the best cognitive profile. Children of all three diagnosis subgroups presented significantly poorer abilities in all WPPSI-III scales than the normative sample. In comparison with preschoolers showing isolated ADHD, children with DCD and ADHD have a significant lower Processing Speed Quotient.

Assessing social cognition: age-related changes in moral reasoning in childhood and adolescence.

PubMed

Chiasson, V; Vera-Estay, E; Lalonde, G; Dooley, J J; Beauchamp, M H

2017-04-01

There is increasing recognition that socio-cognitive skills, such as moral reasoning (MR), are affected in a wide range of developmental and neuropsychological conditions. However, the lack of appropriate measures available to neuropsychologists poses a challenge for the direct assessment of these skills. This study sought to explore age-related changes in MR using an innovative visual tool and examine the developmental sensitivity of the task. To address some of the methodological limitations of traditional measures of MR, a novel, visual task, the Socio-Moral Reasoning Aptitude Level (So-Moral), was used to evaluate MR in 216 healthy participants aged 6-20 years. The findings show a linear increase in MR from childhood to late adolescence with significant group differences between childhood (6-8 years) and preadolescence (9-11 years), and between early adolescence (12-14 years) and middle adolescence (15-17 years). Interpreted in light of current brain development research, the results highlight age-related changes in MR that offer insight into typical MR development and opportunities for comparisons with clinical populations. The findings also provide evidence of the potential of the So-Moral as a developmentally appropriate measure of MR throughout childhood and adolescence.

Perspective Taking and the Educated Operational Level Commander

DTIC Science & Technology

2009-10-23

cognitive , intrapersonal, and interpersonal. 33 The theory consists of five developmental stages called orders of consciousness, from which people make...This paper also presents human development theories that highlight the psychosocial competencies needed to address such problems and how military...military’s role in humanitarian assistance, counterinsurgencies, and counterterrorism. This paper also presents human development theories that

Effects of an Early Family Intervention on Children's Memory: The Mediating Effects of Cortisol Levels

ERIC Educational Resources Information Center

Bugental, Daphne Blunt; Schwartz, Alex; Lynch, Colleen

2010-01-01

Developmental psychologists have long been concerned with the ways that early adversity influences children's long-term outcomes. In the current study, activity of the hypothalamic-pituitary-adrenal axis of medically at-risk (e.g., preterm) infants was measured as a result of maternal participation in a novel cognitively based home visitation…

An exploration of imitation recognition in young children with autism spectrum disorders.

PubMed

Berger, Natalie I; Ingersoll, Brooke

2013-10-01

The ability to recognize when one is being imitated has been hypothesized to be an important developmental process related to the emergence of more advanced social-cognitive skills. While a series of behaviors indicating progressively more mature imitation recognition (IR) skills has been assessed in typically developing children, empirical work with children with autism spectrum disorders (ASDs) has largely focused on basic social responses to an imitative adult (e.g. increases in eye contact). Limited work has explored more mature IR behaviors in this population. This study compared the degree to which children with ASD engage in different behaviors thought to be indicative of IR during a naturalistic imitation task and the relationship between different types of IR behaviors and social-cognitive skills (i.e. imitation, language, social reciprocity, and joint attention). Thirty children with ASD were administered standardized measures of cognitive level, language, joint attention, social reciprocity, and imitation. IR behaviors were observed during periods of contingent imitation by an adult. Participants engaged more frequently in less mature (e.g. looking at the experimenter's toy or face) than more mature IR behaviors (e.g. testing the experimenter's intent to imitate). After controlling for developmental level, social reciprocity, object imitation, and gesture imitation were positively correlated with more mature IR. These findings suggest that the development of more mature IR skills is related to the development of other social-cognitive skills in children with ASD and provide additional empirical support for reports of more mature IR observed in this population. , Inc. © 2013 International Society for Autism Research, Wiley Periodicals, Inc.

The use of the Bayley Scales of Infant and Toddler Development III with clinical populations: a preliminary exploration.

PubMed

Milne, Susan; McDonald, Jenny; Comino, Elizabeth J

2012-02-01

In response to concerns that the Bayley Scales of Infant and Toddler Development III (BSIDIII) underestimate delay in clinical populations, this study explores developmental quotient scores as an alternative to composite scores for these children. One hundred and twenty-two children aged ≤42 months, referred for diagnosis of developmental disability from January 2007 to May 2010, were assessed, and their composite and developmental quotient scores on each scale were compared. Composite scores identified only 22% (cognitive), 27% (motor), and 47.5% (language) of children as having a developmental disability. Developmental quotient scores were significantly lower than composite scores, giving rates of developmental disability of 56.6% (cognitive), 48.4% (motor), and 74.6% (language) and more closely matching both clinical impressions of delay and the proportions of those children who were also delayed on standardized tests of adaptive function.

Effect of Gestational Intake of Fisetin (3,3',4',7-Tetrahydroxyflavone) on Developmental Methyl Mercury Neurotoxicity in F1 Generation Rats.

PubMed

Jacob, Sherin; Thangarajan, Sumathi

2017-06-01

Methyl mercury (MeHg) is a developmental neurotoxin that causes irreversible cognitive damage in offspring of gestationally exposed mothers. Currently, no preventive drugs are established against MeHg developmental neurotoxicity. The neuroprotective effect of gestational administration of a flavanoid against in utero toxicity of MeHg is not explored much. Hence, the present study validated the effect of a bioactive flavanoid, fisetin, on MeHg developmental neurotoxicity outcomes in rat offspring at postnatal weaning age. Pregnant Wistar rats were simultaneously given MeHg (1.5 mg/kg b.w.) and two doses of fisetin (10 and 50 mg/kg b.w. in two separate groups) orally from gestational day (GD) 5 till parturition. Accordingly, after parturition, on postnatal day (PND) 24, weaning F 1 generation rats were studied for motor and cognitive behavioural changes. Biochemical and histopathological changes were also studied in the cerebral cortex, cerebellum and hippocampus on PND 25. Administration of fisetin during pregnancy prevented behavioural impairment due to transplacental MeHg exposure in weaning rats. Fisetin decreased the levels of oxidative stress markers, increased enzymatic and non-enzymatic antioxidant levels and increased the activity of membrane-bound ATPases and cholinergic function in F 1 generation rats. In light microscopic studies, fisetin treatment protected the specific offspring brain regions from significant morphological aberrations. Between the two doses of fisetin studied, 10 mg/kg b.w. was found to be more satisfactory and effective than 50 mg/kg b.w. The present study shows that intake of fisetin during pregnancy in rats ameliorated in utero MeHg exposure-induced neurotoxicity outcomes in postnatal weaning F 1 generation rats.

Annual research review: Rare genotypes and childhood psychopathology--uncovering diverse developmental mechanisms of ADHD risk.

PubMed

Scerif, Gaia; Baker, Kate

2015-03-01

Through the increased availability and sophistication of genetic testing, it is now possible to identify causal diagnoses in a growing proportion of children with neurodevelopmental disorders. In addition to developmental delay and intellectual disability, many genetic disorders are associated with high risks of psychopathology, which curtail the wellbeing of affected individuals and their families. Beyond the identification of significant clinical needs, understanding the diverse pathways from rare genetic mutations to cognitive dysfunction and emotional-behavioural disturbance has theoretical and practical utility. We overview (based on a strategic search of the literature) the state-of-the-art on causal mechanisms leading to one of the most common childhood behavioural diagnoses - attention deficit hyperactivity disorder (ADHD) - in the context of specific genetic disorders. We focus on new insights emerging from the mapping of causal pathways from identified genetic differences to neuronal biology, brain abnormalities, cognitive processing differences and ultimately behavioural symptoms of ADHD. First, ADHD research in the context of rare genotypes highlights the complexity of multilevel mechanisms contributing to psychopathology risk. Second, comparisons between genetic disorders associated with similar psychopathology risks can elucidate convergent or distinct mechanisms at each level of analysis, which may inform therapeutic interventions and prognosis. Third, genetic disorders provide an unparalleled opportunity to observe dynamic developmental interactions between neurocognitive risk and behavioural symptoms. Fourth, variation in expression of psychopathology risk within each genetic disorder points to putative moderating and protective factors within the genome and the environment. A common imperative emerging within psychopathology research is the need to investigate mechanistically how developmental trajectories converge or diverge between and within genotype-defined groups. Crucially, as genetic predispositions modify interaction dynamics from the outset, longitudinal research is required to understand the multi-level developmental processes that mediate symptom evolution. © 2014 Association for Child and Adolescent Mental Health.

Developmental Change and Intraindividual Variability: Relating Cognitive Aging to Cognitive Plasticity, Cardiovascular Lability, and Emotional Diversity

PubMed Central

Ram, Nilam; Gerstorf, Denis; Lindenberger, Ulman; Smith, Jacqui

2010-01-01

Repeated assessments obtained over years can be used to measure individuals’ developmental change, whereas repeated assessments obtained over a few weeks can be used to measure individuals’ dynamic characteristics. Using data from a burst of measurement embedded in the Berlin Aging Study (BASE: Baltes & Mayer, 1999), we illustrate and examine how long-term changes in cognitive ability are related to short-term changes in cognitive performance, cardiovascular function, and emotional experience. Our findings suggest that “better” cognitive aging over approximately13 years was associated with greater cognitive plasticity, less cardiovascular lability, and less emotional diversity over approximately 2 weeks at age 90 years. The study highlights the potential benefits of multi-time scale longitudinal designs for the study of individual function and development. PMID:21443355

Facial emotion recognition in Williams syndrome and Down syndrome: A matching and developmental study.

PubMed

Martínez-Castilla, Pastora; Burt, Michael; Borgatti, Renato; Gagliardi, Chiara

2015-01-01

In this study both the matching and developmental trajectories approaches were used to clarify questions that remain open in the literature on facial emotion recognition in Williams syndrome (WS) and Down syndrome (DS). The matching approach showed that individuals with WS or DS exhibit neither proficiency for the expression of happiness nor specific impairments for negative emotions. Instead, they present the same pattern of emotion recognition as typically developing (TD) individuals. Thus, the better performance on the recognition of positive compared to negative emotions usually reported in WS and DS is not specific of these populations but seems to represent a typical pattern. Prior studies based on the matching approach suggested that the development of facial emotion recognition is delayed in WS and atypical in DS. Nevertheless, and even though performance levels were lower in DS than in WS, the developmental trajectories approach used in this study evidenced that not only individuals with DS but also those with WS present atypical development in facial emotion recognition. Unlike in the TD participants, where developmental changes were observed along with age, in the WS and DS groups, the development of facial emotion recognition was static. Both individuals with WS and those with DS reached an early maximum developmental level due to cognitive constraints.

Within-Cohort Age-Related Differences in Cognitive Functioning

PubMed Central

Salthouse, Timothy A.

2013-01-01

It is widely accepted that the level of cognitive functioning can be influenced by characteristics of the environment that change over time. Many developmental researchers have referred to these influences as cohort effects, and have used year of birth as the basis for determining cohort membership. Furthermore, age-related differences in cognitive functioning are sometimes assumed to be primarily attributable to cohort differences, which implies that differences between birth cohorts should be much larger than differences within birth cohorts. Comparisons of composite scores for five cognitive abilities in different people tested at different ages in different years revealed that within-cohort differences across ages were often as large as between-cohort differences across ages. These results lead to questions about the practice of relying on birth cohort to represent influences on cognitive functioning associated with temporal shifts in characteristics of the environment. PMID:23319401

Cognitive procedural learning among children and adolescents with or without spastic cerebral palsy: the differential effect of age.

PubMed

Gofer-Levi, M; Silberg, T; Brezner, A; Vakil, E

2014-09-01

Children learn to engage their surroundings skillfully, adopting implicit knowledge of complex regularities and associations. Probabilistic classification learning (PCL) is a type of cognitive procedural learning in which different cues are probabilistically associated with specific outcomes. Little is known about the effects of developmental disorders on cognitive skill acquisition. Twenty-four children and adolescents with cerebral palsy (CP) were compared to 24 typically developing (TD) youth in their ability to learn probabilistic associations. Performance was examined in relation to general cognitive abilities, level of motor impairment and age. Improvement in PCL was observed for all participants, with no relation to IQ. An age effect was found only among TD children. Learning curves of children with CP on a cognitive procedural learning task differ from those of TD peers and do not appear to be age sensitive. Copyright © 2014 Elsevier Ltd. All rights reserved.

Do developmental milestones at 4, 8, 12 and 24 months predict IQ at 5-6 years old? Results of the EDEN mother-child cohort.

PubMed

Peyre, Hugo; Charkaluk, Marie-Laure; Forhan, Anne; Heude, Barbara; Ramus, Franck

2017-03-01

The present study aims: (i) to determine how well developmental milestones at 4, 8, 12 and 24 months may predict IQ at 5-6 years old, (ii) to identify cognitive domains during the first two years that best predict later IQ and (iii) to determine whether children with IQ in the normal range at 5-6 years old may differ from disabled (IQ < 70) and gifted children (IQ > 130) with regard to their early cognitive development. The main developmental milestones were collected through self-administered questionnaires rated by parents at 4, 8, 12 and 24 months and through parental questionnaires administered by a trained interviewer and questionnaires completed following a medical examination at 12 months. These questionnaires were derived from the Brunet-Lézine Psychomotor Development Scale and they addressed several cognitive domains (gross and fine motor skills, language and socialization). (i) Developmental milestones predict a substantial part of the later IQ variance from 24 months (R 2  ∼ 20%). (ii) Early language skills more strongly predict later IQ than the other cognitive domains. (iii) Several cognitive domains, but particularly language skills, predict disabled children at 5-6 years old (from the age of 8 months) and gifted children (from the age of 12 months). The present study provides valuable information for early developmental assessment and could contribute to a better understanding of intellectual development. Copyright © 2016 European Paediatric Neurology Society. Published by Elsevier Ltd. All rights reserved.

Converging on a core cognitive deficit: the impact of various neurodevelopmental insults on cognitive control

PubMed Central

O'Reilly, Kally C.; Kao, Hsin-Yi; Lee, Heekyung; Fenton, André A.

2014-01-01

Despite substantial effort and immense need, the treatment options for major neuropsychiatric illnesses like schizophrenia are limited and largely ineffective at improving the most debilitating cognitive symptoms that are central to mental illness. These symptoms include cognitive control deficits, the inability to selectively use information that is currently relevant and ignore what is currently irrelevant. Contemporary attempts to accelerate progress are in part founded on an effort to reconceptualize neuropsychiatric illness as a disorder of neural development. This neuro-developmental framework emphasizes abnormal neural circuits on the one hand, and on the other, it suggests there are therapeutic opportunities to exploit the developmental processes of excitatory neuron pruning, inhibitory neuron proliferation, elaboration of myelination, and other circuit refinements that extend through adolescence and into early adulthood. We have crafted a preclinical research program aimed at cognition failures that may be relevant to mental illness. By working with a variety of neurodevelopmental rodent models, we strive to identify a common pathophysiology that underlies cognitive control failure as well as a common strategy for improving cognition in the face of neural circuit abnormalities. Here we review our work to characterize cognitive control deficits in rats with a neonatal ventral hippocampus lesion and rats that were exposed to Methylazoxymethanol acetate (MAM) in utero. We review our findings as they pertain to early developmental processes, including neurogenesis, as well as the power of cognitive experience to refine neural circuit function within the mature and maturing brain's cognitive circuitry. PMID:24966811

Regional Brain Biometrics at Term-Equivalent Age and Developmental Outcome in Extremely Low-Birth-Weight Infants.

PubMed

Melbourne, Launice; Murnick, Jonathan; Chang, Taeun; Glass, Penny; Massaro, An N

2015-10-01

This study aims to evaluate individual regional brain biometrics and their association with developmental outcome in extremely low-birth-weight (ELBW) infants. This is a retrospective study evaluating term-equivalent magnetic resonance imaging (TE-MRI) from 27 ELBW infants with known developmental outcomes beyond 12 months corrected age. Regional biometric measurements were performed by a pediatric neuroradiologist blinded to outcome data. Measures included biparietal width, transcerebellar diameter (TCD), deep gray matter area (DGMA), ventricular dilatation, corpus callosum, and interhemispheric distance. The relationship between regional biometrics and Bayley-II developmental scores were evaluated with linear regression models. The study cohort had an average±standard deviation birth weight of 684±150 g, gestational age of 24.6±2 weeks and 48% males. DGMA was significantly associated with both cognitive and motor outcomes. Significant associations were also observed between TCD and corpus callosum splenium with cognitive and motor outcomes, respectively. Other biometric measures were not associated with outcome (p>0.05). DGMA<10.26 cm2 was highly specific for poor motor and cognitive outcome. TE-MRI biometrics reflecting impaired deep gray matter, callosal, and cerebellar size is associated with worse early childhood cognitive and motor outcomes. DGMA may be the most robust single biometric measure to predict adverse developmental outcome in preterm survivors. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

Location negative priming effects in children with developmental dyslexia: An event-related potential study.

PubMed

Ma, Yujun; Wang, Enguo; Yuan, Tian; Zhao, Guo Xiang

2016-08-01

As the reading process is inseparable from working memory, inhibition, and other higher cognitive processes, the deep cognitive processing defects that are associated with dyslexia may be due to defective distraction inhibition systems. In this study, we used event-related potential technology to explore the source of negative priming effects in children with developmental dyslexia and in a group of healthy children for comparison. We found that the changes in the average response times in the negative priming and control conditions were consistent across the two groups, while the negative priming effects differed significantly between the groups. The magnitude of the negative priming effect was significantly different between the two groups, with the magnitude being significantly higher in the control group than it was in the developmental dyslexia group. These results indicate that there are deficits in distraction inhibition in children with developmental dyslexia. In terms of the time course of processing, inhibition deficits in the dyslexia group appeared during early-stage cognition selection and lasted through the response selection phase. Regarding the cerebral cortex locations, early-stage cognition selection was mainly located in the parietal region, while late-stage response selection was mainly located in the frontal and central regions. The results of our study may help further our understanding of the intrinsic causes of developmental dyslexia. Copyright © 2016 Elsevier Ltd. All rights reserved.

GETTING LOST: TOPOGRAPHIC SKILLS IN ACQUIRED AND DEVELOPMENTAL PROSOPAGNOSIA

PubMed Central

Lee, Edison; Pancaroglu, Raika; Burles, Ford; Duchaine, Brad; Iaria, Giuseppe; Barton, Jason J S

2016-01-01

Previous studies report that acquired prosopagnosia is frequently associated with topographic disorientation. Whether this is associated with a specific anatomic subtype of prosopagnosia, how frequently it is seen with the developmental variant, and what specific topographic function is impaired to account for this problem are not known. We studied ten subjects with acquired prosopagnosia from either occipitotemporal or anterior temporal lesions and seven with developmental prosopagnosia. Subjects were given a battery of topographic tests, including house and scene recognition, the road map test, a test of cognitive map formation, and a standardized self-report questionnaire. House and/or scene recognition were frequently impaired after either occipitotemporal or anterior temporal lesions in acquired prosopagnosia. Subjects with occipitotemporal lesions were also impaired in cognitive map formation: an overlap analysis identified right fusiform and parahippocampal gyri as a likely correlate. Only one subject with acquired prosopagnosia had mild difficulty with directional orientation on the road map test. Only one subject with developmental prosopagnosia had difficulty with cognitive map formation, and none were impaired on the other tests. Scores for house and scene recognition correlated most strongly with the results of the questionnaire. We conclude that topographic disorientation in acquired prosopagnosia reflects impaired place recognition, with a contribution from poor cognitive map formation when there is occipitotemporal damage. Topographic impairments are less frequent in developmental prosopagnosia. PMID:26874939

A Connectionist Model of a Continuous Developmental Transition in the Balance Scale Task

ERIC Educational Resources Information Center

Schapiro, Anna C.; McClelland, James L.

2009-01-01

A connectionist model of the balance scale task is presented which exhibits developmental transitions between "Rule I" and "Rule II" behavior [Siegler, R. S. (1976). Three aspects of cognitive development. "Cognitive Psychology," 8, 481-520.] as well as the "catastrophe flags" seen in data from Jansen and van der Maas [Jansen, B. R. J., & van der…

Determining Differences in Social Cognition between High-Functioning Autistic Disorder and Other Pervasive Developmental Disorders Using New Advanced "Mind-Reading" Tasks

ERIC Educational Resources Information Center

Kuroda, Miho; Wakabayashi, Akio; Uchiyama, Tokio; Yoshida, Yuko; Koyama, Tomonori; Kamio, Yoko

2011-01-01

Deficits in understanding the mental state of others ("mind-reading") have been well documented in individuals with pervasive developmental disorders (PDD). However, it is unclear whether this deficit in social cognition differs between the subgroups of PDD defined by the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text…

THE IMPACT OF COGNITIVE MATURITY ON THE DEVELOPMENT OF SEX-ROLE ATTITUDES IN THE YEARS 4 TO 8.

ERIC Educational Resources Information Center

KOHLBERG, LAWRENCE; ZIGLER, EDWARD

A SERIES OF STUDIES WAS CONDUCTED TO CLARIFY THE ROLE OF INTELLIGENCE IN PERSONALITY ORGANIZATION AND TO ASSESS A COGNITIVE-DEVELOPMENTAL INTERPRETATION OF IQ-PERSONALITY CORRELATIONS. THE SPECIFIC FOCUS OF THE STUDY WAS THE RELATIONSHIP OF INTELLECTUAL MATURITY TO THE DEVELOPMENT OF SEX-ROLE ATTITUDES. AGE-DEVELOPMENTAL TRENDS IN SEX-ROLE…

Expanding the Developmental Models of Writing: A Direct and Indirect Effects Model of Developmental Writing (DIEW)

ERIC Educational Resources Information Center

Kim, Young-Suk Grace; Schatschneider, Christopher

2017-01-01

We investigated direct and indirect effects of component skills on writing (DIEW) using data from 193 children in Grade 1. In this model, working memory was hypothesized to be a foundational cognitive ability for language and cognitive skills as well as transcription skills, which, in turn, contribute to writing. Foundational oral language skills…

Should Kohlberg's Cognitive Developmental Approach to Morality Be Replaced with a More Pragmatic Approach? Comment on Krebs and Denton (2005)

ERIC Educational Resources Information Center

Gibbs, John C.

2006-01-01

Krebs and Denton (2005; see record 2005-08166-005) proposed that Kohlberg's cognitive developmental approach to morality be replaced by a pragmatic approach more relevant to everyday social behavior and the cooperative moral orders of society. Although the Krebs and Denton article raises some legitimate questions, their proposal is at best…

Developmental inter-relations between early maternal depression, contextual risks, and interpersonal stress, and their effect on later child cognitive functioning.

PubMed

Jensen, Sarah K G; Dumontheil, Iroise; Barker, Edward D

2014-07-01

Maternal depression and contextual risks (e.g. poverty) are known to impact children's cognitive and social functioning. However, few published studies have examined how stress in the social environment (i.e. interpersonal stress) might developmentally inter-relate with maternal depression and contextual risks to negatively affect a child in these domains. This was the purpose of the current study. Mother-child pairs (n = 6979) from the Avon Longitudinal Study of Parents were the study participants. Mothers reported on depression, contextual risks, and interpersonal stress between pregnancy and 33 months child age. At age 8, the children underwent cognitive assessments and the mothers reported on the children's social cognitive skills. Maternal depression, contextual risks, and interpersonal stress showed strong continuity and developmental inter-relatedness. Maternal depression and contextual risks directly predicted a range of child outcomes, including executive functions and social cognitive skills. Interpersonal stress worked indirectly via maternal depression and contextual risks to negatively affect child outcomes. Maternal depression and contextual risks each increased interpersonal stress in the household, which, in turn, contributed to reduced child cognitive and social functioning. © 2013 Wiley Periodicals, Inc.

Early Developmental Disturbances of Cortical Inhibitory Neurons: Contribution to Cognitive Deficits in Schizophrenia

PubMed Central

Volk, David W.; Lewis, David A.

2014-01-01

Cognitive dysfunction is a disabling and core feature of schizophrenia. Cognitive impairments have been linked to disturbances in inhibitory (gamma-aminobutyric acid [GABA]) neurons in the prefrontal cortex. Cognitive deficits are present well before the onset of psychotic symptoms and have been detected in early childhood with developmental delays reported during the first year of life. These data suggest that the pathogenetic process that produces dysfunction of prefrontal GABA neurons in schizophrenia may be related to altered prenatal development. Interestingly, adult postmortem schizophrenia brain tissue studies have provided evidence consistent with a disease process that affects different stages of prenatal development of specific subpopulations of prefrontal GABA neurons. Prenatal ontogeny (ie, birth, proliferation, migration, and phenotypic specification) of distinct subpopulations of cortical GABA neurons is differentially regulated by a host of transcription factors, chemokine receptors, and other molecular markers. In this review article, we propose a strategy to investigate how alterations in the expression of these developmental regulators of subpopulations of cortical GABA neurons may contribute to the pathogenesis of cortical GABA neuron dysfunction and consequently cognitive impairments in schizophrenia. PMID:25053651

Pathways to fraction learning: Numerical abilities mediate the relation between early cognitive competencies and later fraction knowledge.

PubMed

Ye, Ai; Resnick, Ilyse; Hansen, Nicole; Rodrigues, Jessica; Rinne, Luke; Jordan, Nancy C

2016-12-01

The current study investigated the mediating role of number-related skills in the developmental relationship between early cognitive competencies and later fraction knowledge using structural equation modeling. Fifth-grade numerical skills (i.e., whole number line estimation, non-symbolic proportional reasoning, multiplication, and long division skills) mapped onto two distinct factors: magnitude reasoning and calculation. Controlling for participants' (N=536) demographic characteristics, these two factors fully mediated relationships between third-grade general cognitive competencies (attentive behavior, verbal and nonverbal intellectual abilities, and working memory) and sixth-grade fraction knowledge (concepts and procedures combined). However, specific developmental pathways differed by type of fraction knowledge. Magnitude reasoning ability fully mediated paths from all four cognitive competencies to knowledge of fraction concepts, whereas calculation ability fully mediated paths from attentive behavior and verbal ability to knowledge of fraction procedures (all with medium to large effect sizes). These findings suggest that there are partly overlapping, yet distinct, developmental pathways from cognitive competencies to general fraction knowledge, fraction concepts, and fraction procedures. Copyright © 2016 Elsevier Inc. All rights reserved.

Participation by women in developmental, social, cognitive, and general psychology: A context for interpreting trends in behavior analysis.

PubMed

McSweeney, Frances K; Parks, Craig D

2002-01-01

We examined participation by women in journals devoted to social, developmental, cognitive, and general psychology. Authorship and first authorship by women increased from 1978 to 1997 for most journals. Participation by women on the editorial staff did not keep pace with their increased authorship for social and developmental psychology. Based on these trends, women's participation decreased with increases in the selectivity of the position for social and developmental psychology (a glass ceiling). The development of a glass ceiling suggests that the contributions of men and women are not always treated equally (gender inequity). Because a similar glass ceiling was reported for journals in behavior analysis (McSweeney, Donahoe, & Swindell, 2000; McSweeney & Swindell, 1998), the causes of this inequity appear to be relatively widespread. The failure to find a glass ceiling for general and cognitive psychology suggests that the inequity might be reduced by subtle pressure for diversity in editorial positions and by adopting actions that encourage women to pursue research positions.

Participation by women in developmental, social, cognitive, and general psychology: A context for interpreting trends in behavior analysis

PubMed Central

McSweeney, Frances K.; Parks, Craig D.

2002-01-01

We examined participation by women in journals devoted to social, developmental, cognitive, and general psychology. Authorship and first authorship by women increased from 1978 to 1997 for most journals. Participation by women on the editorial staff did not keep pace with their increased authorship for social and developmental psychology. Based on these trends, women's participation decreased with increases in the selectivity of the position for social and developmental psychology (a glass ceiling). The development of a glass ceiling suggests that the contributions of men and women are not always treated equally (gender inequity). Because a similar glass ceiling was reported for journals in behavior analysis (McSweeney, Donahoe, & Swindell, 2000; McSweeney & Swindell, 1998), the causes of this inequity appear to be relatively widespread. The failure to find a glass ceiling for general and cognitive psychology suggests that the inequity might be reduced by subtle pressure for diversity in editorial positions and by adopting actions that encourage women to pursue research positions. PMID:22478376

Infant Hand Preference and the Development of Cognitive Abilities

PubMed Central

Michel, George F.; Campbell, Julie M.; Marcinowski, Emily C.; Nelson, Eliza L.; Babik, Iryna

2016-01-01

Hand preference develops in the first two postnatal years with nearly half of infants exhibiting a consistent early preference for acquiring objects. Others exhibit a more variable developmental trajectory but by the end of their second postnatal year, most exhibit a consistent hand preference for role-differentiated bimanual manipulation. According to some forms of embodiment theory, these differences in hand use patterns should influence the way children interact with their environments, which, in turn, should affect the structure and function of brain development. Such early differences in brain development should result in different trajectories of psychological development. We present evidence that children with consistent early hand preferences exhibit advanced patterns of cognitive development as compared to children who develop a hand preference later. Differences in the developmental trajectory of hand preference are predictive of developmental differences in language, object management skills, and tool-use skills. As predicted by Casasanto’s body-specificity hypothesis, infants with different hand preferences proceed along different developmental pathways of cognitive functioning. PMID:27047431

Stability and change of cognitive attributes in children with uneven/delayed cognitive development from preschool through childhood.

PubMed

Yang, Pinchen; Lung, For-Wey; Jong, Yuh-Jyh; Hsu, Hsiu-Yi; Chen, Cheng-Chung

2010-01-01

As part of an ongoing clinical service program for children with developmental delay in an Asian developing country, we analyzed the cognitive attributes of 362 Taiwanese children (average age 48.5+/-12.9 month-old) with uneven/delayed cognitive development as they were assessed repeatedly with average duration of 39.7+/-22.6 months from preschool through early childhood. The objectives were to determine the stability and related factors in cognitive scores of these 362 children belonging to three diagnostic subgroups: 181 children with non-autistic mental retardation (MR), 95 children with autism spectrum disorder (ASD) and 64 children with mixed type developmental language disorder (DLD); and to contribute to the accumulation of data on cognitive outcome in preschool children with developmental delay. Analysis revealed that mean initial cognitive score (IQ1) was 64.9+/-16.9 while mean cognitive measure at follow-up (IQ2) was 72.2+/-19.7. Whole group analysis showed the correlation between IQ1 and IQ2 was moderate (r=0.73, p<0.001). Analysis by a general linear model showed only male gender (beta=4.95, p=0.02, C.I.=0.8-9.1) and IQ1 (beta=0.79, p<0.001, C.I.=0.68-0.90) to be significant predictors of IQ2. There were differences among three groups in IQ1 (p<0.001), IQ2 (p<0.001) and IQ change (p<0.001). Correlation coefficients of IQ1 and IQ2 were 0.6 for ASD group, 0.7 for MR group and 0.4 for DLD group respectively. The greatest proportion of children remained within the same cognitive range for both assessment points, however, it is noted that a substantial minority of children changed IQ ranges drastically from preschool through early childhood. Our results suggest that measurements of cognitive function at preschool age for children with developmental delay were valid in the context of a developing country, and the observed change in cognitive scores during follow-up emphasized the need to interpret the initial results of cognitive tests with caution.

Children's Behaviour and Cognitions across Different Balance Tasks

ERIC Educational Resources Information Center

Messer, David J.; Pine, Karen J.; Butler, Cathal

2008-01-01

Children's understanding of the way objects balance has provided important insights about cognitive development [e.g., Karmiloff-Smith, A. (1992). "Beyond modularity: A developmental perspective on cognitive science." Cambridge, MA: MIT Press; Siegler, R. S. (1976). Three aspects of cognitive development. "Cognitive Psychology," 8, 481-520]. We…

Knowledge Cannot Explain the Developmental Growth of Working Memory Capacity

PubMed Central

Cowan, Nelson; Ricker, Timothy J.; Clark, Katherine M.; Hinrichs, Garrett A.; Glass, Bret A.

2014-01-01

According to some views of cognitive growth, the development of working memory capacity can account for increases in the complexity of cognition. It has been difficult to ascertain, though, that there actually is developmental growth in capacity that cannot be attributed to other developing factors. Here we assess the role of item familiarity. We document developmental increases in working memory for visual arrays of English letters versus unfamiliar characters. Although letter knowledge played a special role in development between the ages of 6 to 8 years, children with adequate letter knowledge showed practically the same developmental growth in normalized functions for letters and unfamiliar characters. The results contribute to a growing body of evidence that the developmental improvement in working memory does not wholly stem from supporting processes such as encoding, mnemonic strategies, and knowledge. PMID:24942111

Dropout in looking time studies: The role of infants' temperament and cognitive developmental status.

PubMed

Klein-Radukic, Sarah; Zmyj, Norbert

2015-11-01

Dropout of infants in looking time studies sometimes occurs at high rates, raising concerns that the representativeness of the final sample might be reduced in comparison to the originally obtained sample. The current study investigated which infant characteristics play a role in dropout. Infants were presented with a preferential looking task at 6 and 9 months of age. At 9 months of age, an additional habituation task and a subsequent novelty preference task were conducted. In addition, temperament was assessed via the Infant Behavior Questionnaire - Revised (IBQ-R, Gartstein & Rothbart, 2003), and cognitive developmental status was assessed via the Cognitive Scale of the Bayley Scale of Infant and Toddler Development (BSID-III, Bayley, 2006). Dropout was positively related to the IBQ-R temperament scales Distress to Limitations and Approach, and negatively related to the scales Falling Reactivity and Cuddliness. The representativeness of the final sample regarding situation-specific temperament dimensions is affected by dropout. Dropout was not related to cognitive developmental status as measured via the BSID-III, habituation speed and novelty preference. Dropout at 6 months of age was associated with dropout at 9 months of age. We concluded that in looking time studies, the representativeness of the final sample regarding performance-relevant temperament dimensions or cognitive developmental status is not affected by dropout. Copyright © 2015 Elsevier Inc. All rights reserved.

Behavior profiles of children with autism spectrum disorder in kindergarten: Comparison with other developmental disabilities and typically developing children.

PubMed

Janus, Magdalena; Mauti, Emma; Horner, Matt; Duku, Eric; Siddiqua, Ayesha; Davies, Scott

2018-03-01

Monitoring behavior patterns that may be specific to autism spectrum disorder (ASD) at a population level has the potential to improve the allocation of intervention strategies and reduction of the burden of the disease. In Ontario, Canada, developmental data are regularly collected for all kindergarten children with the Early Development Instrument (EDI), a teacher-completed questionnaire that provides information on children's status in five domains: physical, social, emotional, language/cognitive, and communication/general knowledge. Our main research questions are: (a) are there differences in kindergarten EDI domain scores between children who are diagnosed with ASD by Grade 3 and those who develop typically or have other disabilities?; (b) do these differences show a different pattern in relation to an early (by kindergarten) or late (by Grade 3) diagnosis?; and (c) are there specific subdomains on the EDI that demonstrate a consistent pattern of differences? EDI domain and subdomain scores were compared among groups using multivariate analysis of variance controlling for age, gender, EDI year, and EDI year by age interaction. Children with ASD, regardless of timing of identification, had significantly lower scores on all domains of the EDI than typically developing children. Children with later ASD diagnosis had higher scores in kindergarten in cognitive areas but lower scores in social-emotional areas than children with other disabilities. These findings support the potential of the EDI to monitor ASD-like behaviors at the population level. Autism Res 2018, 11: 410-420. © 2017 International Society for Autism Research, Wiley Periodicals, Inc. Identifying behavior patterns among kindergarten children that may be specific to autism spectrum disorder (ASD) at a population level has the potential to improve intervention strategies and thus reduce the burden of the disease. In Ontario, Canada, developmental data are regularly collected with the Early Development Instrument (EDI) for all kindergarten children. The behavior in kindergarten of a sub-population of children diagnosed with developmental disabilities by age 9 is investigated here for patterns that may distinguish children with ASD from those with other disorders. Children with later ASD diagnosis had higher scores in kindergarten in cognitive areas but lower scores in social-emotional areas than children with other disabilities, indicating meaningful differences between those groups even before diagnosis. These results support the potential of using the EDI to monitor ASD-like behaviors at the population level. © 2017 International Society for Autism Research, Wiley Periodicals, Inc.

Effects of demographic and health variables on Rasch scaled cognitive scores.

PubMed

Zelinski, Elizabeth M; Gilewski, Michael J

2003-08-01

To determine whether demographic and health variables interact to predict cognitive scores in Asset and Health Dynamics of the Oldest-Old (AHEAD), a representative survey of older Americans, as a test of the developmental discontinuity hypothesis. Rasch modeling procedures were used to rescale cognitive measures into interval scores, equating scales across measures, making it possible to compare predictor effects directly. Rasch scaling also reduces the likelihood of obtaining spurious interactions. Tasks included combined immediate and delayed recall, the Telephone Interview for Cognitive Status (TICS), Series 7, and an overall cognitive score. Demographic variables most strongly predicted performance on all scores, with health variables having smaller effects. Age interacted with both demographic and health variables, but patterns of effects varied. Demographic variables have strong effects on cognition. The developmental discontinuity hypothesis that health variables have stronger effects than demographic ones on cognition in older adults was not supported.

The effect of cognitive education on the performance of students with neurological developmental disabilities.

PubMed

Jepsen, Ruthanne H; VonThaden, Karen

2002-01-01

A cognitive education program was developed to facilitate acquisition of cognitive skills and address the learning deficits of adolescent students with neurological, developmental disabilities, and autism. This study examined the outcomes of incorporating mediated cognitive education into special education classrooms. Cognitive education provided cognitive training utilizing REHABIT materials through mediated teaching. Following a matched pair model, forty-six students were assigned to either a treatment or a control group. All students received weekly instruction in Individual Educational Program (IEP) goals. Curriculum areas included IEP objectives in reading, math, social skills, health, science and social studies. Students in the control group received regular classroom instruction. Students in the treatment group participated in cognitive educated one hour per week replacing thirty minutes of reading and thirty minutes of math. Pre and posttest comparisons on measures of intelligence, achievement and adaptive behavior showed those students in the treatment group attained higher scores across measures.

The developmental origins of cognitive vulnerability to depression: temperament, parenting, and negative life events in childhood as contributors to negative cognitive style.

PubMed

Mezulis, Amy H; Hyde, Janet Shibley; Abramson, Lyn Y

2006-11-01

Cognitive models of depression have been well supported with adults, but the developmental origins of cognitive vulnerability are not well understood. The authors hypothesized that temperament, parenting, and negative life events in childhood would contribute to the development of cognitive style, with withdrawal negativity and negative parental feedback moderating the effects of negative life events to predict more depressogenic cognitive styles. These constructs were assessed in 289 children and their parents followed longitudinally from infancy to 5th grade; a subsample (n = 120) also participated in a behavioral task in which maternal feedback to child failure was observed. Results indicated that greater withdrawal negativity in interaction with negative life events was associated with more negative cognitive styles. Self-reported maternal anger expression and observed negative maternal feedback to child's failure significantly interacted with child's negative events to predict greater cognitive vulnerability. There was little evidence of paternal parenting predicting child negative cognitive style.

[The importance of a developmental approach in psychiatric assessment and treatment of adults with intellectual disability].

PubMed

Sappok, T; Schade, C; Kaiser, H; Dosen, A; Diefenbacher, A

2012-03-01

Mental disorders are 3-4 times more frequent in individuals with intellectual disabilities than in those without. From a developmental perspective the reason for this high prevalence could be, besides biological aberrations, a personality development with a difference between cognitive and emotional developmental levels. This discrepancy renders the person being highly vulnerable for the onset of problem behaviour and psychiatric disorders. For a proper insight into processes which have led to the disorder, it is necessary to evaluate the level of emotional development. This can be determined by the "schema of emotional development (SEO)" developed by A. Dosen. By means of a case description the authors demonstrate the application of SEO in the assessment and utilization of the concept of the level of emotional development in clinical practice. The knowledge of the level of emotional development contributes to the explaining and understanding of the disorder, and also facilitates the establishment of an integrated diagnosis and the creation of appropriate integrated treatment strategies. Hence, temper tantrums, sleep patterns and mood improved in the case described. Besides biopsychosocial aspects, the developmental aspect, and in particular the level of emotional development should be taken into consideration in the diagnostic work-up and treatment of individuals with intellectual disabilities and mental health problems. The data generated by the SEO may help in understanding the disorder and developing a treatment approach for these individuals. © Georg Thieme Verlag KG Stuttgart · New York.

The savant syndrome: intellectual impairment and exceptional skill.

PubMed

Miller, L K

1999-01-01

Occasionally, people with developmental disability display skills at a level inconsistent with their general intellectual functioning, so-called "savant" behavior. Studies of savant behavior are reviewed to determine their relevance to notions about the importance of general intellective functions in the development of exceptional skill. It is concluded that (a) the skill exhibited by savants shares many characteristics with that in people without disability, (b) the skill is usually accompanied by normative levels of performance on at least some subtests of standardized measures of cognitive achievement, and (c) it is unclear whether savants have distinctive cognitive strengths or motivational dispositions, though their relative prevalence among people with certain kinds of disability suggests predisposing constraints. The author proposes that these skills typically reflect highly elaborated preconceptual representational systems.

A developmental and clinical perspective of rhythmic interpersonal coordination: From mimicry toward the interconnection of minds.

PubMed

Xavier, Jean; Magnat, Julien; Sherman, Alain; Gauthier, Soizic; Cohen, David; Chaby, Laurence

2016-11-01

Imitation plays a critical role in the development of intersubjectivity and serves as a prerequisite for understanding the emotions and intentions of others. In our review, we consider spontaneous motor imitation between children and their peers as a developmental process involving repetition and perspective-taking as well as flexibility and reciprocity. During childhood, this playful dynamic challenges developing visuospatial abilities and requires temporal coordination between partners. As such, we address synchrony as form of communication and social signal per se, that leads, from an experience of similarity, to the interconnection of minds. In this way, we argue that, from a developmental perspective, rhythmic interpersonal coordination through childhood imitative interactions serves as a precursor to higher- level social and cognitive abilities, such as theory of mind (TOM) and empathy. Finally, to clinically illustrate our idea, we focus on developmental coordination disorder (DCD), a condition characterized not only by learning difficulties, but also childhood deficits in motor imitation. We address the challenges faced by these children on an emotional and socio-interactional level through the perspective of their impairments in intra- and interpersonal synchrony. Copyright © 2017 Elsevier Ltd. All rights reserved.

The Learning and Development of Low-Skilled Workers Training to Become Surgical Technologists

ERIC Educational Resources Information Center

Dyer, Judith Sandra

2010-01-01

The purpose of this case study was to explore how low-skilled workers who participated in a health care training program learned to acquire the technical, cognitive, and developmental competencies they needed to gain skilled employment in higher-level positions in the field and thus advance their careers. The data methods used were: (1) in-depth…

Lifespan Changes in Working Memory in Fragile X Premutation Males

ERIC Educational Resources Information Center

Cornish, Kim M.; Kogan, Cary S.; Li, Lexin; Turk, Jeremy; Jacquemont, Sebastien; Hagerman, Randi J.

2009-01-01

Fragile X syndrome is the world's most common hereditary cause of developmental delay in males and is now well characterized at the biological, brain and cognitive levels. The disorder is caused by the silencing of a single gene on the X chromosome, the "FMR1" gene. The premutation (carrier) status, however, is less well documented but has an…

Activities, self-referent memory beliefs, and cognitive performance: evidence for direct and mediated relations.

PubMed

Jopp, Daniela; Hertzog, Christopher

2007-12-01

In this study, the authors investigated the role of activities and self-referent memory beliefs for cognitive performance in a life-span sample. A factor analysis identified 8 activity factors, including Developmental Activities, Experiential Activities, Social Activities, Physical Activities, Technology Use, Watching Television, Games, and Crafts. A second-order general activity factor was significantly related to a general factor of cognitive function as defined by ability tests. Structural regression models suggested that prediction of cognition by activity level was partially mediated by memory beliefs, controlling for age, education, health, and depressive affect. Models adding paths from general and specific activities to aspects of crystallized intelligence suggested additional unique predictive effects for some activities. In alternative models, nonsignificant effects of beliefs on activities were detected when cognition predicted both variables, consistent with the hypothesis that beliefs derive from monitoring cognition and have no influence on activity patterns. PsycINFO Database Record (c) 2008 APA, all rights reserved.

Cognition-Action Trade-Offs Reflect Organization of Attention in Infancy.

PubMed

Berger, Sarah E; Harbourne, Regina T; Horger, Melissa N

2018-01-01

This chapter discusses what cognition-action trade-offs in infancy reveal about the organization and developmental trajectory of attention. We focus on internal attention because this aspect is most relevant to the immediate concerns of infancy, such as fluctuating levels of expertise, balancing multiple taxing skills simultaneously, learning how to control attention under variable conditions, and coordinating distinct psychological domains. Cognition-action trade-offs observed across the life span include perseveration during skill emergence, errors and inefficient strategies during decision making, and the allocation of resources when attention is taxed. An embodied cognitive-load account interprets these behavioral patterns as a result of limited attentional resources allocated across simultaneous, taxing task demands. For populations where motor errors could be costly, like infants and the elderly, attention is typically devoted to motor demands with errors occurring in the cognitive domain. In contrast, healthy young adults tend to preserve their cognitive performance by modifying their actions. © 2018 Elsevier Inc. All rights reserved.

The Role of Self-Regulatory and Metacognitive Competence in the Motor Performance Difficulties of Children with Developmental Coordination Disorder: A Theoretical and Empirical Review

ERIC Educational Resources Information Center

Jokic, Claire Sangster; Whitebread, David

2011-01-01

Children with developmental coordination disorder (DCD) experience difficulty coping with everyday demands due to difficulties in performing motor tasks. Recently, a cognitive learning paradigm has been applied to studying the nature of the problems experienced by children with DCD, which assumes that these children have fewer cognitive and…

Young Children with Developmental Delays as Young Adults: Predicting Developmental and Personal-Social Outcomes

ERIC Educational Resources Information Center

Bernheimer, Lucinda P.; Keogh, Barbara K.; Guthrie, Donald

2006-01-01

We report on a 20-year follow-up of 30 children with developmental delays identified at age 3. Our purpose was to assess the relationship of early indicators of delay to cognitive and personal-social status in young adulthood. Predictors were Developmental and Personal-Social factors derived from standardized tests and parent questionnaires…

Expert music performance: cognitive, neural, and developmental bases.

PubMed

Brown, Rachel M; Zatorre, Robert J; Penhune, Virginia B

2015-01-01

In this chapter, we explore what happens in the brain of an expert musician during performance. Understanding expert music performance is interesting to cognitive neuroscientists not only because it tests the limits of human memory and movement, but also because studying expert musicianship can help us understand skilled human behavior in general. In this chapter, we outline important facets of our current understanding of the cognitive and neural basis for music performance, and developmental factors that may underlie musical ability. We address three main questions. (1) What is expert performance? (2) How do musicians achieve expert-level performance? (3) How does expert performance come about? We address the first question by describing musicians' ability to remember, plan, execute, and monitor their performances in order to perform music accurately and expressively. We address the second question by reviewing evidence for possible cognitive and neural mechanisms that may underlie or contribute to expert music performance, including the integration of sound and movement, feedforward and feedback motor control processes, expectancy, and imagery. We further discuss how neural circuits in auditory, motor, parietal, subcortical, and frontal cortex all contribute to different facets of musical expertise. Finally, we address the third question by reviewing evidence for the heritability of musical expertise and for how expertise develops through training and practice. We end by discussing outlooks for future work. © 2015 Elsevier B.V. All rights reserved.

Age correction in cognitive, linguistic, and motor domains for infants born preterm: an analysis of the Bayley Scales of Infant and Toddler Development, Third Edition developmental patterns.

PubMed

Morsan, Valentina; Fantoni, Carlo; Tallandini, Maria Anna

2018-03-15

To verify whether it is appropriate to use age correction for infants born preterm in all the developmental domains (cognitive, linguistic, and motor) considered by the Bayley Scales of Infant and Toddler Development, Third Edition (Bayley-III). Seventy-three infants born preterm (26-35wks) without major neurological sequelae and 67 infants born at term were assessed at 12 months (corrected age for infants born preterm). The performance of the infants born preterm was assessed with two different evaluations: scores based on uncorrected age and scores based on corrected age. The developmental trends of infants born at term and infants born preterm differ across domains. Statistical analysis shows that age correction produces an overrated estimate of motor performance (12.5 points [95% confidence interval 9.05-16.01]) but not of cognitive performance. Given the broad use of the Bayley-III by psychologists and paediatricians, these results are important in the early diagnosis of developmental difficulties for children born preterm. Correction for gestational age should be applied for the cognitive domain only; whereas for the motor domain, chronological age should be used. No clear data emerged for language. Age correction with Bayley Scales of Infant and Toddler Development, Third Edition (Bayley-III) for infants born preterm should be applied differently in cognitive, language, and motor domains. Using corrected age with Bayley-III, the motor skills are overrated. Correction for preterm births adequately measures cognitive skills. No clear indication emerged about language skills. © 2018 Mac Keith Press.

Systems theory and cascades in developmental psychopathology.

PubMed

Cox, Martha J; Mills-Koonce, Roger; Propper, Cathi; Gariépy, Jean-Louis

2010-08-01

In the wake of prominent theoreticians in developmental science, whose contributions we review in this article, many developmental psychologists came to endorse a systems approach to understanding how the individual, as it develops, establishes functional relationships to social ecological contexts that from birth to school entry rapidly increase in complexity. The concept of developmental cascade has been introduced in this context to describe lawful processes by which antecedent conditions may be related with varying probabilities to specified outcomes. These are understood as processes by which function at one level or in one domain of behavior affect the organization of competency in later developing domains of general adaptation. Here we propose a developmental sequence by which the developing child acquires regulative capacities that are key to adjustment to a society that demands considerable control of emotional and cognitive functions early in life. We report empirical evidence showing that the acquisition of regulative capacities may be understood as a cascade of shifts in control parameters induced by the progressive integration of biological, transactional, and socioaffective systems over development. We conclude by suggesting how the developmental process may be accessed for effective intervention in populations deemed "at risk" for later problems of psychosocial adjustment.

Developmental and Evolutionary Lexicon Acquisition in Cognitive Agents/Robots with Grounding Principle: A Short Review.

PubMed

Rasheed, Nadia; Amin, Shamsudin H M

2016-01-01

Grounded language acquisition is an important issue, particularly to facilitate human-robot interactions in an intelligent and effective way. The evolutionary and developmental language acquisition are two innovative and important methodologies for the grounding of language in cognitive agents or robots, the aim of which is to address current limitations in robot design. This paper concentrates on these two main modelling methods with the grounding principle for the acquisition of linguistic ability in cognitive agents or robots. This review not only presents a survey of the methodologies and relevant computational cognitive agents or robotic models, but also highlights the advantages and progress of these approaches for the language grounding issue.

Developmental and Evolutionary Lexicon Acquisition in Cognitive Agents/Robots with Grounding Principle: A Short Review

PubMed Central

Rasheed, Nadia; Amin, Shamsudin H. M.

2016-01-01

Grounded language acquisition is an important issue, particularly to facilitate human-robot interactions in an intelligent and effective way. The evolutionary and developmental language acquisition are two innovative and important methodologies for the grounding of language in cognitive agents or robots, the aim of which is to address current limitations in robot design. This paper concentrates on these two main modelling methods with the grounding principle for the acquisition of linguistic ability in cognitive agents or robots. This review not only presents a survey of the methodologies and relevant computational cognitive agents or robotic models, but also highlights the advantages and progress of these approaches for the language grounding issue. PMID:27069470

Stagewise cognitive development: an application of catastrophe theory.

PubMed

van der Maas, H L; Molenaar, P C

1992-07-01

In this article an overview is given of traditional methodological approaches to stagewise cognitive developmental research. These approaches are evaluated and integrated on the basis of catastrophe theory. In particular, catastrophe theory specifies a set of common criteria for testing the discontinuity hypothesis proposed by Piaget. Separate criteria correspond to distinct methods used in cognitive developmental research. Such criteria are, for instance, the detection of spurts in development, bimodality of test scores, and increased variability of responses during transitional periods. When a genuine stage transition is present, these criteria are expected to be satisfied. A revised catastrophe model accommodating these criteria is proposed for the stage transition in cognitive development from the preoperational to the concrete operational stage.

Cognitive consistency and math-gender stereotypes in Singaporean children.

PubMed

Cvencek, Dario; Meltzoff, Andrew N; Kapur, Manu

2014-01-01

In social psychology, cognitive consistency is a powerful principle for organizing psychological concepts. There have been few tests of cognitive consistency in children and no research about cognitive consistency in children from Asian cultures, who pose an interesting developmental case. A sample of 172 Singaporean elementary school children completed implicit and explicit measures of math-gender stereotype (male=math), gender identity (me=male), and math self-concept (me=math). Results showed strong evidence for cognitive consistency; the strength of children's math-gender stereotypes, together with their gender identity, significantly predicted their math self-concepts. Cognitive consistency may be culturally universal and a key mechanism for developmental change in social cognition. We also discovered that Singaporean children's math-gender stereotypes increased as a function of age and that boys identified with math more strongly than did girls despite Singaporean girls' excelling in math. The results reveal both cultural universals and cultural variation in developing social cognition. Copyright © 2013 Elsevier Inc. All rights reserved.

Intellectual and Developmental Disabilities

MedlinePlus

... cognition, and memory; interactions of the family and community with individuals with IDDs; and the effect of individual factors on social interactions, behavior, and emotions. Common Name Intellectual and developmental ...

Efficacy of changing physics misconceptions held by ninth grade students at varying developmental levels through teacher addition of a prediction phase to the learning cycle

NASA Astrophysics Data System (ADS)

Oglesby, Michael L.

This study examines the efficacy in correcting student misconceptions about science concepts by using the pedagogical method of asking students to make a prediction in science laboratory lessons for students within pre-formal, transitional, or formal stages of cognitive development. The subjects were students (n = 235) enrolled in ninth grade physical science classes (n=15) in one high school of an urban profile school district. The four freshmen physical science teachers who were part of the study routinely taught the concepts in the study as a part of the normal curriculum during the time of the school year in which the research was conducted. Classrooms representing approximately half of the students were presented with a prediction phase at the start of each of ten learning cycle lesson. The other classrooms were not presented with a prediction phase. Students were pre and post tested using a 40 question instrument based on the Force Concept Inventory augmented with questions on the concepts taught during the period of the study. Students were also tested using the Test of Scientific Reasoning to determine their cognitive developmental level. Results showed 182 of the students to be cognitively pre-formal, 50 to be transitional, and only 3 to be cognitively formal. There were significantly higher gains (p < .05) for the formal group over the transitional group and for the transitional group over the Pre-formal group. However, there were not significantly higher gains (p > .05) for the total students having a prediction phase compared to those not having a prediction phase. Neither were there significant gains (p > .05) within the pre-formal group or within the transitional group. There were too few students within the formal group for meaningful results.

Developmental Steps in Metaphorical Language Abilities: The Influence of Age, Gender, Cognitive Flexibility, Information Processing Speed, and Analogical Reasoning.

PubMed

Willinger, Ulrike; Deckert, Matthias; Schmöger, Michaela; Schaunig-Busch, Ines; Formann, Anton K; Auff, Eduard

2017-12-01

Metaphor is a specific type of figurative language that is used in various important fields such as in the work with children in clinical or teaching contexts. The aim of the study was to investigate the developmental course, developmental steps, and possible cognitive predictors regarding metaphor processing in childhood and early adolescence. One hundred sixty-four typically developing children (7-year-olds, 9-year-olds) and early adolescents (11-year-olds) were tested for metaphor identification, comprehension, comprehension quality, and preference by the Metaphoric Triads Task as well as for analogical reasoning, information processing speed, cognitive flexibility under time pressure, and cognitive flexibility without time pressure. Metaphor identification and comprehension consecutively increased with age. Eleven-year-olds showed significantly higher metaphor comprehension quality and preference scores than seven- and nine-year-olds, whilst these younger age groups did not differ. Age, cognitive flexibility under time pressure, information processing speed, analogical reasoning, and cognitive flexibility without time pressure significantly predicted metaphor comprehension. Metaphorical language ability shows an ongoing development and seemingly changes qualitatively at the beginning of early adolescence. These results can possibly be explained by a greater synaptic reorganization in early adolescents. Furthermore, cognitive flexibility under time pressure and information processing speed possibly facilitate the ability to adapt metaphor processing strategies in a flexible, quick, and appropriate way.

Cognitive Impairment as a Mediator in the Developmental Pathway from Infant Malnutrition to Adolescent Depressive Symptoms in Barbadian Youth

PubMed Central

Waber, Deborah P.; Eaglesfield, David; Fitzmaurice, Garrett M.; Bryce, Cyralene; Harrison, Robert H.; Galler, Janina R.

2011-01-01

Background Depressive symptoms are elevated in adolescents who experienced significant malnutrition early in life. Early malnutrition can also have a significant impact on cognitive functioning, presumably due to the adverse impact of the malnutrition on the very young brain. In the context of a developmental cascade model, we tested the hypothesis that the association between early malnutrition and adolescent depressive symptoms is mediated by the cognitive impairment that ensues from the malnutrition. Method We evaluated Barbadian youth (N=57) hospitalized for moderate to severe protein-energy malnutrition in the first year of life and healthy controls (N=60) longitudinally. The primary hypothesis was tested by multiple regression models. Results After adjusting for covariates, early malnutrition predicted both cognitive functioning in childhood (IQ, p<0.001; attention problems, p<.01; Common Entrance Examination, p<0.01) and adolescent depressive symptoms (p<0.05). Childhood cognitive functioning mediated the association between early malnutrition and depressive symptoms in adolescence (p<0.001). Maternal depressive symptoms were a significant but independent predictor of adolescent depressive symptoms (p<0.05). Conclusions Cognitive compromise in childhood accounts indirectly for elevated depressive symptoms in previously malnourished adolescents, consistent with a developmental cascade model. The direct link between malnutrition and depressive symptoms in adolescence is small. PMID:21285893

Diagnosis of severe developmental disorders in children under three years of age.

PubMed

Markiewicz, Katarzyna; Pachalska, Maria

2007-02-01

Autism, intellectual disability, and specific language impairment (SLI) constitute three important forms of developmental disability that are often mistaken for each other, especially in very young children (under age 4). Diagnostic problems are caused by the fact that a fundamental problem in cognition, language, or behavior has secondary effects on the remaining areas, which makes it difficult to separate cause from effect. A wrong or absent diagnosis can be a major hindrance in providing properly targeted therapy for developmentally disabled children. From a population of 667 children referred to a specialized outpatient clinic for developmentally disabled children, we identified 35 children in whom the fundamental diagnosis of autism, intellectual disability, or SLI was unambiguous, and then analyzed these children's scores on 7 subtests from the Munich Functional Developmental Diagnosis, in order to identify specific features of each of the three syndromes. The most reliable differentiating factor in our research group proved to be the MFDD subtest for self-reliance. A model was constructed to assist in analyzing the complex interactions of symptoms, which frequently overlap. Cognitive and communicative limitations resulting from underlying perceptual dysfunctions can lead to inappropriate adaptive behavior in children with developmental disorders, such as autism, intellectual disability, and specific language impairment. Each of these syndromes has a specific profile in respect to measures of cognitive function, social skills, and verbal communication.

Mutational Analysis of Cell Types in Tuberous Sclerosis Complex (TSC)

DTIC Science & Technology

2007-01-01

disorder resulting from mutations in the TSC1 or TSC2 genes that is associated with epilepsy, cognitive disability, and autism . TSC1/TSC2 gene mutations...cognitive disability, and autism . TSC1/TSC2 gene mutations lead to developmental alterations in brain structure known as tubers in over 80% of TSC...TSC (Sparagana and Roach, 2000). Comorbid neuropsychological disorders such as autism , mental retardation (MR), pervasive developmental disorder

A Response to Jack R. Fraenkel. An Exchange of Views between Edwin Fenton and Jack R. Fraenkel, the Cognitive-Developmental Approach to Moral Education

ERIC Educational Resources Information Center

Fenton, Edwin

1977-01-01

Responses to Fraenkel's 15 criticisms of the author's article about Kohlberg's cognitive-developmental approach to moral education in the April 1976 issue of "Social Education." Three circumstances are stated as reasons for the differences between the two men: (1) staying up-to-date with research and publications, (2) time consumed in refuting…

Developmental amnesia: Fractionation of developing memory systems.

PubMed

Temple, Christine M; Richardson, Paul

2006-07-01

Study of the developmental amnesias utilizing a cognitive neuropsychological methodology has highlighted the dissociations that may occur between the development of components of memory. M.M., a new case of developmental amnesia, was identified after screening from the normal population on cognitive and memory measures. Retrospective investigation found that he was of low birthweight. M.M. had impaired semantic memory for knowledge of facts and words. There was impaired episodic memory for words and stories but intact episodic memory for visual designs and features. This forms a double dissociation with Dr S. (Temple, 1992), who had intact verbal but impaired visual episodic memory. M.M. also had impaired autobiographical episodic memory. Nevertheless, learning over repeated trials occurred, consistent with previous theorizing that learning is not simply the effect of recurrent episodic memory. Nor is it the same as establishing semantic memory, since for M.M. semantic memory is also impaired. Within reading, there was an impaired lexico-semantic system, elevated levels of homophone confusion, but intact phonological reading, consistent with surface dyslexia and raising issues about the interrelationship of the semantic system and literacy development. The results are compatible with discrete semi-independent components within memory development, whereby deficits are associated with residual normality, but there may also be an explicit relationship between the semantic memory system and both vocabulary and reading acquisition.

"Too Withdrawn" or "Too Friendly": Considering Social Vulnerability in Two Neuro-Developmental Disorders

ERIC Educational Resources Information Center

Jawaid, A.; Riby, D. M.; Owens, J.; White, S. W.; Tarar, T.; Schulz, P. E.

2012-01-01

In some neuro-developmental disorders, the combined effect of intellectual disability and atypicalities of social cognition may put individuals at increased vulnerability in their social environment. The neuro-developmental disorders Williams syndrome, characterised by "hypersociability", and autism spectrum disorders, characterised by "social…

Inner Speech: Development, Cognitive Functions, Phenomenology, and Neurobiology

PubMed Central

2015-01-01

Inner speech—also known as covert speech or verbal thinking—has been implicated in theories of cognitive development, speech monitoring, executive function, and psychopathology. Despite a growing body of knowledge on its phenomenology, development, and function, approaches to the scientific study of inner speech have remained diffuse and largely unintegrated. This review examines prominent theoretical approaches to inner speech and methodological challenges in its study, before reviewing current evidence on inner speech in children and adults from both typical and atypical populations. We conclude by considering prospects for an integrated cognitive science of inner speech, and present a multicomponent model of the phenomenon informed by developmental, cognitive, and psycholinguistic considerations. Despite its variability among individuals and across the life span, inner speech appears to perform significant functions in human cognition, which in some cases reflect its developmental origins and its sharing of resources with other cognitive processes. PMID:26011789

The roles of gender, age and cognitive development in children's pedestrian route selection.

PubMed

Barton, B K; Ulrich, T; Lyday, B

2012-03-01

Thousands of American children under the age of 10 years are injured annually as pedestrians. Despite the scope of this public health problem, knowledge about behavioural control and developmental factors involved in the aetiology of child pedestrian safety is limited. The present study examined the roles of gender, age and two aspects of cognitive development (visual search and efficiency of processing) in children's safe pedestrian route selection. Measures of cognitive functioning (visual search and efficiency) and selections of risky pedestrian routes were collected from 65 children aged 5-9 years. Boys, younger children and those with less developed cognitive functioning selected riskier pedestrian routes. Cognitive functioning also subsumed age as a predictor of risky route selections. Our findings suggest developmental differences, specifically less developed cognitive functioning, play important roles in children's pedestrian decision making. Directions for future examination are discussed. © 2011 Blackwell Publishing Ltd.

A Cognitive Developmental Approach to Social Problem Management.

ERIC Educational Resources Information Center

Watts, Walter J.

The paper reviews L. Kohlberg's theory of moral reasoning and its relationship to cognitive development of children. R. Feuerstein's theories of mediated learning experience (MLE) are reviewed, and remediation for individuals deficient in cognitive functions is addressed. The paper notes the existence of deficient cognitive functions, specifically…

Early predictors of helpless thoughts and behaviors in children: developmental precursors to depressive cognitions.

PubMed

Cole, David A; Warren, Dana E; Dallaire, Danielle H; Lagrange, Beth; Travis, Rebekah; Ciesla, Jeffrey A

2007-04-01

Learned helplessness behavior and cognitions were assessed in 95 kindergarten-age children during a series of impossible puzzle trials followed by a solvable puzzle trial. Latent growth curve analysis revealed reliable individual differences in the trajectories of children's affect, motivation, and self-cognitions over time. Parents' reports of negative life events, harsh/negative parenting, and warm/positive parenting were associated with their children's learned helplessness behavioral trajectories and outcomes over the course of the puzzle trials. Results support speculations about the developmental origins of depressive explanatory or attributional style in children.

Cognitive and adaptive behavior profiles in Smith-Magenis syndrome.

PubMed

Madduri, Niru; Peters, Sarika U; Voigt, Robert G; Llorente, Antolin M; Lupski, James R; Potocki, Lorraine

2006-06-01

Smith-Magenis syndrome (SMS) is a multiple congenital anomalies and mental retardation syndrome associated with an interstitial deletion of chromosome 17 band p11.2. The incidence of this microdeletion syndrome is estimated to be 1 in 25,000 individuals. Persons with SMS have a distinctive neurobehavioral phenotype that is characterized by aggressive and self-injurious behaviors and significant sleep disturbances. From December 1990 through September 1999, 58 persons with SMS were enrolled in a 5-day multidisciplinary clinical protocol. Developmental assessments consisting of cognitive level and adaptive behavior were completed in 57 persons. Most patients functioned in the mild-to-moderate range of mental retardation. In addition, we report that patients with SMS have low adaptive functioning with relative strengths in socialization and relative weakness in daily living skills. These data were analyzed in light of the molecular extent of the microdeletion within 17p11.2. We found that the level of cognitive and adaptive functioning does depend on deletion size, and that a small percentage of SMS patients have cognitive function in the borderline range.

An Experimental Study of the Placement of Classification Skills in the Science-A Process Approach Curriculum Employing Piaget's Theory of Cognitive Development.

ERIC Educational Resources Information Center

Johnson, Theodore M.; Alfke, Dorothy

The purpose of this study was to investigate whether success in the Science - A Process Approach (SAPA) process of classification designed for primary grade children is contingent upon the children's developmental level as defined by Piaget's theory. The investigators sought to determine whether children who had reached the concrete operational…

Inhibition of transforming growth factor-β attenuates brain injury and neurological deficits in a rat model of germinal matrix hemorrhage.

PubMed

Manaenko, Anatol; Lekic, Tim; Barnhart, Margaret; Hartman, Richard; Zhang, John H

2014-03-01

Transforming growth factor-β (TGF-β) overproduction and activation of the TGF-β pathway are associated with the development of brain injury following germinal matrix hemorrhage (GMH) in premature infants. We examined the effects of GMH on the level of TGF-β1 in a novel rat collagenase-induced GMH model and determined the effect of inhibition of the TGF receptor I. In total, 92 seven-day old (P7) rats were used. Time-dependent effects of GMH on the level of TGF-β1 and TGF receptor I were evaluated by Western blot. A TGF receptor I inhibitor (SD208) was administered daily for 3 days, starting either 1 hour or 3 days after GMH induction. The effects of GMH and SD208 on the TGF-β pathway were evaluated by Western blot at day 3. The effects of GMH and SD208 on cognitive and motor function were also assessed. The effects of TGF receptor I inhibition by SD208 on GMH-induced brain injury and underlying molecular pathways were investigated by Western blot, immunofluorescence, and morphology studies 24 days after GMH. GMH induced significant delay in development, caused impairment in both cognitive and motor functions, and resulted in brain atrophy in rat subjects. GMH also caused deposition of both vitronectin (an extracellular matrix protein) and glial fibrillary acidic protein in perilesion areas, associated with development of hydrocephalus. SD208 ameliorated GMH-induced developmental delay, improved cognitive and motor functions, and attenuated body weight loss. SD208 also decreased vitronectin and glial fibrillary acidic protein deposition and decreased GMH-induced brain injury. Increased level of TGF-β1 and activation of the TGF-β pathway associate with the development of brain injury after GMH. SD208 inhibits GMH-induced activation of the TGF-β pathway and leads to an improved developmental profile, partial recovery of cognitive and motor functions, and attenuation of GMH-induced brain atrophy and hydrocephalus.

Resolving conflict creatively: evaluating the developmental effects of a school-based violence prevention program in neighborhood and classroom context.

PubMed

Aber, J L; Jones, S M; Brown, J L; Chaudry, N; Samples, F

1998-01-01

This study evaluated the short-term impact of a school-based violence prevention initiative on developmental processes thought to place children at risk for future aggression and violence and examined the influence of classroom and neighborhood contexts on the effectiveness of the violence prevention initiative. Two waves of developmental data (fall and spring) were analyzed from the 1st year of the evaluation of the Resolving Conflict Creatively Program (RCCP), which includes 5053 children from grades two to six from 11 elementary schools in New York City. Three distinct profiles of exposure to the intervention were derived from Management Information System (MIS) data on between classroom differences in teacher Training and Coaching in RCCP, Classroom Instruction in RCCP, and percentages of students who are Peer Mediators. Developmental processes that place children at risk were found to increase over the course of the school year. Children whose teachers had a moderate amount of training and coaching from RCCP and who taught many lessons showed significantly slower growth in aggression-related processes, and less of a decrease in competence-related processes, compared to children whose teachers taught few or no lessons. Contrary to expectation, children whose teachers had a higher level of training and coaching in the RCCP but taught few lessons showed significantly faster growth over time in aggressive cognitions and behaviors. The impact of the intervention on children's social cognitions (but not on their interpersonal behaviors) varied by context. Specifically the positive effect of High Lessons was dampened for children in high-risk classrooms and neighborhoods. Implications for future research on developmental psychopathology in context and for the design of preventive interventions are discussed.

Is it adaptive to disengage from demands of social change? Adjustment to developmental barriers in opportunity-deprived regions

PubMed Central

Silbereisen, Rainer K.; Heckhausen, Jutta

2010-01-01

This paper investigates how individuals deal with demands of social and economic change in the domains of work and family when opportunities for their mastery are unfavorable. Theoretical considerations and empirical research suggest that with unattainable goals and unmanageable demands motivational disengagement and self-protective cognitions bring about superior outcomes than continued goal striving. Building on research on developmental deadlines, this paper introduces the concept of developmental barriers to address socioeconomic conditions of severely constrained opportunities in certain geographical regions. Mixed-effects methods were used to model cross-level interactions between individual-level compensatory secondary control and regional-level opportunity structures in terms of social indicators for the economic prosperity and family friendliness. Results showed that disengagement was positively associated with general life satisfaction in regions that were economically devastated and has less than average services for families. In regions that were economically well off and family-friendly, the association was negative. Similar results were found for self-protection concerning domain-specific satisfaction with life. These findings suggest that compensatory secondary control can be an adaptive way of mastering a demand when primary control is not possible. PMID:21170393

Caregiver Strain and Sensory Features in Children with Autism Spectrum Disorder and other Developmental Disabilities

PubMed Central

Kirby, Anne V.; White, Tamira J.; Baranek, Grace T.

2015-01-01

Caring for children with disabilities contributes to increased levels of parent stress, or caregiver strain. However, the potential relationship of sensory features to strain among caregivers of children with autism spectrum disorder (ASD) and other developmental disabilities (DD) is unknown. Sensory features include over-reactions, under-reactions, and unusual interests in sensations, which may negatively impact family functioning. This descriptive study confirmed three caregiver strain types (i.e., objective, subjective internalized, subjective externalized) and explored differences among ASD (n=71) and DD (n=36) groups, with the ASD group reporting higher levels. Furthermore, this study explored the contribution of sensory features to caregiver strain, finding differential contributions to strain in the ASD group and covariate contributions (i.e., child cognition, mother’s education) in the DD group. PMID:25551265

Concurrent and prospective effects of psychopathic traits on affective and cognitive empathy in a community sample of late adolescents.

PubMed

Brouns, Bart H J; de Wied, Minet Annette; Keijsers, Loes; Branje, Susan; van Goozen, Stephanie H M; Meeus, Wim H J

2013-09-01

A deficit in affective rather than cognitive empathy is thought to be central to psychopathic traits. However, empirical evidence for empathy deficits in adolescents with psychopathic traits is limited. We investigated the concurrent and prospective effects of psychopathic traits on affective and cognitive trait empathy in late adolescence. A community sample of 107 males and 126 females who were approximately 16-year olds at Time 1 participated in four annual waves. Sex-specific classes of adolescents' psychopathic traits were created using Latent Class Analyses. Subsequently, we investigated class differences in level and development of empathy. For both sexes, Latent Class Analyses produced two classes: one class with low and one with moderate levels of psychopathic traits. Consistent with our hypothesis, for both sexes, adolescents with moderate levels of psychopathic traits reported lower mean levels of affective empathy than adolescents with low levels of psychopathic traits. In addition, female adolescents with moderate psychopathic traits reported lower mean levels of cognitive empathy. Male adolescents showed a trend in this direction. No differences between classes were found in development of empathy, which increased over years. This is the first study to show that male and female adolescents with higher levels of psychopathic traits have lower levels of affective empathy not only concurrently but also prospectively over a 3-year period. Females additionally showed a similar pattern on cognitive empathy. In this community sample, developmental results suggest that adolescents with higher levels of psychopathic traits have relative rather than absolute empathy deficits. © 2013 The Authors. Journal of Child Psychology and Psychiatry © 2013 Association for Child and Adolescent Mental Health.

Developmental Thyroid Hormone Insufficiency Reduces Expression of Brain-Derived Neurotrophic Factor (BDNF) in Adults But Not in Neonates

EPA Science Inventory

Brain-derived neurotrophic factor (BDNF) is a neurotrophin critical for many developmental and physiological aspects of CNS function. Severe hypothyroidism in the early neonatal period results in developmental and cognitive impairments and reductions in mRNA and protein expressio...

Potential of DCT/SCDT in Addressing Two Elusive Themes of Mental Health Counseling.

ERIC Educational Resources Information Center

Borders, L. DiAnne

1994-01-01

Responds to previous article by Rigazio-DiGilio on Developmental Counseling and Therapy and Systemic Cognitive-Developmental Therapy as two integrative models that unify individual, family, and network treatment within coconstructive-developmental framework. Considers extent to which model breaks impasse in integrating development into counseling…

Sleep Problems and Early Developmental Delay: Implications for Early Intervention Programs

ERIC Educational Resources Information Center

Bonuck, Karen; Grant, Roy

2012-01-01

Sleep disorders negatively impact behavior, cognition, and growth--the same areas targeted by early intervention. Conversely, developmental delays and disabilities may themselves precipitate sleep disorders. Young children with developmental delays experience sleep disorders at a higher rate than do typically developing children; the most common…

Character: A Multifaceted Developmental System

ERIC Educational Resources Information Center

Nucci, Larry

2017-01-01

Character is a developmental system embedded within the self-system. This Relational Developmental Systems (RDS) view is in juxtaposition with virtue theory and accounts of character in terms of moral identity. The character system includes 4 components 3 of which: basic moral cognition (as described within domain theory); other regarding; and…

What Kinds of Things Cause Children's Reading Difficulties?

ERIC Educational Resources Information Center

Coltheart, Max

2015-01-01

The first part of this paper explains the distinction between proximal and distal causes of developmental disorders of cognition, with special reference to developmental disorders of reading. A number of different proximal causes of developmental disorders of reading have been identified. These correspond to a number of different patterns of…

BioAge: Toward A Multi-Determined, Mechanistic Account of Cognitive Aging

PubMed Central

DeCarlo, Correne A.; Tuokko, Holly A.; Williams, Dorothy; Dixon, Roger A.; MacDonald, Stuart W.S.

2014-01-01

The search for reliable early indicators of age-related cognitive decline represents a critical avenue for progress in aging research. Chronological age is a commonly used developmental index; however, it offers little insight into the mechanisms underlying cognitive decline. In contrast, biological age (BioAge), reflecting the vitality of essential biological systems, represents a promising operationalization of developmental time. Current BioAge models have successfully predicted age-related cognitive deficits. Research on aging-related cognitive function indicates that the interaction of multiple risk and protective factors across the human lifespan confers individual risk for late-life cognitive decline, implicating a multi-causal explanation. In this review, we explore current BioAge models, describe three broad yet pathologically relevant biological processes linked to cognitive decline, and propose a novel operationalization of BioAge accounting for both moderating and causal mechanisms of cognitive decline and dementia. We argue that a multivariate and mechanistic BioAge approach will lead to a greater understanding of disease pathology as well as more accurate prediction and early identification of late-life cognitive decline. PMID:25278166

BioAge: toward a multi-determined, mechanistic account of cognitive aging.

PubMed

DeCarlo, Correne A; Tuokko, Holly A; Williams, Dorothy; Dixon, Roger A; MacDonald, Stuart W S

2014-11-01

The search for reliable early indicators of age-related cognitive decline represents a critical avenue for progress in aging research. Chronological age is a commonly used developmental index; however, it offers little insight into the mechanisms underlying cognitive decline. In contrast, biological age (BioAge), reflecting the vitality of essential biological systems, represents a promising operationalization of developmental time. Current BioAge models have successfully predicted age-related cognitive deficits. Research on aging-related cognitive function indicates that the interaction of multiple risk and protective factors across the human lifespan confers individual risk for late-life cognitive decline, implicating a multi-causal explanation. In this review, we explore current BioAge models, describe three broad yet pathologically relevant biological processes linked to cognitive decline, and propose a novel operationalization of BioAge accounting for both moderating and causal mechanisms of cognitive decline and dementia. We argue that a multivariate and mechanistic BioAge approach will lead to a greater understanding of disease pathology as well as more accurate prediction and early identification of late-life cognitive decline. Copyright © 2014 Elsevier B.V. All rights reserved.

Jurisdictional, socioeconomic and gender inequalities in child health and development: analysis of a national census of 5-year-olds in Australia

PubMed Central

Brinkman, Sally A; Gialamas, Angela; Rahman, Azizur; Mittinty, Murthy N; Gregory, Tess A; Silburn, Sven; Goldfeld, Sharon; Zubrick, Stephen R; Carr, Vaughan; Janus, Magdalena; Hertzman, Clyde; Lynch, John W

2012-01-01

Objectives Early child development may have important consequences for inequalities in health and well-being. This paper explores population level patterns of child development across Australian jurisdictions, considering socioeconomic and demographic characteristics. Design Census of child development across Australia. Setting and participants Teachers complete a developmental checklist, the Australian Early Development Index (AEDI), for all children in their first year of full-time schooling. Between May and July 2009, the AEDI was collected by 14 628 teachers in primary schools (government and non-government) across Australia, providing information on 261 147 children (approximately 97.5% of the estimated 5-year-old population). Outcome measures Level of developmental vulnerability in Australian children for five developmental domains: physical well-being, social competence, emotional maturity, language and cognitive skills and communication skills and general knowledge. Results The results show demographic and socioeconomic inequalities in child development as well as within and between jurisdiction inequalities. The magnitude of the overall level of inequality in child development and the impact of covariates varies considerably both between and within jurisdiction by sex. For example, the difference in overall developmental vulnerability between the best-performing and worst-performing jurisdiction is 12.5% for males and 7.1% for females. Levels of absolute social inequality within jurisdictions range from 8.2% for females to 12.7% for males. Conclusions The different mix of universal and targeted services provided within jurisdictions from pregnancy to age 5 may contribute to inequality across the country. These results illustrate the potential utility of a developmental census to shed light on the impact of differences in universal and targeted services to support child development by school entry. PMID:22952161

Structural Equation Modeling of the Effects of Family, Preschool, and Stunting on the Cognitive Development of School Children

PubMed Central

Ajayi, Oluwakemi Rachel; Matthews, Glenda Beverley; Taylor, Myra; Kvalsvig, Jane Dene; Davidson, Leslie; Kauchali, Shuaib; Mellins, Claude

2017-01-01

A recent study based on a sample of 1,580 children from five adjacent geographical locations in KwaZulu-Natal, South Africa, was carried out to examine the association of nutrition, family influence, preschool education, and disadvantages in geographical location with the cognitive development of school children. Data were collected on the children from 2009 to 2011 for this developmental study and included cognitive scores and information on the health and nutrition of the children. The current study analyzed the association of demographic variables (geographical location (site)), child variables (sex, preschool education and socioeconomic status), parental level of education (maternal and paternal), child’s health (HIV status and hemoglobin level) and anthropometric measures of nutritional status (height-for-age) with children’s cognitive outcomes. The hypothesis is that the nutritional status of children is a pathway through which the indirect effects of the variables of interest exert influence on their cognitive outcomes. Factor analysis based on principal components was used to create a variable based on the cognitive measures, correlations were used to examine the bivariate association between the variables of interest in the preliminary analysis and a path analysis was constructed, which was used for the disaggregation of the direct and indirect effects of the predictors for each cognitive test in a structural equation model. The results revealed that nutritional status directly predicts cognitive test scores and is a path through which other variables indirectly influence children’s cognitive outcome and development. PMID:28555186

Children's concepts of physical illness: a review and critique of the cognitive-developmental literature.

PubMed

Burbach, D J; Peterson, L

1986-01-01

Cognitive-developmental studies relevant to children's concepts of physical illness are reviewed and critiqued. Although numerous methodological weaknesses make firm conclusions difficult, most data appear to suggest that children's concepts of illness do evolve in a systematic and predictable sequence consistent with Piaget's theory of cognitive development. Methodological weaknesses identified include poor description of samples, assessment instruments, and procedures; lack of control over potential observer bias, expectancy effects, and other confounding variables; and minimal attention to reliability and validity issues. Increased methodological rigor and a further explication of the specific and unique ways in which children's concepts of illness develop over the course of cognitive development could substantially increase the value of these studies for professionals in pediatric health care settings.

Molecular networks and the evolution of human cognitive specializations.

PubMed

Fontenot, Miles; Konopka, Genevieve

2014-12-01

Inroads into elucidating the origins of human cognitive specializations have taken many forms, including genetic, genomic, anatomical, and behavioral assays that typically compare humans to non-human primates. While the integration of all of these approaches is essential for ultimately understanding human cognition, here, we review the usefulness of coexpression network analysis for specifically addressing this question. An increasing number of studies have incorporated coexpression networks into brain expression studies comparing species, disease versus control tissue, brain regions, or developmental time periods. A clearer picture has emerged of the key genes driving brain evolution, as well as the developmental and regional contributions of gene expression patterns important for normal brain development and those misregulated in cognitive diseases. Copyright © 2014 Elsevier Ltd. All rights reserved.

TRACING THE DEVELOPMENT OF TYPEWRITING SKILLS IN AN ADAPTIVE E-LEARNING ENVIRONMENT.

PubMed

van den Bergh, Mattis; Hofman, Abe D; Schmittmann, Verena D; van der Maas, Han L J

2015-12-01

Typewriting studies which compare novice and expert typists have suggested that highly trained typing skills involve cognitive process with an inner and outer loop, which regulate keystrokes and words, respectively. The present study investigates these loops longitudinally, using multi-level modeling of 1,091,707 keystroke latencies from 62 children (M age=12.6 yr.) following an online typing course. Using finger movement repetition as indicator of the inner loop and words typed as indicator of the outer loop, practicing keystroke latencies resulted in different developmental curves for each loop. Moreover, based on plateaus in the developmental curves, the inner loop seemed to require less practice to develop than the outer loop.

Why Are There Developmental Stages in Language Learning? A Developmental Robotics Model of Language Development.

PubMed

Morse, Anthony F; Cangelosi, Angelo

2017-02-01

Most theories of learning would predict a gradual acquisition and refinement of skills as learning progresses, and while some highlight exponential growth, this fails to explain why natural cognitive development typically progresses in stages. Models that do span multiple developmental stages typically have parameters to "switch" between stages. We argue that by taking an embodied view, the interaction between learning mechanisms, the resulting behavior of the agent, and the opportunities for learning that the environment provides can account for the stage-wise development of cognitive abilities. We summarize work relevant to this hypothesis and suggest two simple mechanisms that account for some developmental transitions: neural readiness focuses on changes in the neural substrate resulting from ongoing learning, and perceptual readiness focuses on the perceptual requirements for learning new tasks. Previous work has demonstrated these mechanisms in replications of a wide variety of infant language experiments, spanning multiple developmental stages. Here we piece this work together as a single model of ongoing learning with no parameter changes at all. The model, an instance of the Epigenetic Robotics Architecture (Morse et al 2010) embodied on the iCub humanoid robot, exhibits ongoing multi-stage development while learning pre-linguistic and then basic language skills. Copyright © 2016 Cognitive Science Society, Inc.

From the big bang to the brain.

PubMed

Boliek, C A; Lohmeier, H

1999-01-01

Current research on the capacities of the infant has lead to a better understanding of developmental processes underlying cognition and motor skill acquisition. ASHA's Eighth Annual Research Symposium on Infant-Toddler Development, in November 1998, included a presentation on developmental cognitive science by Dr. Andrew Meltzoff and a presentation on motor skill acquisition by Dr. Esther Thelen. The theoretical constructs and data presented served to broaden our current perspectives on infant abilities. The data reported by Meltzoff and Thelen challenged several long-standing theories of infant cognition and motor development. Alternative theoretical models were used to describe skill acquisition during the first several years of life. Our response will include a brief summary of each investigator's presentation, discuss their findings with respect to research in the area of infant speech physiology and production, and provide possible future directions and challenges for individuals conducting developmental research.

Relationships among processing speed, working memory, and fluid intelligence in children.

PubMed

Fry, A F; Hale, S

2000-10-01

The present review focuses on three issues, (a) the time course of developmental increases in cognitive abilities; (b) the impact of age on individual differences in these abilities, and (c) the mechanisms by which developmental increases in different aspects of cognition affect each other. We conclude from our review of the literature that the development of processing speed, working memory, and fluid intelligence, all follow a similar time course, suggesting that all three abilities develop in concert. Furthermore, the strength of the correlation between speed and intelligence does not appear to change with age, and most of the effect of the age-related increase in speed on intelligence appears to be mediated through the effect of speed on working memory. Finally, most of the effect of the age-related improvement in working memory on intelligence is itself attributable to the effect of the increase in speed on working memory, providing evidence of a cognitive developmental cascade.

A cross-sectional controlled developmental study of neuropsychological functions in patients with glutaric aciduria type I.

PubMed

Boy, Nikolas; Heringer, Jana; Haege, Gisela; Glahn, Esther M; Hoffmann, Georg F; Garbade, Sven F; Kölker, Stefan; Burgard, Peter

2015-12-22

Glutaric aciduria type I (GA-I) is an inherited metabolic disease due to deficiency of glutaryl-CoA dehydrogenase (GCDH). Cognitive functions are generally thought to be spared, but have not yet been studied in detail. Thirty patients detected by newborn screening (n = 13), high-risk screening (n = 3) or targeted metabolic testing (n = 14) were studied for simple reaction time (SRT), continuous performance (CP), visual working memory (VWM), visual-motor coordination (Tracking) and visual search (VS). Dystonia (n = 13 patients) was categorized using the Barry-Albright-Dystonia Scale (BADS). Patients were compared with 196 healthy controls. Developmental functions of cognitive performances were analysed using a negative exponential function model. BADS scores correlated with speed tests but not with tests measuring stability or higher cognitive functions without time constraints. Developmental functions of GA-I patients significantly differed from controls for SRT and VS but not for VWM and showed obvious trends for CP and Tracking. Dystonic patients were slower in SRT and CP but reached their asymptote of performance similar to asymptomatic patients and controls in all tests. Asymptomatic patients did not differ from controls, except showing significantly better results in Tracking and a trend for slower reactions in visual search. Data across all age groups of patients and controls fitted well to a model of negative exponential development. Dystonic patients predominantly showed motor speed impairment, whereas performance improved with higher cognitive load. Patients without motor symptoms did not differ from controls. Developmental functions of cognitive performances were similar in patients and controls. Performance in tests with higher cognitive demand might be preserved in GA-I, even in patients with striatal degeneration.

Inhibitory ability of children with developmental dyscalculia.

PubMed

Zhang, Huaiying; Wu, Hanrong

2011-02-01

Inhibitory ability of children with developmental dyscalculia (DD) was investigated to explore the cognitive mechanism underlying DD. According to the definition of developmental dyscalculia, 19 children with DD-only and 10 children with DD&RD (DD combined with reading disability) were selected step by step, children in two control groups were matched with children in case groups by gender and age, and the match ratio was 1:1. Psychological testing software named DMDX was used to measure inhibitory ability of the subjects. The differences of reaction time in number Stroop tasks and differences of accuracy in incongruent condition of color-word Stroop tasks and object inhibition tasks between DD-only children and their controls reached significant levels (P<0.05), and the differences of reaction time in number Stroop tasks between dyscalculic and normal children did not disappear after controlling the non-executive components. The difference of accuracy in color-word incongruent tasks between children with DD&RD and normal children reached significant levels (P<0.05). Children with DD-only confronted with general inhibitory deficits, while children with DD&RD confronted with word inhibitory deficits only.

Volume 42, Issue5 (May 2005)Articles in the Current Issue:Developmental growth in students' concept of energy: Analysis of selected items from the TIMSS database

NASA Astrophysics Data System (ADS)

Liu, Xiufeng; McKeough, Anne

2005-05-01

The aim of this study was to develop a model of students' energy concept development. Applying Case's (1985, 1992) structural theory of cognitive development, we hypothesized that students' concept of energy undergoes a series of transitions, corresponding to systematic increases in working memory capacity. The US national sample from the Third International Mathematics and Science Study (TIMSS) database was used to test our hypothesis. Items relevant to the energy concept in the TIMSS test booklets for three populations were identified. Item difficulty from Rasch modeling was used to test the hypothesized developmental sequence, and percentage of students' correct responses was used to test the correspondence between students' age/grade level and level of the energy concepts. The analysis supported our hypothesized sequence of energy concept development and suggested mixed effects of maturation and schooling on energy concept development. Further, the results suggest that curriculum and instruction design take into consideration the developmental progression of students' concept of energy.

Effects of developmental lead exposure on the hippocampal methylome: Influences of sex and timing and level of exposure.

PubMed

Singh, G; Singh, V; Wang, Zi-Xuan; Voisin, G; Lefebvre, F; Navenot, J-M; Evans, B; Verma, M; Anderson, D W; Schneider, J S

2018-06-15

Developmental lead (Pb) exposure results in persistent cognitive/behavioral impairments as well as an elevated risk for developing a variety of diseases in later life. Environmental exposures during development can result in a variety of epigenetic changes, including alterations in DNA methylation, that can influence gene expression patterns and affect the function and development of the nervous system. The present promoter-based methylation microarray profiling study explored the extent to which developmental Pb exposure may modify the methylome of a brain region, hippocampus, known to be sensitive to the effects of Pb exposure. Male and female Long Evans rats were exposed to 0 ppm, 150 ppm, 375 ppm, or 750 ppm Pb through perinatal exposures (gestation through lactation), early postnatal exposures (birth through weaning), or long-term postnatal exposures (birth through postnatal day 55). Results showed a significant contribution of sex to the hippocampal methylome and effects of Pb exposure level, with non-linear dose response effects on methylation. Surprisingly, the developmental period of exposure contributed only a small amount of variance to the overall data and gene ontology (GO) analysis revealed the largest number of overrepresented GO terms in the groups with the lowest level of exposure. The highest number of significant differentially methylated regions was found in females exposed to Pb at the lowest exposure level. Our data reinforce the significant effect that low level Pb exposure may have on gene-specific DNA methylation patterns in brain and that this occurs in a sex-dependent manner. Copyright © 2018 Elsevier B.V. All rights reserved.

A Community-Based Study of Sleep and Cognitive Development in Infants and Toddlers.

PubMed

Sun, Wanqi; Li, Shirley Xin; Jiang, Yanrui; Xu, Xiaojuan; Spruyt, Karen; Zhu, Qi; Tseng, Chia-Huei; Jiang, Fan

2018-06-15

To examine the prevalence and correlates of nighttime awakenings and to explore the association between sleep and cognitive development in a community sample of infants and toddlers. A total of 590 healthy infants (aged 2-11 months) and 512 toddlers (aged 12-30 months) from 8 provinces of China were assessed for their sleep and cognitive development. Data on sleep duration and nighttime awakenings were collected through the Brief Infant Sleep Questionnaire. Cognitive development was assessed by trained pediatricians using the Bayley Scales of Infant Development. Prevalence of no nighttime awakening, and nighttime awakening(s) for 1×/night, 2×/night, and ≥ 3×/night was 6.8%, 20.2%, 33.2%, and 39.3% in infants, and was 25.8%, 34.6%, 23.8%, and 15.8% in toddlers, respectively. Nighttime awakenings were generally associated with younger age, lower maternal education level, and being currently breastfed. In addition, nighttime awakenings were associated with being boys in toddlers. After controlling for potential confounders, infants with nighttime awakenings for 2×/night were found to have significantly higher Mental Development Index (MDI) score, as compared to those without and those with more frequent nighttime awakenings. However, toddlers with nighttime awakenings for ≥ 3×/night had significantly lower MDI, as compared to those with fewer nighttime awakenings. Total sleep duration was not associated with any developmental indices in both infants and toddlers. Frequent nighttime awakenings are associated with poor cognitive functions in toddlers. Meanwhile, a nonlinear association between nighttime awakenings and cognitive performance was found among infants. The findings provide a developmental context for the effect of sleep on cognitive abilities in young children. Further longitudinal studies and interventional studies on the effects of parent-based sleep-focused intervention on cognitive abilities among young children are warranted. © 2018 American Academy of Sleep Medicine.

The development of sex typing in middle childhood.

PubMed

Serbin, L A; Powlishta, K K; Gulko, J

1993-01-01

The present study examined the development of sex typing during middle childhood, using a sample of 558 children aged 5-12 years. The purpose of the study was to provide information about the developmental course and stability of various aspects of sex typing during this period and to examine the relative contributions of cognitive and environmental factors to sex-role development. Multiple measures of sex typing were obtained, including indices of personal preference, knowledge of stereotypes, and flexibility in the domains of activities, occupations, and traits. We also collected information about the child's cognitive maturity, exposure to sex-typed models at home, and socioeconomic status. Results supported the need for an integrative theory of sex-role development, incorporating factors emphasized by cognitive-developmental, schematic-processing, and social learning theories. Knowledge of stereotypes, flexibility, and sex-typed personal preferences all increased with age during middle childhood. There were also individual differences in sex typing that were stable over a 1-year period. Distinct "cognitive" and "affective" aspects of sex typing were identified using a principal components analysis. Cognitive elements (flexibility and knowledge of stereotypes) were largely a function of the child's cognitive maturity level, although social-environmental factors such as father's presence in the home also had some effect. Affective elements (sex-typed preferences for activities, occupations, and peers), on the other hand, were related more consistently to sex typing of the home environment. Children whose mothers frequently modeled "reversed" sex-role behaviors (i.e., traditionally "masculine" household and child-care tasks) were less sex typed in their own preferences. However, cognitive factors were also important, in that children who believed gender stereotypes to be flexible were less sex typed in their choices of activities, occupations, and peers. In sum, both cognitive maturation and socialization experiences contribute to the development of sex typing during middle childhood. Potential practical implications of these findings, as well as implications for stereotyping in other social domains such as race and ethnicity, are discussed.

Examining the link between adolescent brain development and risk taking from a social-developmental perspective.

PubMed

Willoughby, Teena; Good, Marie; Adachi, Paul J C; Hamza, Chloe; Tavernier, Royette

2013-12-01

The adolescent age period is often characterized as a health paradox because it is a time of extensive increases in physical and mental capabilities, yet overall mortality/morbidity rates increase significantly from childhood to adolescence, often due to preventable causes such as risk taking. Asynchrony in developmental time courses between the affective/approach and cognitive control brain systems, as well as the ongoing maturation of neural connectivity are thought to lead to increased vulnerability for risk taking in adolescence. A critical analysis of the frequency of risk taking behaviors, as well as mortality and morbidity rates across the lifespan, however, challenges the hypothesis that the peak of risk taking occurs in middle adolescence when the asynchrony between the different developmental time courses of the affective/approach and cognitive control systems is the largest. In fact, the highest levels of risk taking behaviors, such as alcohol and drug use, often occur among emerging adults (e.g., university/college students), and highlight the role of the social context in predicting risk taking behavior. Moreover, risk taking is not always unregulated or impulsive. Future research should broaden the scope of risk taking to include risks that are relevant to older adults, such as risky financial investing, gambling, and marital infidelity. In addition, a lifespan perspective, with a focus on how associations between neural systems and behavior are moderated by context and trait-level characteristics, and which includes diverse samples (e.g., divorced individuals), will help to address some important limitations in the adolescent brain development and risk taking literature. Copyright © 2013 Elsevier Inc. All rights reserved.

Development of inhibition as a function of the presence of a supernatural agent.

PubMed

King, Ashley C

2011-01-01

In this study the author examined the developmental differences in inhibition and cognition of 4-8-year-old children as a function of the suggested presence of a supernatural agent. Previous evolutionarily-relevant research has suggested that humans are naturally primed to think in terms of supernatural agents and that, given the correct context, individuals readily accept novel supernatural entities and alter their behavior accordingly. All children in this study played 4 games designed to assess their present level of inhibitory and cognitive development. Children in the experimental condition were also introduced to an invisible Princess Alice and were told that she was watching during the games. Following these measures, all children engaged in a resistance-to-temptation task. Results revealed that cognitively advanced children were more likely to express belief in Princess Alice than were less cognitively advanced children. This research provides support that cognitive maturity, rather than immaturity, may be necessary for children to express belief in novel supernatural agents.

Cognitive Effects of Air Pollution Exposures and Potential Mechanistic Underpinnings

PubMed Central

Allen, J.L.; Klocke, C.; Morris-Schaffer, K.; Conrad, K.; Sobolewski, M.; Cory-Slechta, D.A.

2017-01-01

Purpose of review This review sought to address the potential for air pollutants to impair cognition and mechanisms by which that might occur. Recent findings Air pollution has been associated with deficits in cognitive functions across a wide range of epidemiological studies, both with developmental and adult exposures. Studies in animal models are significantly more limited in number, with somewhat inconsistent findings to date for measures of learning, but show more consistent impairments for short term memory. Potential contributory mechanisms include oxidative stress/inflammation, altered levels of dopamine and/or glutamate and changes in synaptic plasticity/structure. Summary Epidemiological studies are consistent with adverse effects of air pollutants on cognition, but additional studies and better phenotypic characterization are needed for animal models, including more precise delineation of specific components of cognition that are affected, as well as definitions of critical exposure periods for such effects and the components of air pollution responsible. This would permit development of more circumscribed hypotheses as to potential behavioral and neurobiological mechanisms. PMID:28435996

Use of Videotaped Interactions During Pediatric Well-Child Care: Impact at 33 Months on Parenting and on Child Development

PubMed Central

Mendelsohn, Alan L.; Valdez, Purnima T.; Flynn, Virginia; Foley, Gilbert M.; Berkule, Samantha B.; Tomopoulos, Suzy; Fierman, Arthur H.; Tineo, Wendy; Dreyer, Benard P.

2011-01-01

Objective We performed a randomized, controlled trial to assess the impact of the Video Interaction Project (VIP), a program based in pediatric primary care in which videotaped interactions are used by child development specialists to promote early child development. Method Ninety-nine Latino children (52 VIP, 47 controls) at risk of developmental delay based on poverty and low maternal education were assessed at age 33 months. VIP was associated with improved parenting practices including increased teaching behaviors. Results VIP was associated with lower levels of parenting stress. VIP children were more likely to have normal cognitive development and less likely to have developmental delays. Conclusion This study provides evidence that a pediatric primary care–based intervention program can have an impact on the developmental trajectories of at-risk young preschool children. PMID:17565287

Applying cognitive training to target executive functions during early development.

PubMed

Wass, Sam V

2015-01-01

Developmental psychopathology is increasingly recognizing the importance of distinguishing causal processes (i.e., the mechanisms that cause a disease) from developmental outcomes (i.e., the symptoms of the disorder as it is eventually diagnosed). Targeting causal processes early in disordered development may be more effective than waiting until outcomes are established and then trying to reverse the pathogenic process. In this review, I evaluate evidence suggesting that neural and behavioral plasticity may be greatest at very early stages of development. I also describe correlational evidence suggesting that, across a number of conditions, early emerging individual differences in attentional control and working memory may play a role in mediating later-developing differences in academic and other forms of learning. I review the currently small number of studies that applied direct and indirect cognitive training targeted at young individuals and discuss methodological challenges associated with targeting this age group. I also discuss a number of ways in which early, targeted cognitive training may be used to help us understand the developmental mechanisms subserving typical and atypical cognitive development.

Applying cognitive training to target executive functions during early development

PubMed Central

Wass, Sam V.

2015-01-01

Developmental psychopathology is increasingly recognizing the importance of distinguishing causal processes (i.e., the mechanisms that cause a disease) from developmental outcomes (i.e., the symptoms of the disorder as it is eventually diagnosed). Targeting causal processes early in disordered development may be more effective than waiting until outcomes are established and then trying to reverse the pathogenic process. In this review, I evaluate evidence suggesting that neural and behavioral plasticity may be greatest at very early stages of development. I also describe correlational evidence suggesting that, across a number of conditions, early emerging individual differences in attentional control and working memory may play a role in mediating later-developing differences in academic and other forms of learning. I review the currently small number of studies that applied direct and indirect cognitive training targeted at young individuals and discuss methodological challenges associated with targeting this age group. I also discuss a number of ways in which early, targeted cognitive training may be used to help us understand the developmental mechanisms subserving typical and atypical cognitive development. PMID:24511910

Individual differences in executive function and central coherence predict developmental changes in theory of mind in autism.

PubMed

Pellicano, Elizabeth

2010-03-01

There is strong evidence to suggest that individuals with autism show atypicalities in multiple cognitive domains, including theory of mind (ToM), executive function (EF), and central coherence (CC). In this study, the longitudinal relationships among these 3 aspects of cognition in autism were investigated. Thirty-seven cognitively able children with an autism spectrum condition were assessed on tests targeting ToM (false-belief prediction), EF (planning ability, cognitive flexibility, and inhibitory control), and CC (local processing) at intake and again 3 years later. Time 1 EF and CC skills were longitudinally predictive of change in children's ToM test performance, independent of age, language, nonverbal intelligence, and early ToM skills. Predictive relations in the opposite direction were not significant, and there were no developmental links between EF and CC. Rather than showing problems in ToM, EF and CC as co-occurring and independent atypicalities in autism, these findings suggest that early domain-general skills play a critical role in shaping the developmental trajectory of children's ToM.

Effects of perinatal testosterone on infant health, mother-infant interactions, and infant development.

PubMed

Cho, June; Holditch-Davis, Diane

2014-04-01

Many researchers and health care providers have noticed male vulnerability in infant health, mother-infant interactions, and some infant cognitive development, especially among very low birth weight (VLBW) preterm infants. However, factors beyond gender that could explain these observed differences have not been clear. The purpose of this article is to review the literature on the subject and to introduce a conceptual framework relating these factors. According to gender-difference theories, prenatal exposure to high levels of testosterone may influence infant health and mother-infant interactions by negatively affecting infant cognitive/motor/language development. We constructed a conceptual framework based on the associations among biological (perinatal testosterone), stress-related (perinatal and maternal cortisol), and developmental (infant cognitive/motor/language skills) factors. If research establishes these biological, environmental, and developmental associations in mother-VLBW preterm pairs, the results will highlight the importance of addressing gender differences in nursing research and encourage the development of nursing interventions designed to reduce stress among mothers of VLBW preterm infants, particularly male infants. From a psychobiosocial perspective, combining biophysiological factors such as perinatal testosterone and cortisol with socioenvironmental factors such as the quality of mother-infant interactions and infant temperament may provide a broader view of gender differences in infant health and development.

The primacy of thinking about possibilities in the development of reasoning.

PubMed

Gauffroy, Caroline; Barrouillet, Pierre

2011-07-01

One of the main tenets of the mental model theory is that when individuals reason, they think about possibilities. According to this theory, reasoning on what is possible from the truth of a sentence would be psychologically basic, whereas reasoning the other way round, on the truth or falsity of a sentence from a given state of affairs, would require some meta-ability. The present study tested the developmental corollary of this theory, which is that reasoning about possibilities should develop first, whereas the development of reasoning about truth-value should be delayed. For this purpose, 3rd, 6th, and 9th graders as well as adults were presented with tasks requiring them to evaluate either the possibilities compatible with conditional sentences or the truth-value of these sentences from these same possibilities. The results revealed 2 phenomena. First, the same developmental trend was observed in both tasks with 3 successive interpretational levels: conjunctive, biconditional, and then conditional. Second, there was a developmental lag between the 2 forms of reasoning--with developmental transitions from one level to the next occurring about 3 years later when reasoning about truth-value. The implications of these results for theories of cognitive development and of reasoning are discussed. PsycINFO Database Record (c) 2011 APA, all rights reserved

Failure to thrive and cognitive development in toddlers with infantile anorexia.

PubMed

Chatoor, Irene; Surles, Jaclyn; Ganiban, Jody; Beker, Leila; Paez, Laura McWade; Kerzner, Benny

2004-05-01

The goal of this study was to examine the relative contributions of growth deficiency and psychosocial factors to cognitive development in toddlers with infantile anorexia. Eighty-eight toddlers, ranging in age from 12 to 33 months, were enrolled in this study. Toddlers were evaluated by 2 child psychiatrists and placed into 1 of 3 groups: infantile anorexia, picky eater, and healthy eater. All 3 groups were matched for age, race, gender, and socioeconomic status (SES). Toddlers underwent nutritional evaluations and cognitive assessments with the Bayley Scales of Infant Development. Toddlers and their mothers were also videotaped during feeding and play interactions, which later were rated independently by 2 observers. On average, toddlers with infantile anorexia performed within the normal range of cognitive development. However, the Mental Developmental Index (MDI) scores of the healthy eater group (MDI = 110) were significantly higher than those of the infantile anorexia (MDI = 99) and picky eater (MDI = 96) groups. Within the infantile anorexia group, correlations between MDI scores and the toddlers' percentage of ideal body weight approached statistical significance (r =.32). Across all groups, the toddlers' MDI scores were associated with the quality of mother-child interactions, SES level, and maternal education level. Collectively, these variables explained 22% of the variance in MDI scores. This study demonstrated that psychosocial factors, such as mother-toddler interactions, maternal education level, and SES level, are related to the cognitive development of toddlers with feeding problems and explain more unique variance in MDI scores than nutritional status.

Heterogeneity of Developmental Dyscalculia: Cases with Different Deficit Profiles

PubMed Central

Träff, Ulf; Olsson, Linda; Östergren, Rickard; Skagerlund, Kenny

2017-01-01

Developmental Dyscalculia (DD) has long been thought to be a monolithic learning disorder that can be attributed to a specific neurocognitive dysfunction. However, recent research has increasingly recognized the heterogeneity of DD, where DD can be differentiated into subtypes in which the underlying cognitive deficits and neural dysfunctions may differ. The aim was to further understand the heterogeneity of developmental dyscalculia (DD) from a cognitive psychological perspective. Utilizing four children (8–9 year-old) we administered a comprehensive cognitive test battery that shed light on the cognitive-behavioral profile of each child. The children were compared against norm groups of aged-matched peers. Performance was then contrasted against predominant hypotheses of DD, which would also give insight into candidate neurocognitive correlates. Despite showing similar mathematical deficits, these children showed remarkable interindividual variability regarding cognitive profile and deficits. Two cases were consistent with the approximate number system deficit account and also the general magnitude-processing deficit account. These cases showed indications of having domain-general deficits as well. One case had an access deficit in combination with a general cognitive deficit. One case suffered from general cognitive deficits only. The results showed that DD cannot be attributed to a single explanatory factor. These findings support a multiple deficits account of DD and suggest that some cases have multiple deficits, whereas other cases have a single deficit. We discuss a previously proposed distinction between primary DD and secondary DD, and suggest hypotheses of dysfunctional neurocognitive correlates responsible for the displayed deficits. PMID:28101068

Heterogeneity of Developmental Dyscalculia: Cases with Different Deficit Profiles.

PubMed

Träff, Ulf; Olsson, Linda; Östergren, Rickard; Skagerlund, Kenny

2016-01-01

Developmental Dyscalculia (DD) has long been thought to be a monolithic learning disorder that can be attributed to a specific neurocognitive dysfunction. However, recent research has increasingly recognized the heterogeneity of DD, where DD can be differentiated into subtypes in which the underlying cognitive deficits and neural dysfunctions may differ. The aim was to further understand the heterogeneity of developmental dyscalculia (DD) from a cognitive psychological perspective. Utilizing four children (8-9 year-old) we administered a comprehensive cognitive test battery that shed light on the cognitive-behavioral profile of each child. The children were compared against norm groups of aged-matched peers. Performance was then contrasted against predominant hypotheses of DD, which would also give insight into candidate neurocognitive correlates. Despite showing similar mathematical deficits, these children showed remarkable interindividual variability regarding cognitive profile and deficits. Two cases were consistent with the approximate number system deficit account and also the general magnitude-processing deficit account. These cases showed indications of having domain-general deficits as well. One case had an access deficit in combination with a general cognitive deficit. One case suffered from general cognitive deficits only. The results showed that DD cannot be attributed to a single explanatory factor. These findings support a multiple deficits account of DD and suggest that some cases have multiple deficits, whereas other cases have a single deficit. We discuss a previously proposed distinction between primary DD and secondary DD, and suggest hypotheses of dysfunctional neurocognitive correlates responsible for the displayed deficits.

Doing Justice? Criminal Offenders with Developmental Disabilities. Detailed Research Findings.

ERIC Educational Resources Information Center

Petersilia, Joan

People with cognitive, intellectual, or developmental disabilities are a small but increasing portion of offenders in the criminal justice system. People with developmental disabilities are estimated to comprise 2-3% of the general population, but 4-10% of the prison population, and an even higher percentage of those in juvenile facilities and in…

Why Are There Developmental Stages in Language Learning? A Developmental Robotics Model of Language Development

ERIC Educational Resources Information Center

Morse, Anthony F.; Cangelosi, Angelo

2017-01-01

Most theories of learning would predict a gradual acquisition and refinement of skills as learning progresses, and while some highlight exponential growth, this fails to explain why natural cognitive development typically progresses in stages. Models that do span multiple developmental stages typically have parameters to "switch" between…

Developmental Trajectories for Children with Dyslexia and Low IQ Poor Readers

ERIC Educational Resources Information Center

Kuppen, Sarah E. A.; Goswami, Usha

2016-01-01

Reading difficulties are found in children with both high and low IQ and it is now clear that both groups exhibit difficulties in phonological processing. Here, we apply the developmental trajectories approach, a new methodology developed for studying language and cognitive impairments in developmental disorders, to both poor reader groups. The…

Cognitive Modifiability of Children with Developmental Disabilities: A Multicentre Study Using Feuerstein's Instrumental Enrichment-Basic Program

ERIC Educational Resources Information Center

Kozulin, A.; Lebeer, J.; Madella-Noja, A.; Gonzalez, F.; Jeffrey, I.; Rosenthal, N.; Koslowsky, M.

2010-01-01

The study aimed at exploring the effectiveness of cognitive intervention with the new "Instrumental Enrichment Basic" program (IE-basic), based on Feuerstein's theory of structural cognitive modifiability that contends that a child's cognitive functioning can be significantly modified through mediated learning intervention. The IE-basic…

The Effect of a Depression Prevention Program on Negative Cognitive Style Trajectories in Early Adolescents

ERIC Educational Resources Information Center

Kindt, Karlijn C. M.; Kleinjan, Marloes; Janssens, Jan M. A. M.; Scholte, Ron H. J.

2016-01-01

As restructuring a negative cognitive style is a central skill taught in many depression prevention programs, we tested whether a universal prevention program evoked a change in negative cognitive style in adolescents. In addition, we examined distinct developmental trajectories of negative cognitive styles and assessed whether research condition…

Negative priming in a numerical Piaget-like task as evidenced by ERP.

PubMed

Daurignac, Elsa; Houdé, Olivier; Jouvent, Roland

2006-05-01

Inhibition is a key executive function in adults and children for the acquisition and expression of cognitive abilities. Using event-related potentials in a priming adaptation of a Piaget-like numerical task taken from developmental psychology, we report a negative priming effect in adults measured just after the cognitive inhibition of a misleading strategy, the visuospatial length-equals-number bias. This effect was determined in the N200 information processing stage through increased N200 amplitude. We show here that for accuracy in numerical quantification, the adult brain still had to control the child-like cognition biases that are stored in a kind of "developmental memory."

Sex Differences in Latent Cognitive Abilities Ages 6 to 59: Evidence from the Woodcock-Johnson III Tests of Cognitive Abilities

ERIC Educational Resources Information Center

Keith, Timothy Z.; Reynolds, Matthew R.; Patel, Puja G.; Ridley, Kristen P.

2008-01-01

Sex differences in the latent general and broad cognitive abilities underlying the Woodcock-Johnson Tests of Cognitive Abilities were investigated for children, youth, and adults ages 6 through 59. A developmental, multiple indicator-multiple cause, structural equation model was used to investigate sex differences in latent cognitive abilities as…

Modularity, comparative cognition and human uniqueness.

PubMed

Shettleworth, Sara J

2012-10-05

Darwin's claim 'that the difference in mind between man and the higher animals … is certainly one of degree and not of kind' is at the core of the comparative study of cognition. Recent research provides unprecedented support for Darwin's claim as well as new reasons to question it, stimulating new theories of human cognitive uniqueness. This article compares and evaluates approaches to such theories. Some prominent theories propose sweeping domain-general characterizations of the difference in cognitive capabilities and/or mechanisms between adult humans and other animals. Dual-process theories for some cognitive domains propose that adult human cognition shares simple basic processes with that of other animals while additionally including slower-developing and more explicit uniquely human processes. These theories are consistent with a modular account of cognition and the 'core knowledge' account of children's cognitive development. A complementary proposal is that human infants have unique social and/or cognitive adaptations for uniquely human learning. A view of human cognitive architecture as a mosaic of unique and species-general modular and domain-general processes together with a focus on uniquely human developmental mechanisms is consistent with modern evolutionary-developmental biology and suggests new questions for comparative research.

Modularity, comparative cognition and human uniqueness

PubMed Central

Shettleworth, Sara J.

2012-01-01

Darwin's claim ‘that the difference in mind between man and the higher animals … is certainly one of degree and not of kind’ is at the core of the comparative study of cognition. Recent research provides unprecedented support for Darwin's claim as well as new reasons to question it, stimulating new theories of human cognitive uniqueness. This article compares and evaluates approaches to such theories. Some prominent theories propose sweeping domain-general characterizations of the difference in cognitive capabilities and/or mechanisms between adult humans and other animals. Dual-process theories for some cognitive domains propose that adult human cognition shares simple basic processes with that of other animals while additionally including slower-developing and more explicit uniquely human processes. These theories are consistent with a modular account of cognition and the ‘core knowledge’ account of children's cognitive development. A complementary proposal is that human infants have unique social and/or cognitive adaptations for uniquely human learning. A view of human cognitive architecture as a mosaic of unique and species-general modular and domain-general processes together with a focus on uniquely human developmental mechanisms is consistent with modern evolutionary-developmental biology and suggests new questions for comparative research. PMID:22927578

Associative learning alone is insufficient for the evolution and maintenance of the human mirror neuron system.

PubMed

Oberman, Lindsay M; Hubbard, Edward M; McCleery, Joseph P

2014-04-01

Cook et al. argue that mirror neurons originate from associative learning processes, without evolutionary influence from social-cognitive mechanisms. We disagree with this claim and present arguments based upon cross-species comparisons, EEG findings, and developmental neuroscience that the evolution of mirror neurons is most likely driven simultaneously and interactively by evolutionarily adaptive psychological mechanisms and lower-level biological mechanisms that support them.

Working Memory Maturation: Can We Get at the Essence of Cognitive Growth?

PubMed

Cowan, Nelson

2016-03-01

The theoretical and practical understanding of cognitive development depends on working memory, the limited information temporarily accessible for such daily activities as language processing and problem solving. In this article, I assess many possible reasons that working memory performance improves with development. A first glance at the literature leads to the weird impression that working memory capacity reaches adult levels during infancy but then regresses during childhood. In place of that unlikely explanation, I consider how infant studies may lead to overestimates of capacity if one neglects supports that the tasks provide, compared with adult-level tasks. Further development of working memory during the school years is also considered. Many investigators have come to suspect that working memory capacity may be constant after infancy because of various factors such as developmental increases in knowledge, filtering out of irrelevant distractions, encoding and rehearsal strategies, and pattern formation. With each of these factors controlled, though, working memory still improves during the school years. Suggestions are made for research to bridge the gap between infant and child developmental research, to understand the focus and control of attention in working memory and how these skills develop, and to pinpoint the nature of capacity and its development from infancy forward. © The Author(s) 2016.

Influence of gender constancy and social power on sex-linked modeling.

PubMed

Bussey, K; Bandura, A

1984-12-01

Competing predictions derived from cognitive-developmental theory and social learning theory concerning sex-linked modeling were tested. In cognitive-developmental theory, gender constancy is considered a necessary prerequisite for the emulation of same-sex models, whereas according to social learning theory, sex-role development is promoted through a vast system of social influences with modeling serving as a major conveyor of sex role information. In accord with social learning theory, even children at a lower level of gender conception emulated same-sex models in preference to opposite-sex ones. Level of gender constancy was associated with higher emulation of both male and female models rather than operating as a selective determinant of modeling. This finding corroborates modeling as a basic mechanism in the sex-typing process. In a second experiment we explored the limits of same-sex modeling by pitting social power against the force of collective modeling of different patterns of behavior by male and female models. Social power over activities and rewarding resources produced cross-sex modeling in boys, but not in girls. This unexpected pattern of cross-sex modeling is explained by the differential sex-typing pressures that exist for boys and girls and socialization experiences that heighten the attractiveness of social power for boys.

Norms for developmental milestones using VABS-II and association with anthropometric measures among apparently healthy urban Indian preschool children.

PubMed

Selvam, Sumithra; Thomas, Tinku; Shetty, Priya; Zhu, Jianjun; Raman, Vijaya; Khanna, Deepti; Mehra, Ruchika; Kurpad, Anura V; Srinivasan, Krishnamachari

2016-12-01

Assessment of developmental milestones based on locally developed norms is critical for accurate estimate of overall development of a child's cognitive, behavioral, social, and emotional development. A cross-sectional study was done to develop age specific norms for developmental milestones using Vineland Adaptive Behavior Scales (VABS-II) (Sparrow, Cicchetti, & Balla, 2005) for apparently healthy children from 2 to 5 years from urban Bangalore, India, and to examine its association with anthropometric measures. Mothers (or caregivers) of 412 children participated in the study. Age-specific norms using inferential norming method and adaptive levels for all domains and subdomains were derived. Low adaptive level, also called delayed developmental milestone, was observed in 2.3% of the children, specifically 2.7% in motor and daily living skills and 2.4% in communication skills. When these children were assessed on the existing U.S. norms, there was a significant overestimation of delayed development in socialization and motor skills, whereas delay in communication and daily living skills were underestimated (all p < .01). Multiple linear regression revealed that stunted and underweight children had significantly lower developmental scores for communication and motor skills compared with normal children (β coefficient ranges from 2.6-5.3; all p < .01). In the absence of Indian normative data for VABS-II in preschool children, the prevalence of developmental delay could either be under- or overestimated using Western norms. Thus, locally referenced norms are critical for reliable assessments of development in children. Stunted and underweight children are more likely to have poorer developmental scores compared with healthy children. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Functional vision and cognition in infants with congenital disorders of the peripheral visual system.

PubMed

Dale, Naomi; Sakkalou, Elena; O'Reilly, Michelle; Springall, Clare; De Haan, Michelle; Salt, Alison

2017-07-01

To investigate how vision relates to early development by studying vision and cognition in a national cohort of 1-year-old infants with congenital disorders of the peripheral visual system and visual impairment. This was a cross-sectional observational investigation of a nationally recruited cohort of infants with 'simple' and 'complex' congenital disorders of the peripheral visual system. Entry age was 8 to 16 months. Vision level (Near Detection Scale) and non-verbal cognition (sensorimotor understanding, Reynell Zinkin Scales) were assessed. Parents completed demographic questionnaires. Of 90 infants (49 males, 41 females; mean 13mo, standard deviation [SD] 2.5mo; range 7-17mo); 25 (28%) had profound visual impairment (light perception at best) and 65 (72%) had severe visual impairment (basic 'form' vision). The Near Detection Scale correlated significantly with sensorimotor understanding developmental quotients in the 'total', 'simple', and 'complex' groups (all p<0.001). Age and vision accounted for 48% of sensorimotor understanding variance. Infants with profound visual impairment, especially in the 'complex' group with congenital disorders of the peripheral visual system with known brain involvement, showed the greatest cognitive delay. Lack of vision is associated with delayed early-object manipulative abilities and concepts; 'form' vision appeared to support early developmental advance. This paper provides baseline characteristics for cross-sectional and longitudinal follow-up investigations in progress. A methodological strength of the study was the representativeness of the cohort according to national epidemiological and population census data. © 2017 Mac Keith Press.

The enactive mind, or from actions to cognition: lessons from autism.

PubMed Central

Klin, Ami; Jones, Warren; Schultz, Robert; Volkmar, Fred

2003-01-01

Normative-IQ individuals with autism are capable of solving explicit social cognitive problems at a level that is not matched by their ability to meet the demands of everyday social situations. The magnitude of this discrepancy is now being documented through newer techniques such as eye tracking, which allows us to see and measure how individuals with autism search for meaning when presented with naturalistic social scenes. This paper offers an approach to social cognitive development intended to address the above discrepancy, which is considered a key element for any understanding of the pathophysiology of autism. This approach, called the enactive mind (EM), originates from the emerging work on 'embodied cognitive science', a neuroscience framework that views cognition as bodily experiences accrued as a result of an organism's adaptive actions upon salient aspects of the surrounding environment. The EM approach offers a developmental hypothesis of autism in which the process of acquisition of embodied social cognition is derailed early on, as a result of reduced salience of social stimuli and concomitant enactment of socially irrelevant aspects of the environment. PMID:12639332

Knowledge cannot explain the developmental growth of working memory capacity.

PubMed

Cowan, Nelson; Ricker, Timothy J; Clark, Katherine M; Hinrichs, Garrett A; Glass, Bret A

2015-01-01

According to some views of cognitive growth, the development of working memory capacity can account for increases in the complexity of cognition. It has been difficult to ascertain, though, that there actually is developmental growth in capacity that cannot be attributed to other developing factors. Here we assess the role of item familiarity. We document developmental increases in working memory for visual arrays of English letters versus unfamiliar characters. Although letter knowledge played a special role in development between the ages of 6 and 8 years, children with adequate letter knowledge showed practically the same developmental growth in normalized functions for letters and unfamiliar characters. The results contribute to a growing body of evidence that the developmental improvement in working memory does not wholly stem from supporting processes such as encoding, mnemonic strategies, and knowledge. A video abstract is available at: https://www.youtube.com/watch?v=LJdqErLR2Hs&feature=youtu.be. © 2014 John Wiley & Sons Ltd.

Personal contextual characteristics and cognitions: predicting child abuse potential and disciplinary style.

PubMed

Rodriguez, Christina M

2010-02-01

According to Social Information Processing theory, parents' cognitive processes influence their decisions to engage in physical maltreatment, although cognitions occur in the context of other aspects of the parents' life. The present study investigated whether cognitive processes (external locus of control, inappropriate developmental expectations) predicted child abuse potential and overreactive disciplinary style beyond personal contextual factors characteristic of the parent (hostility, stress, and coping). 363 parents were recruited online. Results highlight the relative importance of the contextual characteristics (particularly stress, avoidant coping, and irritability) relative to cognitive processes in predicting abuse potential and overreactive discipline strategies, although an external locus of control also significantly contributed. Findings do not support that parents' developmental expectations uniquely predict elevated abuse risk. Results indicate stressed parents who utilize avoidance coping strategies are more likely to use overreactive discipline and report increased abuse potential. Findings are discussed with regard to implications for prevention/intervention efforts.

Romanian adoption. The Manitoba experience.

PubMed

Benoit, T C; Jocelyn, L J; Moddemann, D M; Embree, J E

1996-12-01

To study the developmental, behavioral, and medical features in a cohort of Romanian children adopted by Manitoba families. A prospective longitudinal study. The Child Development Clinic, Children's Hospital, Winnipeg, Manitoba, from September 1990 to June 1992. Developmental, behavioral, and medical features were assessed in 22 Romanian children adopted by 18 Manitoba families. Mean (+/- SD) age at adoption was 15.5 +/- 13 months. Mean (+/- SD) age at initial assessment was 19 +/- 12 months and at follow-up, 35 +/- 13 months. Medical complications included 6 children (27%) who were positive for the hepatitis B surface antigen, 5 with intestinal parasites (23%), 1 positive for the human immunodeficiency virus, 1 with rickets (5%), and 1 with monoplegia and cleft palate (5%). Initial growth parameters were less than the fifth percentile for age for head circumference in 10 children (45%), for weight in 8 (36%), and for height in 7 (32%). At follow-up, statistically significant improvement was seen in height and weight. Initial mean (+/- SD) developmental quotients were 82 +/- 20 for gross motor, 83 +/- 23 for fine motor, 83 +/- 19 for cognitive, and 79 +/- 18 for language domains. Follow-up mean developmental quotients improved in all domains (P < .05). Twelve children (55%) displayed abnormal behavior at the initial assessment; behavioral findings persisted in 8 (36%). Initial appropriate activity level and play behavior predicted normal cognitive outcome (P < .05). This longitudinal study of Romanian adoptees delineates improvements in growth and development once the children are placed in a nurturing environment. The persistence of abnormal behavior in some children underscores the importance of further follow-up.

Assessment of cognition and language in the early diagnosis of autism spectrum disorder: usefulness of the Bayley Scales of infant and toddler development, third edition.

PubMed

Torras-Mañá, M; Gómez-Morales, A; González-Gimeno, I; Fornieles-Deu, A; Brun-Gasca, C

2016-05-01

The aim of this study was to test the usefulness of the Cognitive and Language scales Bayley-III in the early assessment of cognitive and language functions in the context of an autism spectrum disorder (ASD) diagnosis. This paper focuses on the application of the Bayley-III and studies the predictive value of the test result in children with ASD with different levels of verbal ability. A sample of 135 children (121 boys, 14 girls) with a confirmed ASD diagnosis at age 4 years were assessed with the Bayley-III before 42 months of age (m = 36.49, s = 4.46) and later with other rating scales of different psychological and psycholinguistic functions as part of a longitudinal study [McCarthy Scales of Children's Abilities (MSCA) (n = 48, 90% boys), Kaufman Assessment Battery for Children (K-ABC) (n = 38, 87% boys) or Illinois Test of Psycholinguistic Abilities (ITPA) (n = 44, 89% boys)]. Age assessment in months: MSCA (m = 48.80, s = 3.33), K-ABC (m = 51.80, s = 7.17) and ITPA (m = 54.48, s = 3.34). Lower scores on the cognitive and language Bayley-III scales before 3.5 years of age predicted lower cognitive and oral language levels at 4 years of age. A significant correlation was found between the Cognitive Bayley-III Scale and the General Cognitive MSCA Scale, and with the Compound K-ABC Mental Processing. An association between the nonverbal cognitive level and oral language level acquired at 4 years of age was found. The Bayley-III is a useful instrument in cognitive and language assessment of ASD. © 2016 The Authors. Journal of Intellectual Disability Research published by MENCAP and International Association of the Scientific Study of Intellectual and Developmental Disabilities and John Wiley & Sons Ltd.

The Neuroscience of Consumer Choice

PubMed Central

Hsu, Ming; Yoon, Carolyn

2015-01-01

We review progress and challenges relating to scientific and applied goals of the nascent field of consumer neuroscience. Scientifically, substantial progress has been made in understanding the neurobiology of choice processes. Further advances, however, require researchers to begin clarifying the set of developmental and cognitive processes that shape and constrain choices. First, despite the centrality of preferences in theories of consumer choice, we still know little about where preferences come from and the underlying developmental processes. Second, the role of attention and memory processes in consumer choice remains poorly understood, despite importance ascribed to them in interpreting data from the field. The applied goal of consumer neuroscience concerns our ability to translate this understanding to augment prediction at the population level. Although the use of neuroscientific data for market-level predictions remains speculative, there is growing evidence of superiority in specific cases over existing market research techniques. PMID:26665152

The developmental neurotoxicity of arsenic: cognitive and behavioral consequences of early life exposure.

PubMed

Tolins, Molly; Ruchirawat, Mathuros; Landrigan, Philip

2014-01-01

More than 200 million people worldwide are chronically exposed to arsenic. Arsenic is a known human carcinogen, and its carcinogenic and systemic toxicity have been extensively studied. By contrast, the developmental neurotoxicity of arsenic has been less well described. The aim of this review was to provide a comprehensive review of the developmental neurotoxicity of arsenic. We reviewed the published epidemiological and toxicological literature on the developmental neurotoxicity of arsenic. Arsenic is able to gain access to the developing brain and cause neurotoxic effects. Animal models link prenatal and early postnatal exposure to reduction in brain weight, reductions in numbers of glia and neurons, and alterations in neurotransmitter systems. Animal and in vitro studies both suggest that oxidative stress may be a mechanism of arsenic neurotoxicity. Fifteen epidemiological studies indicate that early life exposure is associated with deficits in intelligence and memory. These effects may occur at levels of exposure below current safety guidelines, and some neurocognitive consequences may become manifest only later in life. Sex, concomitant exposures, and timing of exposure appear to modify the developmental neurotoxicity of arsenic. Four epidemiological studies failed to show behavioral outcomes of arsenic exposure. The published literature indicates that arsenic is a human developmental neurotoxicant. Ongoing and future prospective birth cohort studies will allow more precise definition of the developmental consequences of arsenic exposure in early life. Copyright © 2014. Published by Elsevier Inc.

Language in Cognitive Development: The Emergence of the Mediated Mind.

ERIC Educational Resources Information Center

Nelson, Katherine

This book presents an integrated theory of cognitive development in infancy and early childhood, emphasizing the role of language in memory, processing narratives, forming concepts, and understanding others' intentions. Chapter 1, "Language, Cognition, and Culture in Developmental Perspective," presents the experiential theoretical…

Brain plasticity and motor practice in cognitive aging.

PubMed

Cai, Liuyang; Chan, John S Y; Yan, Jin H; Peng, Kaiping

2014-01-01

For more than two decades, there have been extensive studies of experience-based neural plasticity exploring effective applications of brain plasticity for cognitive and motor development. Research suggests that human brains continuously undergo structural reorganization and functional changes in response to stimulations or training. From a developmental point of view, the assumption of lifespan brain plasticity has been extended to older adults in terms of the benefits of cognitive training and physical therapy. To summarize recent developments, first, we introduce the concept of neural plasticity from a developmental perspective. Secondly, we note that motor learning often refers to deliberate practice and the resulting performance enhancement and adaptability. We discuss the close interplay between neural plasticity, motor learning and cognitive aging. Thirdly, we review research on motor skill acquisition in older adults with, and without, impairments relative to aging-related cognitive decline. Finally, to enhance future research and application, we highlight the implications of neural plasticity in skills learning and cognitive rehabilitation for the aging population.

Links Among Cognitive Empathy, Theory of Mind, and Affective Perspective Taking by Young Children.

PubMed

Bensalah, Leïla; Caillies, Stéphanie; Anduze, Marion

2016-01-01

The authors investigated the development of the affective, cognitive, and behavioral components of empathy in preschoolers, specifically examining how cognitive empathy is linked to theory of mind and affective perspective taking. Participants were 158 children aged 4-6 years. They listened to narratives and then answered questions about the protagonists' emotions. The affective component was probed with the question, "How do you feel seeing the little girl/boy?"; the cognitive component with the question, "Why do you feel [emotion shared with the character]?"; and the behavioral one with the question, "What would you do if you were next to the little boy/girl [experiencing an emotional scenario]?" Results revealed a developmental sequence in the self-focused attribution of cognitive empathy, and a trend toward a developmental sequence for behavioral empathy, which underwent a slight linear increase between 4 and 6 years old. Affective empathy remained stable. More interestingly, they showed that cognitive empathy is linked to both theory of mind and affective perspective taking.

Resilience in young children involved with child protective services.

PubMed

Sattler, Kierra M P; Font, Sarah A

2018-01-01

Child maltreatment increases the risk of poor developmental outcomes. However, some children display resilience, meaning they are high-functioning despite their adverse experiences. To date, few research studies have examined protective factors among very young maltreated children. Yet, domains of resilience, and the protective factors that promote resilience among maltreated children, are likely to differ by developmental stage. Drawing on ecological systems theory and life course theory, we examined how protective factors at multiple ecological levels across early childhood were related to social and cognitive resilience among very young children involved with child protective services. The results demonstrated that the buffering effects of protective factors varied by social or cognitive resilience and the cumulative effects of protective factors were more consistently related to later resilience than protective factors at specific time points. In addition, the influence of specific protective factors on resilience slightly varied by initial in-home or out-of-home placement. These findings have important policy and research implications for promoting optimal development among children involved in child protective services. Copyright © 2017 Elsevier Ltd. All rights reserved.

Age differences in memory control: evidence from updating and retrieval-practice tasks.

PubMed

Lechuga, Maria Teresa; Moreno, Virginia; Pelegrina, Santiago; Gómez-Ariza, Carlos J; Bajo, Maria Teresa

2006-11-01

Some contemporary approaches suggest that inhibitory mechanisms play an important role in cognitive development. In addition, several authors distinguish between intentional and unintentional inhibitory processes in cognition. We report two experiments aimed at exploring possible developmental changes in these two types of inhibitory mechanisms. In Experiment 1, an updating task was used. This task requires that participants intentionally suppress irrelevant information from working memory. In Experiment 2, the retrieval-practice task was used. Retrieval practice of a subset of studied items is thought to involve unintentional inhibitory processes to overcome interference from competing memories. As a result, suppressed items become forgotten in a later memory test. Results of the experiments indicated that younger children (8) were less efficient than older children (12) and adults at intentionally suppressing information (updating task). However, when the task required unintentional inhibition of competing items (retrieval-practice task), this developmental trend was not found and children and adults showed similar levels of retrieval-induced forgetting. The results are discussed in terms of the development of efficient inhibition and the distinction between intentional and unintentional inhibitions.

Early Generalized Overgrowth in Boys With Autism

PubMed Central

Chawarska, Katarzyna; Campbell, Daniel; Chen, Lisha; Shic, Frederick; Klin, Ami; Chang, Joseph

2016-01-01

Context Multiple studies have reported an overgrowth in head circumference (HC) in the first year of life in autism. However, it is unclear whether this phenomenon is independent of overall body growth and whether it is associated with specific social or cognitive features. Objectives To examine the trajectory of early HC growth in autism compared with control groups; to assess whether HC growth in autism is independent of height and weight growth during infancy; and to examine HC growth from birth to 24 months in relationship to social, verbal, cognitive, and adaptive functioning levels. Design Retrospective study. Setting A specialized university-based clinic. Participants Boys diagnosed as having autistic disorder (n=64), pervasive developmental disorder–not otherwise specified (n=34), global developmental delay (n=13), and other developmental problems (n=18) and typically developing boys (n=55). Main Outcome Measures Age-related changes in HC, height, and weight between birth and age 24 months; measures of social, verbal, and cognitive functioning at age 2 years. Results Compared with typically developing controls, boys with autism were significantly longer by age 4.8 months, had a larger HC by age 9.5 months, and weighed more by age 11.4 months (P=.05 for all). None of the other clinical groups showed a similar overgrowth pattern. Boys with autism who were in the top 10% of overall physical size in infancy exhibited greater severity of social deficits (P=.009) and lower adaptive functioning (P=.03). Conclusions Boys with autism experienced accelerated HC growth in the first year of life. However, this phenomenon reflected a generalized process affecting other morphologic features, including height and weight. The study highlights the importance of studying factors that influence not only neuronal development but also skeletal growth in autism. PMID:21969460

The development of functional network organization in early childhood and early adolescence: A resting-state fNIRS study.

PubMed

Cai, Lin; Dong, Qi; Niu, Haijing

2018-04-01

Early childhood (7-8 years old) and early adolescence (11-12 years old) constitute two landmark developmental stages that comprise considerable changes in neural cognition. However, very limited information from functional neuroimaging studies exists on the functional topological configuration of the human brain during specific developmental periods. In the present study, we utilized continuous resting-state functional near-infrared spectroscopy (rs-fNIRS) imaging data to examine topological changes in network organization during development from early childhood and early adolescence to adulthood. Our results showed that the properties of small-worldness and modularity were not significantly different across development, demonstrating the developmental maturity of important functional brain organization in early childhood. Intriguingly, young children had a significantly lower global efficiency than early adolescents and adults, which revealed that the integration of the distributed networks strengthens across the developmental stages underlying cognitive development. Moreover, local efficiency of young children and adolescents was significantly lower than that of adults, while there was no difference between these two younger groups. This finding demonstrated that functional segregation remained relatively steady from early childhood to early adolescence, and the brain in these developmental periods possesses no optimal network configuration. Furthermore, we found heterogeneous developmental patterns in the regional nodal properties in various brain regions, such as linear increased nodal properties in the frontal cortex, indicating increasing cognitive capacity over development. Collectively, our results demonstrated that significant topological changes in functional network organization occurred during these two critical developmental stages, and provided a novel insight into elucidating subtle changes in brain functional networks across development. Copyright © 2018 The Authors. Published by Elsevier Ltd.. All rights reserved.

Talk the Walk: Does Socio-Cognitive Resource Reallocation Facilitate the Development of Walking?

PubMed

Geva, Ronny; Orr, Edna

2016-01-01

Walking is of interest to psychology, robotics, zoology, neuroscience and medicine. Human's ability to walk on two feet is considered to be one of the defining characteristics of hominoid evolution. Evolutionary science propses that it emerged in response to limited environmental resources; yet the processes supporting its emergence are not fully understood. Developmental psychology research suggests that walking elicits cognitive advancements. We postulate that the relationship between cognitive development and walking is a bi-directional one; and further suggest that the initiation of novel capacities, such as walking, is related to internal socio-cognitive resource reallocation. We shed light on these notions by exploring infants' cognitive and socio-communicative outputs prospectively from 6-18 months of age. Structured bi/tri weekly evaluations of symbolic and verbal development were employed in an urban cohort (N = 9) for 12 months, during the transition from crawling to walking. Results show links between preemptive cognitive changes in socio-communicative output, symbolic-cognitive tool-use processes, and the age of emergence of walking. Plots of use rates of lower symbolic play levels before and after emergence of new skills illustrate reductions in use of previously attained key behaviors prior to emergence of higher symbolic play, language and walking. Further, individual differences in age of walking initiation were strongly related to the degree of reductions in complexity of object-use (r = .832, p < .005), along with increases, counter to the general reduction trend, in skills that serve recruitment of external resources [socio-communication bids before speech (r = -.696, p < .01), and speech bids before walking; r = .729, p < .01)]. Integration of these proactive changes using a computational approach yielded an even stronger link, underscoring internal resource reallocation as a facilitator of walking initiation (r = .901, p<0.001). These preliminary data suggest that representational capacities, symbolic object use, language and social developments, form an integrated adaptable composite, which possibly enables proactive internal resource reallocation, designed to support the emergence of new developmental milestones, such as walking.

Cognitive Impairments of Children with Severe Arithmetic Difficulties: Cognitive Deficit or Developmental Lag?

ERIC Educational Resources Information Center

Berg, Derek H.

2008-01-01

An age-matched/achievement-matched design was utilized to examine the cognitive functioning of children with severe arithmetic difficulties. A battery of cognitive tasks was administered to three groups of elementary aged children: 20 children with severe arithmetic difficulties (SAD), 20 children matched in age (CAM) to the children with SAD, and…

Developmental Trajectories in Syndromes with Intellectual Disability, with a Focus on Wolf-Hirschhorn and Its Cognitive-Behavioral Profile

ERIC Educational Resources Information Center

Fisch, Gene S.; Carpenter, Nancy; Howard-Peebles, Patricia N.; Holden, Jeanette J. A.; Tarleton, Jack; Simensen, Richard; Battaglia, Agatino

2012-01-01

Few studies exist of developmental trajectories in children with intellectual disability, and none for those with subtelomeric deletions. We compared developmental trajectories of children with Wolf-Hirschhorn syndrome to other genetic disorders. We recruited 106 children diagnosed with fragile X, Williams-Beuren syndrome, or Wolf-Hirschhorn…

Music cognition: a developmental perspective.

PubMed

Stalinski, Stephanie M; Schellenberg, E Glenn

2012-10-01

Although music is universal, there is a great deal of cultural variability in music structures. Nevertheless, some aspects of music processing generalize across cultures, whereas others rely heavily on the listening environment. Here, we discuss the development of musical knowledge, focusing on four themes: (a) capabilities that are present early in development; (b) culture-general and culture-specific aspects of pitch and rhythm processing; (c) age-related changes in pitch perception; and (d) developmental changes in how listeners perceive emotion in music. Copyright © 2012 Cognitive Science Society, Inc.

On the interrelation of multiplication and division in secondary school children.

PubMed

Huber, Stefan; Fischer, Ursula; Moeller, Korbinian; Nuerk, Hans-Christoph

2013-01-01

Each division problem can be transformed into as a multiplication problem and vice versa. Recent research has indicated strong developmental parallels between multiplication and division in primary school children. In this study, we were interested in (i) whether these developmental parallels persist into secondary school, (ii) whether similar developmental parallels can be observed for simple and complex problems, (iii) whether skill level modulates this relationship, and (iv) whether the correlations are specific and not driven by general cognitive or arithmetic abilities. Therefore, we assessed performance of 5th and 6th graders attending two secondary school types of the German educational system in simple and complex multiplication as well as division while controlling for non-verbal intelligence, short-term memory, and other arithmetic abilities. Accordingly, we collected data from students differing in skills levels due to either age (5th < 6th grade) or school type (general < intermediate secondary school). We observed moderate to strong bivariate and partial correlations between multiplication and division with correlations being higher for simple tasks but nevertheless reliable for complex tasks. Moreover, the association between simple multiplication and division depended on students' skill levels as reflected by school types, but not by age. Partial correlations were higher for intermediate than for general secondary school children. In sum, these findings emphasize the importance of the inverse relationship between multiplication and division which persists into later developmental stages. However, evidence for skill-related differences in the relationship between multiplication and division was restricted to the differences for school types.

Developmental effects of androgens in the human brain.

PubMed

Nguyen, T-V

2018-02-01

Neuroendocrine theories of brain development posit that androgens play a crucial role in sex-specific cortical growth, although little is known about the differential effects of testosterone and dehydroepiandrosterone (DHEA) on cortico-limbic development and cognition during adolescence. In this context, the National Institutes of Health Study of Normal Brain Development, a longitudinal study of typically developing children and adolescents aged 4-24 years (n=433), offers a unique opportunity to examine the developmental effects of androgens on cortico-limbic maturation and cognition. Using data from this sample, our group found that higher testosterone levels were associated with left-sided decreases in cortical thickness (CTh) in post-pubertal boys, particularly in the prefrontal cortex, compared to right-sided increases in CTh in somatosensory areas in pre-pubertal girls. Prefrontal-amygdala and prefrontal-hippocampal structural covariance (considered to reflect structural connectivity) also varied according to testosterone levels, with the testosterone-related brain phenotype predicting higher aggression levels and lower executive function, particularly in boys. By contrast, DHEA was associated with a pre-pubertal increase in CTh of several regions involved in cognitive control in both boys and girls. Covariance within several cortico-amygdalar structural networks also varied as a function of DHEA levels, with the DHEA-related brain phenotype predicting improvements in visual attention in both boys and girls. DHEA-related cortico-hippocampal structural covariance, on the other hand, predicted higher scores on a test of working memory. Interestingly, there were significant interactions between testosterone and DHEA, such that DHEA tended to mitigate the anti-proliferative effects of testosterone on brain structure. In sum, testosterone-related effects on the developing brain may lead to detrimental effects on cortical functions (ie, higher aggression and lower executive function), whereas DHEA-related effects may optimise cortical functions (ie, better attention and working memory), perhaps by decreasing the influence of amygdalar and hippocampal afferents on cortical functions. © 2017 British Society for Neuroendocrinology.

77 FR 28886 - Center for Scientific Review; Notice of Closed Meetings

Federal Register 2010, 2011, 2012, 2013, 2014

2012-05-16

..., Functional and Cognitive Neuroscience Integrated Review Group; Sensorimotor Integration Study Section. Date... and Developmental Neuroscience Integrated Review Group; Neural Oxidative Metabolism and Death Study...: Molecular, Cellular and Developmental Neuroscience Integrated Review Group; Neurodifferentiation, Plasticity...

Neurocognitive outcomes in pediatric diabetes: a developmental perspective.

PubMed

Schwartz, David D; Wasserman, Rachel; Powell, Priscilla W; Axelrad, Marni E

2014-10-01

The impact of diabetes on the developing brain is well-accepted. Effects on neurocognitive functioning are moderate but have larger functional implications, especially when considered through a developmental lens. Pathophysiological factors such as severe hypoglycemia and chronic hyperglycemia can alter developmental trajectories in early childhood and perhaps at later periods. In this paper, we selectively review neurocognitive outcomes in pediatric diabetes (largely type 1), integrating recent research from developmental neuroscience and neuroimaging. We examine the effects of diabetes at different stages and place findings within a neurodevelopmental diathesis/stress framework. Early-onset diabetes is associated with specific effects on memory and more global cognitive late-effects, but less is known about cognitive outcomes of diabetes in later childhood and in adolescence, a time of increased neurobehavioral vulnerability that has received relatively limited empirical attention. Studies are also needed to better elucidate risk and protective factors that may moderate neurodevelopmental outcomes in youth with diabetes.

Individual and Environmental Characteristics Associated with Cognitive Development in Down Syndrome: A Longitudinal Study

ERIC Educational Resources Information Center

Couzens, Donna; Haynes, Michele; Cuskelly, Monica

2012-01-01

Background: Associations among cognitive development and intrapersonal and environmental characteristics were investigated for 89 longitudinal study participants with Down syndrome to understand developmental patterns associated with cognitive strengths and weaknesses. Materials and Methods: Subtest scores of the Stanford-Binet IV collected…

Cognitive and Socioemotional Caregiving in Developing Countries

ERIC Educational Resources Information Center

Bornstein, Marc H.; Putnick, Diane L.

2012-01-01

Enriching caregiving practices foster the course and outcome of child development. This study examined 2 developmentally significant domains of positive caregiving--cognitive and socioemotional--in more than 127,000 families with under-5 year children from 28 developing countries. Mothers varied widely in cognitive and socioemotional caregiving…

Penicillin for Education: How Cognitive Science Can Contribute to Education.

ERIC Educational Resources Information Center

Bruer, John T.

1995-01-01

Education can benefit from knowledge derived from cognitive and developmental psychology. Family demographics have actually improved between 1970 and 90 and so have NAEP scores. Three innovative programs demonstrating cognitive science applications include the Teaching Number Sense elementary math program, reciprocal teaching (reading strategy),…

Neurocognitive, Social-Behavioral, and Adaptive Functioning in Preschool Children with Mild to Moderate Kidney Disease

PubMed Central

Hooper, Stephen R.; Gerson, Arlene C.; Johnson, Rebecca J.; Mendley, Susan R.; Shinnar, Shlomo; Lande, Marc B.; Matheson, Matthew B.; Gipson, Debbie S.; Morgenstern, Bruce; Warady, Bradley A.; Furth, Susan L.

2016-01-01

Objective The negative impact of End Stage Kidney Disease on cognitive function in children is well established, but no studies have examined the neurocognitive, social-behavioral, and adaptive behavior skills of preschool children with mild to moderate chronic kidney disease (CKD). Methods Participants included 124 preschool children with mild to moderate CKD, ages 12-68 months (median=3.7 years), and an associated mean glomerular filtration rate (GFR) of 50.0 ml/min per 1.73m2. In addition to level of function and percent of participants scoring≥1SD below the test mean, regression models examined the associations between biomarkers of CKD (GFR, anemia, hypertension, seizures, abnormal birth history), and Developmental Level/IQ, attention regulation, and parent ratings of executive functions, social-behavior, and adaptive behaviors. Results Median scores for all measures were in the average range; however, 27% were deemed at-risk for a Developmental Level/IQ<85, 20% were at-risk for attention variability, and parent ratings indicated 30% and 37% to be at-risk for executive dysfunction and adaptive behavior problems, respectively. Approximately 43% were deemed at-risk on two or more measures. None of the disease-related variables were significantly associated with these outcomes, although the presence of hypertension approached significance for attention variability (p<.09). Abnormal birth history and lower maternal education were significantly related to lower Developmental Level/IQ; seizures were related to lower parental ratings of executive function and adaptive behavior; and abnormal birth history was significantly related to lower ratings of adaptive behavior. When predicting risk status, the logistic regression did evidence both higher GFR and the lack of anemia to be associated with more intact Developmental Level/IQ. Conclusions These findings suggest relatively intact functioning for preschool children with mild to moderate CKD, but the need for ongoing developmental surveillance in this population remains warranted, particularly for those with abnormal birth histories, seizures, and heightened disease severity. PMID:26890559

The “Task B problem” and other considerations in developmental functional neuroimaging

PubMed Central

Church, Jessica A.; Petersen, Steven E.; Schlaggar, Bradley L.

2012-01-01

Functional neuroimaging provides a remarkable tool to allow us to study cognition across the lifespan and in special populations in a safe way. However, experimenters face a number of methodological issues, and these issues are particularly pertinent when imaging children. This brief article discusses assessing task performance, strategies for dealing with group performance differences, controlling for movement, statistical power, proper atlas registration, and data analysis strategies. In addition, there will be discussion of two other topics that have important implications for interpreting fMRI data: the question of whether functional neuroanatomical differences between adults and children are the consequence of putative developmental neurovascular differences, and the issue of interpreting negative blood oxygenation-level dependent (BOLD) signal change. PMID:20496376

Concepts of illness in Icelandic children.

PubMed

Hansdottir, I; Malcarne, V L

1998-06-01

To investigate the development of illness concepts among healthy Icelandic children. Participants were 68 schoolchildren, 6-7, 10-11, and 14-15 years of age, and their parents. Cognitive developmental level and understanding of physical illness were assessed within a Piagetian framework. In addition, illness experience and illness behaviors (Child Illness Behavior Questionnaire) were assessed. Results were consistent with previous studies in that the development of illness concepts among Icelandic children was consistent with Piaget's theory of cognitive development. No relation was found between illness experience and understanding of illness. A more mature understanding of illness was related to willingness to report the onset of illness. The results suggest that findings from previous studies may be generalized to a broader population.

Devil in the details? Developmental dyslexia and visual long-term memory for details.

PubMed

Huestegge, Lynn; Rohrßen, Julia; van Ermingen-Marbach, Muna; Pape-Neumann, Julia; Heim, Stefan

2014-01-01

Cognitive theories on causes of developmental dyslexia can be divided into language-specific and general accounts. While the former assume that words are special in that associated processing problems are rooted in language-related cognition (e.g., phonology) deficits, the latter propose that dyslexia is rather rooted in a general impairment of cognitive (e.g., visual and/or auditory) processing streams. In the present study, we examined to what extent dyslexia (typically characterized by poor orthographic representations) may be associated with a general deficit in visual long-term memory (LTM) for details. We compared object- and detail-related visual LTM performance (and phonological skills) between dyslexic primary school children and IQ-, age-, and gender-matched controls. The results revealed that while the overall amount of LTM errors was comparable between groups, dyslexic children exhibited a greater portion of detail-related errors. The results suggest that not only phonological, but also general visual resolution deficits in LTM may play an important role in developmental dyslexia.

'We are the good guys but they are not bad'. In-group positivity and cognitive performance in preschoolers.

PubMed

Enesco, Ileana; Lago, Oliva; Rodríguez, Purificación; Guerrero, Silvia

2011-09-01

The general purpose of this study was to analyse the developmental relations between the early forms of ethnic attitudes, and the classification abilities of the young child. We designed new cognitive tasks within a detection paradigm adapted to preschoolers and attitudinal tasks that were presented as games in a computer screen. Participants were 75 majority-group children of 3, 4, and 5 years of age. Children's preferences and positive/negative attitudes towards the in-group (Spaniards) and three out-groups (Latin-Americans, Africans, and Asians) were measured. The results showed a remarkable preference and positivity for the in-group, but not out-group derogation. Children's cognitive performance, to a greater extent than their age, was positively associated with in-group favouritism and positivity. On the other hand, we found some interesting differences and developmental changes in children's positive orientation to the out-groups that are discussed in the last section. ©2010 The Authors British Journal of Developmental Psychology © 2010 The British Psychological Society.

The Development of Shared Liking of Representational but not Abstract Art in Primary School Children and Their Justifications for Liking

PubMed Central

Rodway, Paul; Kirkham, Julie; Schepman, Astrid; Lambert, Jordana; Locke, Anastasia

2016-01-01

Understanding how aesthetic preferences are shared among individuals, and its developmental time course, is a fundamental question in aesthetics. It has been shown that semantic associations, in response to representational artworks, overlap more strongly among individuals than those generated by abstract artworks and that the emotional valence of the associations also overlaps more for representational artworks. This valence response may be a key driver in aesthetic appreciation. The current study tested predictions derived from the semantic association account in a developmental context. Twenty 4-, 6-, 8- and 10-year-old children (n = 80) were shown 20 artworks (10 representational, 10 abstract) and were asked to rate each artwork and to explain their decision. Cross-observer agreement in aesthetic preferences increased with age from 4–8 years for both abstract and representational art. However, after age 6 the level of shared appreciation for representational and abstract artworks diverged, with significantly higher levels of agreement for representational than abstract artworks at age 8 and 10. The most common justifications for representational artworks involved subject matter, while for abstract artworks formal artistic properties and color were the most commonly used justifications. Representational artwork also showed a significantly higher proportion of associations and emotional responses than abstract artworks. In line with predictions from developmental cognitive neuroscience, references to the artist as an agent increased between ages 4 and 6 and again between ages 6 and 8, following the development of Theory of Mind. The findings support the view that increased experience with representational content during the life span reduces inter-individual variation in aesthetic appreciation and increases shared preferences. In addition, brain and cognitive development appear to impact on art appreciation at milestone ages. PMID:26903834

The Development of Shared Liking of Representational but not Abstract Art in Primary School Children and Their Justifications for Liking.

PubMed

Rodway, Paul; Kirkham, Julie; Schepman, Astrid; Lambert, Jordana; Locke, Anastasia

2016-01-01

Understanding how aesthetic preferences are shared among individuals, and its developmental time course, is a fundamental question in aesthetics. It has been shown that semantic associations, in response to representational artworks, overlap more strongly among individuals than those generated by abstract artworks and that the emotional valence of the associations also overlaps more for representational artworks. This valence response may be a key driver in aesthetic appreciation. The current study tested predictions derived from the semantic association account in a developmental context. Twenty 4-, 6-, 8- and 10-year-old children (n = 80) were shown 20 artworks (10 representational, 10 abstract) and were asked to rate each artwork and to explain their decision. Cross-observer agreement in aesthetic preferences increased with age from 4-8 years for both abstract and representational art. However, after age 6 the level of shared appreciation for representational and abstract artworks diverged, with significantly higher levels of agreement for representational than abstract artworks at age 8 and 10. The most common justifications for representational artworks involved subject matter, while for abstract artworks formal artistic properties and color were the most commonly used justifications. Representational artwork also showed a significantly higher proportion of associations and emotional responses than abstract artworks. In line with predictions from developmental cognitive neuroscience, references to the artist as an agent increased between ages 4 and 6 and again between ages 6 and 8, following the development of Theory of Mind. The findings support the view that increased experience with representational content during the life span reduces inter-individual variation in aesthetic appreciation and increases shared preferences. In addition, brain and cognitive development appear to impact on art appreciation at milestone ages.

Incentive-Related Modulation of Cognitive Control in Healthy, Anxious, and Depressed Adolescents: Development and Psychopathology Related Differences

ERIC Educational Resources Information Center

Hardin, Michael G.; Schroth, Elizabeth; Pine, Daniel S.; Ernst, Monique

2007-01-01

Background: Developmental changes in cognitive and affective processes contribute to adolescent risk-taking behavior, emotional intensification, and psychopathology. The current study examined adolescent development of cognitive control processes and their modulation by incentive, in health and psychopathology. Predictions include 1) better…

Chimpanzees and Bonobos Exhibit Divergent Spatial Memory Development

ERIC Educational Resources Information Center

Rosati, Alexandra G.; Hare, Brian

2012-01-01

Spatial cognition and memory are critical cognitive skills underlying foraging behaviors for all primates. While the emergence of these skills has been the focus of much research on human children, little is known about ontogenetic patterns shaping spatial cognition in other species. Comparative developmental studies of nonhuman apes can…

Assessing Christian-Faith and Cognitive Development in College Students: CFCDS Instrument Development

ERIC Educational Resources Information Center

Foote, Laura S.

2013-01-01

What happens when students go to college? An important outcome of college attendance is student cognitive development. Part of that developmental process is learning how to address contrasting values, beliefs, knowledge structures, and worldviews critically. This study addressed the relationship between cognitive and Christian-faith development in…

Integrating Functional Brain Neuroimaging and Developmental Cognitive Neuroscience in Child Psychiatry Research

ERIC Educational Resources Information Center

Pavuluri, Mani N.; Sweeney, John A.

2008-01-01

The use of cognitive neuroscience and functional brain neuroimaging to understand brain dysfunction in pediatric psychiatric disorders is discussed. Results show that bipolar youths demonstrate impairment in affective and cognitive neural systems and in these two circuits' interface. Implications for the diagnosis and treatment of psychiatric…

Social Cognition in Children with Down's Syndrome: Challenges to Research and Theory Building

ERIC Educational Resources Information Center

Cebula, K. R.; Moore, D. G.; Wishart, J. G.

2010-01-01

Characterising how socio-cognitive abilities develop has been crucial to understanding the wider development of typically developing children. It is equally central to understanding developmental pathways in children with intellectual disabilities such as Down's syndrome. While the process of acquisition of socio-cognitive abilities in typical…

The Mental Manipulation of Cognitive Maps in Children and Adults.

ERIC Educational Resources Information Center

Hardwick, Douglas A.; McIntyre, Curtis W.

Two experiments compared the cognitive maps (mental representations of the spatial environment) of first graders, fifth graders and college students, and investigated developmental changes in the ability to manipulate cognitive maps mentally. In the first experiment, subjects were asked to move from stationpoint to stationpoint and at each, to…

Cognitive Components of Developmental Writing Skill

ERIC Educational Resources Information Center

Decker, Scott L.; Roberts, Alycia M.; Roberts, Kristin L.; Stafford, Allison L.; Eckert, Mark A.

2016-01-01

A significant number of studies have examined the cognitive components of basic academic skills, which has led to major changes in both teaching and early identification assessment practices. However, the majority of previous research has focused solely on reading. This study examines the cognitive components of academic writing skills across…

Predicting Reading Disability: Early Cognitive Risk and Protective Factors

ERIC Educational Resources Information Center

Eklund, Kenneth Mikael; Torppa, Minna; Lyytinen, Heikki

2013-01-01

This longitudinal study examined early cognitive risk and protective factors for Grade 2 reading disability (RD). We first examined the reading outcome of 198 children in four developmental cognitive subgroups that were identified in our previous analysis: dysfluent trajectory, declining trajectory, unexpected trajectory and typical trajectory. We…

DEVELOPMENTAL LEAD (PB) CHANGES AND IN HIPPOCAMPAL FUNCTION.

EPA Science Inventory

Childhood lead (Pb) exposure has long been associated with reduced IQ, impaired cognitive function, and more recently increases in violence and aggression. We have studied the disruptive effects of developmental Pb exposure on an electrophysiological model of memory, hippocampal...

Dyscalculia: Neuroscience and Education

ERIC Educational Resources Information Center

Kaufmann, Liane

2008-01-01

Background: Developmental dyscalculia is a heterogeneous disorder with largely dissociable performance profiles. Though our current understanding of the neurofunctional foundations of (adult) numerical cognition has increased considerably during the past two decades, there are still many unanswered questions regarding the developmental pathways of…

Heterogeneity in development of aspects of working memory predicts longitudinal attention deficit hyperactivity disorder symptom change.

PubMed

Karalunas, Sarah L; Gustafsson, Hanna C; Dieckmann, Nathan F; Tipsord, Jessica; Mitchell, Suzanne H; Nigg, Joel T

2017-08-01

The role of cognitive mechanisms in the clinical course of neurodevelopmental disorders is poorly understood. Attention Deficit Hyperactivity Disorder (ADHD) is emblematic in that numerous alterations in cognitive development are apparent, yet how they relate to changes in symptom expression with age is unclear. To resolve the role of cognitive mechanisms in ADHD, a developmental perspective that takes into account expected within-group heterogeneity is needed. The current study uses an accelerated longitudinal design and latent trajectory growth mixture models in a sample of children ages 7-13 years carefully characterized as with (n = 437) and without (n = 297) ADHD to (a) identify heterogeneous developmental trajectories for response inhibition, visual spatial working memory maintenance, and delayed reward discounting and (b) to assess the relationships between these cognitive trajectories and ADHD symptom change. Best-fitting models indicated multiple trajectory classes in both the ADHD and typically developing samples, as well as distinct relationships between each cognitive process and ADHD symptom change. Developmental change in response inhibition and delayed reward discounting were unrelated to ADHD symptom change, while individual differences in the rate of visual spatial working memory maintenance improvement predicted symptom remission in ADHD. Characterizing heterogeneity in cognitive development will be crucial for clarifying mechanisms of symptom persistence and recovery. Results here suggest working memory maintenance may be uniquely related to ADHD symptom improvement. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Successful Aging and Subjective Well-Being Among Oldest-Old Adults

PubMed Central

Cho, Jinmyoung; Martin, Peter; Poon, Leonard W.

2015-01-01

Purpose of the Study: This research integrates successful aging and developmental adaptation models to empirically define the direct and indirect effects of 2 distal (i.e., education and past life experiences) and 5 proximal influences (i.e., physical functioning, cognitive functioning, physical health impairment, social resources, and perceived economic status) on subjective well-being. The proximal influences involved predictors outlined in most extant models of successful aging (e.g., Rowe & Kahn, 1998 [Rowe, J. W., & Kahn, R. L. (1998). Successful aging. New York: Pantheon Books.]). Our model extends such models by including distal impact as well as interactions between distal and proximal impacts. Design and Methods: Data were obtained from 234 centenarians and 72 octogenarians in the Georgia Centenarian Study. Structural equation modeling was conducted with Mplus 6.1. Results: Results showed significant direct effects of physical health impairment and social resources on positive aspects of subjective well-being among oldest-old adults. We also found significant indirect effects of cognitive functioning and education on positive affect among oldest-old adults. Social resources mediated the relationship between cognitive functioning and positive affect; and cognitive functioning and social resources mediated the relationship between education and positive affect. In addition, physical health impairment mediated the relationship between cognitive functioning and positive affect; and cognitive functioning and physical health impairment mediated the relationship between education and positive affect. Implications: Integrating 2 different models (i.e., successful aging and developmental adaptation) provided a comprehensive view of adaptation from a developmental perspective. PMID:25112594

Comparing the Developmental Genetics of Cognition and Personality over the Life Span.

PubMed

Briley, Daniel A; Tucker-Drob, Elliot M

2017-02-01

Empirical studies of cognitive ability and personality have tended to operate in isolation of one another. We suggest that returning to a unified approach to considering the development of individual differences in both cognition and personality can enrich our understanding of human development. We draw on previous meta-analyses of longitudinal, behavior genetic studies of cognition and personality across the life span, focusing particular attention on age trends in heritability and differential stability. Both cognition and personality are moderately heritable and exhibit large increases in stability with age; however, marked differences are evident. First, the heritability of cognition increases substantially with child age, while the heritability of personality decreases modestly with age. Second, increasing stability of cognition with age is overwhelmingly mediated by genetic factors, whereas increasing stability of personality with age is entirely mediated by environmental factors. Third, the maturational time-course of stability differs: Stability of cognition nears its asymptote by the end of the first decade of life, whereas stability of personality takes three decades to near its asymptote. We discuss how proximal gene-environment dynamics, developmental processes, broad social contexts, and evolutionary pressures may intersect to give rise to these divergent patterns. © 2015 Wiley Periodicals, Inc.

Comparing the Developmental Genetics of Cognition and Personality over the Lifespan

PubMed Central

Briley, Daniel A.; Tucker-Drob, Elliot M.

2015-01-01

Objective Empirical studies of cognitive ability and personality have tended to operate in isolation of one another. We suggest that returning to a unified approach to considering the development of individual differences in both cognition and personality can enrich our understanding of human development. Method We draw on previous meta-analyses of longitudinal, behavior genetic studies of cognition and personality across the lifespan, focusing particular attention on age trends in heritability and differential stability. Results Both cognition and personality are moderately heritable and exhibit large increases in stability with age; however, marked differences are evident. First, the heritability of cognition increases substantially with child age, while the heritability of personality decreases modestly with age. Second, increasing stability of cognition with age is overwhelmingly mediated by genetic factors, whereas increasing stability of personality with age is entirely mediated by environmental factors. Third, the maturational time-course of stability differs: Stability of cognition nears its asymptote by the end of the first decade of life, whereas stability of personality takes three decades to near its asymptote. Conclusions We discuss how proximal gene-environment dynamics, developmental processes, broad social contexts, and evolutionary pressures may intersect to give rise to these divergent patterns. PMID:26045299

Effects of adult attachment and emotional distractors on brain mechanisms of cognitive control.

PubMed

Warren, Stacie L; Bost, Kelly K; Roisman, Glenn I; Silton, Rebecca Levin; Spielberg, Jeffrey M; Engels, Anna S; Choi, Eunsil; Sutton, Bradley P; Miller, Gregory A; Heller, Wendy

2010-12-01

Using data from 34 participants who completed an emotion-word Stroop task during functional magnetic resonance imaging, we examined the effects of adult attachment on neural activity associated with top-down cognitive control in the presence of emotional distractors. Individuals with lower levels of secure-base-script knowledge--reflected in an adult's inability to generate narratives in which attachment-related threats are recognized, competent help is provided, and the problem is resolved--demonstrated more activity in prefrontal cortical regions associated with emotion regulation (e.g., right orbitofrontal cortex) and with top-down cognitive control (left dorsolateral prefrontal cortex, anterior cingulate cortex, and superior frontal gyrus). Less efficient performance and related increases in brain activity suggest that insecure attachment involves a vulnerability to distraction by attachment-relevant emotional information and that greater cognitive control is required to attend to task-relevant, nonemotional information. These results contribute to the understanding of mechanisms through which attachment-related experiences may influence developmental adaptation.

Effects of Adult Attachment and Emotional Distractors on Brain Mechanisms of Cognitive Control

PubMed Central

Warren, Stacie L.; Bost, Kelly K.; Roisman, Glenn I.; Silton, Rebecca Levin; Spielberg, Jeffrey M.; Engels, Anna S.; Choi, Eunsil; Sutton, Bradley P.; Miller, Gregory A.; Heller, Wendy

2011-01-01

Using data from 34 participants who completed an emotion-word Stroop task during functional magnetic resonance imaging, we examined the effects of adult attachment on neural activity associated with top-down cognitive control in the presence of emotional distractors. Individuals with lower levels of secure-base-script knowledge—reflected in an adult’s inability to generate narratives in which attachment-related threats are recognized, competent help is provided, and the problem is resolved—demonstrated more activity in prefrontal cortical regions associated with emotion regulation (e.g., right orbitofrontal cortex) and with top-down cognitive control (left dorsolateral prefrontal cortex, anterior cingulate cortex, and superior frontal gyrus). Less efficient performance and related increases in brain activity suggest that insecure attachment involves a vulnerability to distraction by attachment-relevant emotional information and that greater cognitive control is required to attend to task-relevant, nonemotional information. These results contribute to the understanding of mechanisms through which attachment-related experiences may influence developmental adaptation. PMID:21098213

Normal IQ is possible in Smith-Lemli-Opitz syndrome.

PubMed

Eroglu, Yasemen; Nguyen-Driver, Mina; Steiner, Robert D; Merkens, Louise; Merkens, Mark; Roullet, Jean-Baptiste; Elias, Ellen; Sarphare, Geeta; Porter, Forbes D; Li, Chumei; Tierney, Elaine; Nowaczyk, Małgorzata J; Freeman, Kurt A

2017-08-01

Children with Smith-Lemli-Opitz syndrome (SLOS) are typically reported to have moderate to severe intellectual disability. This study aims to determine whether normal cognitive function is possible in this population and to describe clinical, biochemical and molecular characteristics of children with SLOS and normal intelligent quotient (IQ). The study included children with SLOS who underwent cognitive testing in four centers. All children with at least one IQ composite score above 80 were included in the study. Six girls, three boys with SLOS were found to have normal or low-normal IQ in a cohort of 145 children with SLOS. Major/multiple organ anomalies and low serum cholesterol levels were uncommon. No correlation with IQ and genotype was evident and no specific developmental profile were observed. Thus, normal or low-normal cognitive function is possible in SLOS. Further studies are needed to elucidate factors contributing to normal or low-normal cognitive function in children with SLOS. © 2017 Wiley Periodicals, Inc.

Cognitive subtypes of dyslexia are characterized by distinct patterns of grey matter volume.

PubMed

Jednoróg, Katarzyna; Gawron, Natalia; Marchewka, Artur; Heim, Stefan; Grabowska, Anna

2014-09-01

The variety of different causal theories together with inconsistencies about the anatomical brain markers emphasize the heterogeneity of developmental dyslexia. Attempts were made to test on a behavioral level the existence of subtypes of dyslexia showing distinguishable cognitive deficits. Importantly, no research was directly devoted to the investigation of structural brain correlates of these subtypes. Here, for the first time, we applied voxel-based morphometry (VBM) to study grey matter volume (GMV) differences in a relatively large sample (n = 46) of dyslexic children split into three subtypes based on the cognitive deficits: phonological, rapid naming, magnocellular/dorsal, and auditory attention shifting. VBM revealed GMV clusters specific for each studied group including areas of left inferior frontal gyrus, cerebellum, right putamen, and bilateral parietal cortex. In addition, using discriminant analysis on these clusters 79% of cross-validated cases were correctly re-classified into four groups (controls vs. three subtypes). Current results indicate that dyslexia may result from distinct cognitive impairments characterized by distinguishable anatomical markers.

Towards a heterarchical approach to biology and cognition.

PubMed

Bruni, Luis Emilio; Giorgi, Franco

2015-12-01

In this article we challenge the pervasive notion of hierarchy in biological and cognitive systems and delineate the basis for a complementary heterarchical approach starting from the seminal ideas of Warren McCullock and Gregory Bateson. We intend these considerations as a contribution to the different scientific disciplines working towards a multilevel integrative perspective of biological and cognitive processes, such as systems and integrative biology and neuroscience, social and cultural neuroscience, social signal transduction and psychoneuroimmunology, for instance. We argue that structures and substrates are by necessity organized hierarchically, while communication processes - and their embeddedness - are rather organized heterarchically. Before getting into the implications of the heterarchical approach and its congeniality with the semiotic perspective to biology and cognition, we introduce a set of notions and concepts in order to advance a framework that considers the heterarchical embeddedness of different layers of physiological, behavioral, affective, cognitive, technological and socio-cultural levels implicit in networks of interacting minds, considering the dynamic complementarity of bottom-up and top-down causal links. This should contribute to account for the integration, interpretation and response to complex aggregates of information at different levels of organization in a developmental context. We illustrate the dialectical nature of embedded heterarchical processes by addressing the simultaneity and circularity of cognition and volition, and how such dialectics can be present in primitive instances of proto-cognition and proto-volition, giving rise to our claim that subjectivity and semiotic freedom are scalar properties. We collate the framework with recent empirical systemic approaches to biology and integrative neuroscience, and conclude with a reflection on its implications to the understanding of the emergence of pathological conditions in multi-level semiotic systems. Copyright © 2015. Published by Elsevier Ltd.

Impact of sociodemographic factors on cognitive function in school-aged HIV-infected Nigerian children.

PubMed

Boyede, Gbemisola O; Lesi, Foluso Ea; Ezeaka, Veronica C; Umeh, Charles S

2013-01-01

In this study, we sought to evaluate the influence of sociodemographic factors, ie, age, sex, socioeconomic status, maternal education, and human immunodeficiency virus (HIV) status, on cognitive performance in school-aged HIV-infected Nigerian children. Sixty-nine HIV-positive children aged 6-15 years were matched with 69 HIV-negative control children for age and sex. The children were subdivided for the purpose of analysis into two cognitive developmental stages using Piaget's staging, ie, the concrete operational stage (6-11 years) and the formal operational stage (12-15 years). All participants underwent cognitive assessment using Raven's Standard Progressive Matrices (RPM). Sociodemographic data for the study participants, ie, age, sex, socioeconomic status, and level of maternal education, were obtained using a study proforma. Logistic regression analyses were used to determine associations of HIV status and sociodemographic characteristics with RPM cognitive scores. The overall mean RPM score for the HIV-positive children was 18.2 ± 9.8 (range 8.0-47.0) which was significantly lower than the score of 27.2 ± 13.8 (range 8.0-52.0) for the HIV-negative children (P < 0.001). On RPM grading, 56.5% of the HIV-positive children had cognitive performance at below average to intellectually defective range. Below average RPM scores were found to be significantly associated with younger age (6-11 years), positive HIV status, lower socioeconomic status, and low level of maternal education. Younger age, poor socioeconomic status, and low level of maternal education were factors apart from HIV infection that were significantly associated with low cognitive function in school-aged HIV-infected Nigerian children.

Prolonged myelination in human neocortical evolution.

PubMed

Miller, Daniel J; Duka, Tetyana; Stimpson, Cheryl D; Schapiro, Steven J; Baze, Wallace B; McArthur, Mark J; Fobbs, Archibald J; Sousa, André M M; Sestan, Nenad; Wildman, Derek E; Lipovich, Leonard; Kuzawa, Christopher W; Hof, Patrick R; Sherwood, Chet C

2012-10-09

Nerve myelination facilitates saltatory action potential conduction and exhibits spatiotemporal variation during development associated with the acquisition of behavioral and cognitive maturity. Although human cognitive development is unique, it is not known whether the ontogenetic progression of myelination in the human neocortex is evolutionarily exceptional. In this study, we quantified myelinated axon fiber length density and the expression of myelin-related proteins throughout postnatal life in the somatosensory (areas 3b/3a/1/2), motor (area 4), frontopolar (prefrontal area 10), and visual (areas 17/18) neocortex of chimpanzees (N = 20) and humans (N = 33). Our examination revealed that neocortical myelination is developmentally protracted in humans compared with chimpanzees. In chimpanzees, the density of myelinated axons increased steadily until adult-like levels were achieved at approximately the time of sexual maturity. In contrast, humans displayed slower myelination during childhood, characterized by a delayed period of maturation that extended beyond late adolescence. This comparative research contributes evidence crucial to understanding the evolution of human cognition and behavior, which arises from the unfolding of nervous system development within the context of an enriched cultural environment. Perturbations of normal developmental processes and the decreased expression of myelin-related molecules have been related to psychiatric disorders such as schizophrenia. Thus, these species differences suggest that the human-specific shift in the timing of cortical maturation during adolescence may have implications for vulnerability to certain psychiatric disorders.

A mechanistic view of polybrominated diphenyl ether (PBDE) developmental neurotoxicity

PubMed Central

Costa, Lucio G.; de Laat, Rian; Tagliaferri, Sara; Pellacani, Claudia

2013-01-01

Polybrominated diphenyl ethers (PBDEs), extensively used in the past few decades as flame retardants in a variety of consumer products, have become world-wide persistent environmental pollutants. Levels in North America are usually higher than those in Europe and Asia, and body burden is 3 to 9-fold higher in infants and toddlers than in adults. The latter has raised concern for potential developmental toxicity and neurotoxicity of PBDEs. Experimental studies in animals and epidemiological observations in humans suggest that PBDEs may be developmental neurotoxicants. Pre- and/or post-natal exposure to PBDEs may cause long-lasting behavioral abnormalities, particularly in the domains of motor activity and cognition. The mechanisms underlying the developmental neurotoxic effects of PBDEs are not known, though several hypotheses have been put forward. One general mode of action relates to the ability of PBDEs to impair thyroid hormone homeostasis, thus indirectly affecting the developing brain. An alternative or additional mode of action involves a direct effect of PBDEs on nervous system cells; PBDEs can cause oxidative stress-related damage (DNA damage, mitochondrial dysfunction, apoptosis), and interfere with signal transduction (particularly calcium signaling), and with neurotransmitter systems. Important issues such as bioavailability and metabolism of PBDEs, extrapolation of results to low level of exposures, and the potential effects of interactions among PBDE congeners and between PBDEs and other contaminants also need to be taken into account. PMID:24270005

Bicultural stress, identity formation, and alcohol expectancies and misuse in Hispanic adolescents: a developmental approach.

PubMed

Oshri, Assaf; Schwartz, Seth J; Unger, Jennifer B; Kwon, Josephine A; Des Rosiers, Sabrina E; Baezconde-Garbanati, Lourdes; Lorenzo-Blanco, Elma I; Córdova, David; Soto, Daniel W; Lizzi, Karina M; Villamar, Juan A; Szapocznik, José

2014-12-01

Hispanic immigrant youth engage in increased health risk behaviors, such as alcohol misuse, due in part to being confronted with acculturative stress in addition to facing major normative developmental challenges, such as identity consolidation (Berry et al. in Appl Psychol 55:303-332, 2006). Using a developmental psychopathology framework, in the present study we examined the effect of bicultural stress on alcohol misuse among immigrated Hispanic adolescents, indirectly through trajectories of identity formation and alcohol expectancies. Our sample consisted of 302 recently immigrated Hispanic adolescents (53 % male; Mage = 14.5 at baseline) who were interviewed every 6 months for 3 years. Bivariate growth curve modeling was used to examine the influence of initial early bicultural stress on later alcohol misuse via change in identity development (i.e., coherence and confusion) and subsequent growth in cognitive alcohol expectancies. Findings revealed that initial levels and growth of identity coherence were not significantly associated with either bicultural stress or tension reduction (TR) alcohol expectancies. Multiple mediation analyses indicated that the effect of bicultural stress at time 1 on the frequency of being drunk at time 6 was mediated via high initial levels of identity confusion, followed by growth in risky TR expectancies (T4-T6). A developmental approach to the genesis of alcohol use problems in immigrant youth is discussed.

Frontal Preparatory Neural Oscillations Associated with Cognitive Control: A Developmental Study Comparing Young Adults and Adolescents

PubMed Central

Hwang, Kai; Ghuman, Avniel S.; Manoach, Dara S.; Jones, Stephanie R.; Luna, Beatriz

2016-01-01

Functional magnetic resonance imaging (fMRI) studies suggest that age-related changes in the frontal cortex may underlie developmental improvements in cognitive control. In the present study we used magnetoencephalography (MEG) to identify frontal oscillatory neurodynamics that support age-related improvements in cognitive control during adolescence. We characterized the differences in neural oscillations in adolescents and adults during the preparation to suppress a prepotent saccade (antisaccade trials – AS) compared to preparing to generate a more automatic saccade (prosaccade trials – PS). We found that for adults, AS were associated with increased beta-band (16–38 Hz) power in the dorsal lateral prefrontal cortex (DLPFC), enhanced alpha- to low beta-band (10–18 Hz) power in the frontal eye field (FEF) that predicted performance, and increased cross-frequency alpha-beta (10–26 Hz) amplitude coupling between the DLPFC and the FEF. Developmental comparisons between adults and adolescents revealed similar engagement of DLPFC beta-band power but weaker FEF alpha-band power, and lower cross-frequency coupling between the DLPFC and the FEF in adolescents. These results suggest that lateral prefrontal neural activity associated with cognitive control is adult-like by adolescence; the development of cognitive control from adolescence to adulthood is instead associated with increases in prefrontal connectivity and strengthening of inhibition signaling for suppressing task-incompatible processes. PMID:27173759

Acquisition of Joint Attention by a Developmental Learning Model based on Interactions between a Robot and a Caregiver

NASA Astrophysics Data System (ADS)

Nagai, Yukie; Asada, Minoru; Hosoda, Koh

This paper presents a developmental learning model for joint attention between a robot and a human caregiver. The basic idea of the proposed model comes from the insight of the cognitive developmental science that the development can help the task learning. The model consists of a learning mechanism based on evaluation and two kinds of developmental mechanisms: a robot's development and a caregiver's one. The former means that the sensing and the actuating capabilities of the robot change from immaturity to maturity. On the other hand, the latter is defined as a process that the caregiver changes the task from easy situation to difficult one. These two developments are triggered by the learning progress. The experimental results show that the proposed model can accelerate the learning of joint attention owing to the caregiver's development. Furthermore, it is observed that the robot's development can improve the final task performance by reducing the internal representation in the learned neural network. The mechanisms that bring these effects to the learning are analyzed in line with the cognitive developmental science.

How Evolution May Work Through Curiosity-Driven Developmental Process.

PubMed

Oudeyer, Pierre-Yves; Smith, Linda B

2016-04-01

Infants' own activities create and actively select their learning experiences. Here we review recent models of embodied information seeking and curiosity-driven learning and show that these mechanisms have deep implications for development and evolution. We discuss how these mechanisms yield self-organized epigenesis with emergent ordered behavioral and cognitive developmental stages. We describe a robotic experiment that explored the hypothesis that progress in learning, in and for itself, generates intrinsic rewards: The robot learners probabilistically selected experiences according to their potential for reducing uncertainty. In these experiments, curiosity-driven learning led the robot learner to successively discover object affordances and vocal interaction with its peers. We explain how a learning curriculum adapted to the current constraints of the learning system automatically formed, constraining learning and shaping the developmental trajectory. The observed trajectories in the robot experiment share many properties with those in infant development, including a mixture of regularities and diversities in the developmental patterns. Finally, we argue that such emergent developmental structures can guide and constrain evolution, in particular with regard to the origins of language. Copyright © 2016 Cognitive Science Society, Inc.

Differences in the early cognitive development of children and great apes.

PubMed

Wobber, Victoria; Herrmann, Esther; Hare, Brian; Wrangham, Richard; Tomasello, Michael

2014-04-01

There is very little research comparing great ape and human cognition developmentally. In the current studies we compared a cross-sectional sample of 2- to 4-year-old human children (n=48) with a large sample of chimpanzees and bonobos in the same age range (n=42, hereafter: apes) on a broad array of cognitive tasks. We then followed a group of juvenile apes (n=44) longitudinally over 3 years to track their cognitive development in greater detail. In skills of physical cognition (space, causality, quantities), children and apes performed comparably at 2 years of age, but by 4 years of age children were more advanced (whereas apes stayed at their 2-year-old performance levels). In skills of social cognition (communication, social learning, theory of mind), children out-performed apes already at 2 years, and increased this difference even more by 4 years. Patterns of development differed more between children and apes in the social domain than the physical domain, with support for these patterns present in both the cross-sectional and longitudinal ape data sets. These results indicate key differences in the pattern and pace of cognitive development between humans and other apes, particularly in the early emergence of specific social cognitive capacities in humans. Copyright © 2013 Wiley Periodicals, Inc.

The origins of cognitive vulnerability in early childhood: mechanisms linking early attachment to later depression.

PubMed

Morley, Tara E; Moran, Greg

2011-11-01

This paper examines the theory and research linking attachment relationships to cognitive vulnerability to depression and assesses evidence that early attachment experiences contribute to the development of these cognitive processes. Most research in this area has involved adult participants using self-report measures of both attachment and depressive vulnerabilities and thus cannot convincingly speak to the existence of such a developmental pathway. Several studies, however, have followed individuals from infancy and examined the emergence of self-esteem and responses to failure throughout childhood and adolescence. These studies suggest that early experiences in non-secure attachment relationships place an individual at-risk for developing a cognitive framework that increases their vulnerability to depression following stressful life events. The paper concludes with a discussion of how future research might best explore specific mechanisms through which distinct attachment relationships may lead to divergent developmental pathways sharing the common outcome of cognitive processes that place individuals at risk for depression. Copyright © 2011 Elsevier Ltd. All rights reserved.

A systematic review of pediatric cognitive rehabilitation in the elementary and middle school systems.

PubMed

Shaw, Dorothy R

2016-06-18

Cognitive Rehabilitation Therapy (CRT) is efficacious in remediating cognitive deficits, and has been demonstrated to be effective in a school setting. The purpose of this paper is to review the literature on pediatric CRT as it relates to successful re-integration of TBI survivors into the school system and community. This systematic review of the literature suggests that social re-integration strategies which incorporate problem-solving, reasoning, self-awareness, and positive social skills within a developmental framework are the most effective techniques for Pediatric CRT. Children and adolescents with cognitive impairments benefit from a holistic approach to rehabilitation which incorporates developmental, social, and emotional considerations, as well as, cognitive rehabilitation techniques. This systematic review identifies several avenues for effective therapeutic interventions for school aged TBI survivors. Many are supported by laboratory based efficacy studies. Future research should investigate optimal ages for particular treatments, as well as, the effectiveness of treatments across different social settings.

Relationships between full-day arm movement characteristics and developmental status in infants with typical development as they learn to reach: An observational study

PubMed Central

Shida-Tokeshi, Joanne; Lane, Christianne J.; Trujillo-Priego, Ivan A.; Deng, Weiyang; Vanderbilt, Douglas L.; Loeb, Gerald E.; Smith, Beth A.

2018-01-01

Background: Advances in wearable sensor technology now allow us to quantify the number, type and kinematic characteristics of bouts of infant arm movement made across a full day in the natural environment. Our aim here was to determine whether the amount and kinematic characteristics of arm movements made across the day in the natural environment were related to developmental status in infants with typical development as they learned to reach for objects using their arms. Methods: We used wearable sensors to measure arm movement across days and months as infants developed arm reaching skills. In total, 22 infants with typical development participated, aged between 38 and 203 days. Of the participants, 2 infants were measured once and the other 20 infants were measured once per month for 3 to 6 visits. The Bayley Scales of Infant Development was used to measure developmental level. Results: Our main findings were: 1) infant arm movement characteristics as measured by full-day wearable sensor data were related to Bayley motor, cognitive and language scores, indicating a relationship between daily movement characteristics and developmental status; 2) infants who moved more had larger increases in language and cognitive scores across visits; and 3) larger changes in movement characteristics across visits were related to higher motor scores. Conclusions: This was a preliminary, exploratory, small study of the potential importance of infant arm movement characteristics as measured by full-day wearable sensor data. Our results support full-day arm movement activity as an area of interest for future study as a biomarker of neurodevelopmental status and as a target for early intervention. PMID:29708221

Emotional, behavioral, and developmental features indicative of neglect or emotional abuse in preschool children: a systematic review.

PubMed

Naughton, Aideen Mary; Maguire, Sabine Ann; Mann, Mala Kanthi; Lumb, Rebecca Caroline; Tempest, Vanessa; Gracias, Shirley; Kemp, Alison Mary

2013-08-01

Early intervention for neglect or emotional abuse in preschoolers may mitigate lifelong consequences, yet practitioners lack confidence in recognizing these children. To define the emotional, behavioral, and developmental features of neglect or emotional abuse in preschoolers. A literature search of 18 databases, 6 websites, and supplementary searching performed from January 1, 1960, to February 1, 2011, identified 22 669 abstracts. Standardized critical appraisal of 164 articles was conducted by 2 independent, trained reviewers. Inclusion criteria were children aged 0 to 6 years with confirmed neglect or emotional abuse who had emotional, behavioral, and developmental features recorded or for whom the carer-child interaction was documented. Twenty-eight case-control (matched for socioeconomic, educational level, and ethnicity), 1 cross-sectional, and 13 cohort studies were included. Key features in the child included the following: aggression (11 studies) exhibited as angry, disruptive behavior, conduct problems, oppositional behavior, and low ego control; withdrawal or passivity (12 studies), including negative self-esteem, anxious or avoidant behavior, poor emotional knowledge, and difficulties in interpreting emotional expressions in others; developmental delay (17 studies), particularly delayed language, cognitive function, and overall development quotient; poor peer interaction (5 studies), showing poor social interactions, unlikely to act to relieve distress in others; and transition (6 studies) from ambivalent to avoidant insecure attachment pattern and from passive to increasingly aggressive behavior and negative self-representation. Emotional knowledge, cognitive function, and language deteriorate without intervention. Poor sensitivity, hostility, criticism, or disinterest characterize maternal-child interactions. Preschool children who have been neglected or emotionally abused exhibit a range of serious emotional and behavioral difficulties and adverse mother-child interactions that indicate that these children require prompt evaluation and interventions.

Developmental Cognitive Neuroscience of Adolescent Sexual Risk and Alcohol Use

PubMed Central

Ryman, Sephira G.; Gillman, Arielle S.; Weiland, Barbara J.; Thayer, Rachel E.; Bryan, Angela D.

2018-01-01

Human adolescents engage in very high rates of unprotected sex. This behavior has a high potential for unintended, serious, and sustained health consequences including HIV/AIDS. Despite these serious health consequences, we know little about the neural and cognitive factors that influence adolescents’ decision-making around sex, and their potential overlap with behaviorally co-occurring risk behaviors, including alcohol use. Thus, in this review, we evaluate the developmental neuroscience of sexual risk and alcohol use for human adolescents with an eye to relevant prevention and intervention implications. PMID:26290051

When modularization fails to occur: a developmental perspective.

PubMed

D'Souza, Dean; Karmiloff-Smith, Annette

2011-05-01

We argue that models of adult cognition defined in terms of independently functioning modules cannot be applied to development, whether typical or atypical. The infant brain starts out highly interconnected, and it is only over developmental time that neural networks become increasingly specialized-that is, relatively modularized. In the case of atypical development, even when behavioural scores fall within the normal range, they are frequently underpinned by different cognitive and neural processes. In other words, in neurodevelopmental disorders the gradual process of relative modularization may fail to occur.

[Comparison of attachment-related social behaviors in autistic disorder and developmental disability].

PubMed

Akdemir, Devrim; Pehlivantürk, Berna; Unal, Fatih; Ozusta, Seniz

2009-01-01

This study examined social behaviors related to attachment in children with autistic disorder and the differences in these behaviors from those observed in developmentally disabled children. Additionally, we aimed to investigate the relationship between attachment behaviors and clinical variables, such as age, cognitive development, severity of autism, language development, and mothers' attachment styles. The study group consisted of 19 children with autistic disorder (mean age: 37.9 +/- 6.8 months) and the control group consisted of 18 developmentally disabled children without autistic disorder that were matched with respect to age, gender, and cognitive development. The Childhood Autism Rating Scale (CARS) was administered to all the children by two child psychiatrists. Mothers completed the Relationships Scale Questionnaire (RSQ). Cognitive development of the children was assessed with the Stanford-Binet intelligence scale. Attachment behaviors of the children were evaluated with a modified Strange Situation Procedure (SSP). Attachment behaviors in the children with autistic disorder and in the children with developmental disabilities were similar. In contrast to the developmentally disabled group, the children with autistic disorder stayed closer toward their mothers compared with their responses to strangers. In the autistic disorder group, attachment behaviors were not associated with age, intelligence quotient, or mothers' attachment styles; however, a significant relationship between the severity of autism and the presence of speech was observed. Parents' understanding of the attachment needs and the attachment behaviors of their autistic children in the early stages of the disorder may lead to more secure attachment relationships and improved social development.

Cognitive Developmental Therapy: Aiding Adult Children of Dysfunctional Families.

ERIC Educational Resources Information Center

Towers, David A.

The works of Kegan and Guidano have presented cognition and emotion as complementary modes of knowing that develop together. Cognition is conceived of as being concerned with the knowledge of reality, and emotions are conceptualized as people's system for knowing of their relationship to that reality. Adult children of dysfunctional families are a…

Demands on Finite Cognitive Capacity Cause Infants' Perseverative Errors

ERIC Educational Resources Information Center

Berger, Sarah E.

2004-01-01

This research unites traditionally disparate developmental domains--cognition and locomotion--to examine the classic cognitive issue of the development of inhibition in infancy. In 2 locomotor A-not-B tasks, 13-month-old walking infants inhibited a prepotent response under low task demands (walking on flat ground), but perseverated under increased…

Heuristic and Analytic Processing: Age Trends and Associations with Cognitive Ability and Cognitive Styles.

ERIC Educational Resources Information Center

Kokis, Judite V.; Macpherson, Robyn; Toplak, Maggie E.; West, Richard F.; Stanovich, Keith E.

2002-01-01

Examined developmental and individual differences in tendencies to favor analytic over heuristic responses in three tasks (inductive reasoning, deduction under belief bias conditions, probabilistic reasoning) in children varying in age and cognitive ability. Found significant increases in analytic responding with development on first two tasks.…

Cognition-Emotion Interaction as a Predictor of Adolescent Depressive Symptoms

ERIC Educational Resources Information Center

Rudolph, Karen D.; Davis, Megan M.; Monti, Jennifer D.

2017-01-01

Given the sharp increase in rates of depression during adolescence, especially in girls, it is important to identify which youth are at greatest risk across this critical developmental transition. During the present research, we examined whether (a) individual differences in cognition-emotion interaction, as reflected in cognitive control (CC)…

Bridging the Gaps in the Study of Typical and Atypical Cognitive Development: A Commentary

ERIC Educational Resources Information Center

Graham, Susan A.; Madigan, Sheri

2016-01-01

The articles in this special issue of the "Journal of Cognition and Development" examine the cognitive development of children who are following typical and atypical developmental pathways. The articles offer a mixture of theory-based considerations, reviews of the literature, and new empirical data addressing fundamental aspects of…

A National Study on the Development of Visual Attention Using the Cognitive Assessment System

ERIC Educational Resources Information Center

Lehman, Elyse Brauch; Naglieri, Jack A.; Aquilino, Sally A.

2010-01-01

Objective: Developmental changes in the performance of children and adolescents are studied using the Cognitive Assessment System (CAS) which is an individually administered test of 4 basic cognitive processes. Method: The test measures the Planning, Attention, Simultaneous, and Successive (PASS) processes as a theory of intelligence that can…

The Development of Social Cognition. Studies in Developmental Psychology.

ERIC Educational Resources Information Center

Hala, Suzanne, Ed.

Defining social cognition as our attempts to make sense of how people think, perceive, infer, feel, and react, this book examines both the classical issues and contemporary understanding of theory and research in social cognitive development. The initial chapters highlight one of the central, theoretical tensions in the field, which is whether the…

From Prioritizing Objects to Prioritizing Cues: A Developmental Shift for Cognitive Control

ERIC Educational Resources Information Center

Chevalier, Nicolas; Dauvier, Bruno; Blaye, Agnès

2018-01-01

Emerging cognitive control supports increasingly adaptive behaviors and predicts life success, while low cognitive control is a major risk factor during childhood. It is therefore essential to understand how it develops. The present study provides evidence for an age-related shift in the type of information that children prioritize in their…

The Neurocognitive Phenotype in Velo-Cardio-Facial Syndrome: A Developmental Perspective

ERIC Educational Resources Information Center

Antshel, Kevin M.; Fremont, Wanda; Kates, Wendy R.

2008-01-01

Although research has focused primarily on the wide range of variability in the cognitive phenotype between individuals with velo-cardio-facial syndrome (VCFS), we know relatively little about the extent to which within-individual expressions of the cognitive phenotype remain stable throughout development. General cognitive functioning in the low…

Relations of Parenting and Negative Life Events to Cognitive Diatheses for Depression in Children

ERIC Educational Resources Information Center

Bruce, Alanna E.; Cole, David A.; Dallaire, Danielle H.; Jacquez, Farrah M.; Pineda, Ashley Q.; LaGrange, Beth

2006-01-01

In a sample of 299 children (grades 2, 4, and 6), we examined parenting and negative life events as predictors of depressive cognitions, specifically low self-perceived competence, depressive cognitive schemas, and depressogenic attributional style. We also examined developmental trends in these relations. Children completed measures of parenting,…

Ways of thinking: from crows to children and back again.

PubMed

Clayton, Nicola S

2015-01-01

This article reviews some of the recent work on the remarkable cognitive capacities of food-caching corvids. The focus will be on their ability to think about other minds and other times, and tool-using tests of physical problem solving. Research on developmental cognition suggests that young children do not pass similar tests until they are at least four years of age in the case of the social cognition experiments, and eight years of age in the case of the tasks that tap into physical cognition. This developmental trajectory seems surprising. Intuitively, one might have thought that the social and planning tasks required more complex forms of cognitive process, namely Mental Time Travel and Theory of Mind. Perhaps the fact that children pass these tasks earlier than the physical problem-solving tasks is a reflection of cultural influences. Future research will hope to identify these cognitive milestones by starting to develop tasks that might go some way towards understanding the mechanisms underlying these abilities in both children and corvids, to explore similarities and differences in their ways of thinking.

Learning Experiences and Strategies of Parents of Young Children with Developmental Disabilities: Implications for Rehabilitation Professionals.

PubMed

Hurtubise, Karen; Carpenter, Christine

2017-10-20

To better understand the learning experiences of parents of children with developmental disabilities and the strategies they develop to support their caregiving role. A qualitative secondary analysis of in-depth interviews with parents of children with developmental disability was conducted to better understand parents' learning experiences and the strategies they developed to use this learning in supporting their children. A foundational thematic analysis process was used to identify the main themes, and the interpretive process was influenced by adult education theories. Findings suggest that participants are highly motivated to learn by a need to understand, to do, and to belong. They also demonstrated varying levels of cognitive, affective, and psychomotor learning. Learning style preferences are evident in participants' narratives and in their self-reported learning strategies. Conceptualizing parents, as adult learners, can be helpful in designing clinical interactions and education initiatives. Knowledge of adult learning principles may enable pediatric therapists to better meet the needs of parents and fulfill their information sharing responsibilities.

Reading in developmental prosopagnosia: Evidence for a dissociation between word and face recognition.

PubMed

Starrfelt, Randi; Klargaard, Solja K; Petersen, Anders; Gerlach, Christian

2018-02-01

Recent models suggest that face and word recognition may rely on overlapping cognitive processes and neural regions. In support of this notion, face recognition deficits have been demonstrated in developmental dyslexia. Here we test whether the opposite association can also be found, that is, impaired reading in developmental prosopagnosia. We tested 10 adults with developmental prosopagnosia and 20 matched controls. All participants completed the Cambridge Face Memory Test, the Cambridge Face Perception test and a Face recognition questionnaire used to quantify everyday face recognition experience. Reading was measured in four experimental tasks, testing different levels of letter, word, and text reading: (a) single word reading with words of varying length,(b) vocal response times in single letter and short word naming, (c) recognition of single letters and short words at brief exposure durations (targeting the word superiority effect), and d) text reading. Participants with developmental prosopagnosia performed strikingly similar to controls across the four reading tasks. Formal analysis revealed a significant dissociation between word and face recognition, as the difference in performance with faces and words was significantly greater for participants with developmental prosopagnosia than for controls. Adult developmental prosopagnosics read as quickly and fluently as controls, while they are seemingly unable to learn efficient strategies for recognizing faces. We suggest that this is due to the differing demands that face and word recognition put on the perceptual system. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Genetic Modulation of Training and Transfer in Older Adults: BDNF Val66Met Polymorphism is Associated with Wider Useful Field of View

PubMed Central

Colzato, Lorenza S.; van Muijden, Jesse; Band, Guido P. H.; Hommel, Bernhard

2011-01-01

Western society has an increasing proportion of older adults. Increasing age is associated with a general decrease in the control over task-relevant mental processes. In the present study we investigated the possibility that successful transfer of game-based cognitive improvements to untrained tasks in elderly people is modulated by preexisting neuro-developmental factors as genetic variability related to levels of the brain-derived neurotrophic factor (BDNF), an important neuromodulator underlying cognitive processes. We trained participants, genotyped for the BDNF Val66Met polymorphism, on cognitive tasks developed to improve dynamic attention. Pre-training (baseline) and post-training measures of attentional processes (divided and selective attention) were acquired by means of the useful field of view task. As expected, Val/Val homozygous individuals showed larger beneficial transfer effects than Met/-carriers. Our findings support the idea that genetic predisposition modulates transfer effects. PMID:21909331

Manganese Exposure and Cognition Across the Lifespan: Contemporary Review and Argument for Biphasic Dose-Response Health Effects

PubMed Central

Vollet, Kaitlin; Dietrich, Kim N.

2016-01-01

Manganese (Mn) is both an essential micronutrient and potential neurotoxicant. This dual role underlies a growing body of literature demonstrating that Mn exhibits a biphasic dose-response relationship with neurocognitive outcomes. We reviewed recent epidemiologic studies from 2007–2016 that investigated the relationship between Mn exposure and cognitive outcomes across the lifespan: early life, school-aged children, and adulthood. In total, 27 research articles were included in this review: 12 pediatric and 15 adult studies (10 occupational and five environmental exposures). The majority of these studies provided evidence of the negative effects of Mn exposure on cognition. The pediatric literature provides evidence that both high and low levels of Mn are negatively associated with intellectual development. Future Mn research should include examination of non-linear relationships and multiple neurotoxicants across the lifespan, and particularly during critical developmental windows. PMID:27722879

Genetic variability, individuality and the evolution of the mammalian brain.

PubMed

Lipp, H P

1995-12-01

The neo-Darwinian theory of evolution has difficulty in explaining the rapid evolution of mammalian brain and behavior. I shall argue that the plasticity mechanisms of the brain (i.e., system homeostasis, developmental reorganization, structural adult plasticity, and cognition and learning) have evolved primarily as genetic buffer systems which protect subtle mutations influencing brain structures from natural selection. These buffer systems permit accumulation of genetic variation in the higher system levels of the brain (simply defined as structures with late differentiation), while low-level systems are kept constant by natural selection. The organization of this intrinsic genetic buffering system provides several features facilitating neo-Darwinian evolution: In conclusion, the evolutionary appearance of cognition and intelligence is an ordinary biological mechanism compensating evolutionary drags such as long lifespans and fewer offspring. The concept has heuristic value for identifying gene-brain-behavior relationships and for explaining behavioral consequences of artifical gene deletions.

Psychopathology, family functioning, and cognitive style in urban adolescents with suicide attempts.

PubMed

Summerville, M B; Kaslow, N J; Abbate, M F; Cronan, S

1994-04-01

This study examined psychopathology, family functioning, and cognitive style in 121 African-American adolescents who attempted suicide. Group means suggested that these youths, when taken together, were not reporting significant psychological distress. However, after classifying the youths into three groups by level of depressive symptoms interesting findings emerged. Youth self-reports of depressive symptoms on the Children's Depression Inventory were associated with the presence of internalizing and externalizing disorders on the Youth Self-Report and Child Behavior Checklist, and with a maladaptive attributional style. Sixty-seven percent of participants classified their family types as maladaptive in terms of levels of cohesion and/or adaptability. In fact, the majority of adolescents and parents reported their families as disengaged. These findings are discussed from a culturally and developmentally sensitive framework which considers key demographic variables (race, socioeconomic status, age). Clinical implications are offered for individual and family interventions.

Mutational Analysis of Cell Types in TSC

DTIC Science & Technology

2008-01-01

disability, and autism . TSC1/TSC2 gene mutations lead to developmental alterations in brain structure known as tubers in over 80% of TSC patients. Loss of...that is associated with epilepsy, cognitive disability, and autism . TSC1/TSC2 gene mutations lead to developmental alterations in brain structure...2000). Comorbid neuropsychological disorders such as autism , mental retardation (MR), pervasive developmental disorder, attention deficit disorder (ADD

Mother-Child Interaction and Resilience in Children with Early Developmental Risk

PubMed Central

Fenning, Rachel M.; Baker, Jason K.

2014-01-01

Although prenatal and genetic factors make strong contributions to the emergence of intellectual disability (ID), children's early environment may have the potential to alter developmental trajectories and to foster resilience in children with early risk. The present study examined mother-child interaction and the promotion of competence in 50 children with early developmental delays. Three related but distinct aspects of mother-child interaction were considered: maternal technical scaffolding, maternal positive-sensitivity, and mother-child dyadic pleasure. Children were classified as exhibiting undifferentiated delays at age three based upon performance on developmental assessments and the absence of known genetic syndromes. Mother-child interaction was assessed at age four through observational ratings of structured laboratory tasks and through naturalistic home observations. ID was identified at age five using the dual criteria of clinically significant delays in cognitive functioning and adaptive behavior. Maternal technical scaffolding and dyadic pleasure each uniquely predicted reduced likelihood of later ID, beyond the contributions of children's early developmental level and behavioral functioning. Follow-up analyses suggested that mother-child interaction was primarily important to resilience in the area of adaptive behavior, with scaffolding and dyadic pleasure differentially associated with particular sub-domains. Implications for theories of intellectual disability and for family-based early intervention and prevention efforts are discussed. PMID:22662771

Influence of social factors on the relation between lie-telling and children's cognitive abilities.

PubMed

Talwar, Victoria; Lavoie, Jennifer; Gomez-Garibello, Carlos; Crossman, Angela M

2017-07-01

Lie-telling may be part of a normative developmental process for children. However, little is known about the complex interaction of social and cognitive factors related to this developmental behavior. The current study examined parenting style, maternal exposure to stressors, and children's cognitive abilities in relation to children's antisocial lie-telling behavior in an experimental setting. Children (3-6years, N=157) participated in a modified temptation resistance paradigm to elicit spontaneous lies. Results indicate that high authoritative parenting and high inhibitory control interact to predict a lower propensity to lie, but those who did lie had better semantic leakage control. This suggests that although children's lie-telling may be normative during early development, the relation to children's cognitive abilities can be moderated by responsive parenting behaviors that discourage lying. Copyright © 2017 Elsevier Inc. All rights reserved.

Negative Attachment Cognitions and Emotional Distress in mainland Chinese Adolescents: A Prospective Multi-Wave Test of Vulnerability-Stress and Stress Generation Models

PubMed Central

Cohen, Joseph R.; Hankin, Benjamin L.; Gibb, Brandon E.; Hammen, Constance; Hazel, Nicholas A.; Ma, Denise; Yao, Shuqiao; Zhu, Xiong Zhao; Abela, John R.Z.

2014-01-01

Objective The present study examined the relation between attachment cognitions, stressors, and emotional distress in a sample of Chinese adolescents. Specifically, it was examined whether negative attachment cognitions predicted depression and anxiety symptoms, and if a vulnerability-stress or stress generation model best explained the relation between negative attachment cognitions and internalizing symptoms. Method Participants included 558 adolescents (310 females and 248 males) from an urban school in Changsha, and 592 adolescents (287 females and 305 males) from a rural school in Liuyang, both in Hunan province located in mainland China. Participants completed self-report measures of negative attachment cognitions at baseline, and self-report measures of negative events, depression symptoms, and anxiety symptoms at baseline and at regular one month intervals for an overall 6-month follow-up (i.e., six follow-up assessments). Results Higher levels of negative attachment cognitions predicted prospective depression and anxiety symptoms. Furthermore, support was found for a stress generation model that partially mediated this longitudinal association. No support was found for a vulnerability-stress model. Conclusion Overall, these findings highlight new developmental pathways for development of depression and anxiety symptoms in mainland Chinese adolescents. PMID:23237030

Moderating effects of maternal emotional availability on language and cognitive development in toddlers of mothers exposed to a natural disaster in pregnancy: The QF2011 Queensland Flood Study.

PubMed

Austin, Marie-Paule; Christl, Bettina; McMahon, Cathy; Kildea, Sue; Reilly, Nicole; Yin, Carolyn; Simcock, Gabrielle; Elgbeili, Guillaume; Laplante, David P; King, Suzanne

2017-11-01

Prenatal maternal stress exposure has been linked to sub-optimal developmental outcomes in toddlers, while maternal emotional availability is associated with better cognitive and language abilities. It is less clear whether early care-giving relationships can moderate the impact of prenatal stress on child development. The current study investigates the impact of stress during pregnancy resulting from the Queensland Floods in 2011 on toddlers' cognitive and language development, and examines how maternal emotional availability is associated with these outcomes. Data were available from 131 families. Measures of prenatal stress (objective hardship, cognitive appraisal, and three measures of maternal subjective stress) were collected within one year of the 2011 Queensland floods. Maternal emotional availability was rated from video-taped mother-child play sessions at 16 months: sensitivity (e.g., affective connection, responsiveness to signals) and structuring (e.g., scaffolding, guidance, limit-setting). The toddlers' cognitive and language development was assessed at 30 months. Interactions were tested to determine whether maternal emotional availability moderated the relationship between prenatal maternal stress and toddler cognitive and language functioning. Prenatal stress was not correlated with toddlers' cognitive and language development at 30 months. Overall, the higher the maternal structuring and sensitivity, the better the toddlers' cognitive outcomes. However, significant interactions showed that the effects of maternal structuring on toddler language abilities depended on the degree of prenatal maternal subjective stress: when maternal subjective stress was above fairly low levels, the greater the maternal structuring, the higher the child vocabulary level. The current study highlights the importance of maternal emotional availability, especially structuring, for cognitive and language development in young children. Findings suggest that toddlers exposed to higher levels of prenatal maternal stress in utero may benefit from high maternal structuring for their language development. Copyright © 2017 Elsevier Inc. All rights reserved.

Early childhood growth and cognitive outcomes: Findings from the MAL-ED study.

PubMed

Scharf, Rebecca J; Rogawski, Elizabeth T; Murray-Kolb, Laura E; Maphula, Angelina; Svensen, Erling; Tofail, Fahmida; Rasheed, Muneera; Abreu, Claudia; Vasquez, Angel Orbe; Shrestha, Rita; Pendergast, Laura; Mduma, Estomih; Koshy, Beena; Conaway, Mark R; Platts-Mills, James A; Guerrant, Richard L; DeBoer, Mark D

2018-02-02

Although many studies around the world hope to measure or improve developmental progress in children to promote community flourishing and productivity, growth is sometimes used as a surrogate because cognitive skills are more difficult to measure. Our objective was to assess how childhood measures of anthropometry correlate with measures of child development in low-income settings with high prevalence of poor nutrition and enteric disease, to inform studies considering growth outcomes in the absence of direct child developmental skill assessment. Children from the MAL-ED study were followed from birth to 24 months of age in field sites in 8 low- and middle-income countries across 3 continents. Monthly weight, length, and head circumference measurements were performed. At 24 months, the Bayley Scales of Infant and Toddler Development was administered. We correlated cognitive measures at 24 months with anthropometric measurements from birth to 2 years comparing 3 constructs: absolute attained monthly measures, summative difference in measures from the mean growth curve, and rate of change in measures. Growth faltering at multiple time periods is related to Bayley cognitive outcomes at 24 months. Birthweight, overall growth by 18-24 months, and rate of growth in the 6- to 18-month period were most associated with 24-month developmental scores. In this study, head circumference measurements, compared with length, was more closely linked to cognitive scores at 24 months. Notably, all studies between growth and cognitive outcomes exhibited low r 2 values (0.001-0.049). Anthropometric measures, particularly head circumference, were related to cognitive development, although explaining a low percent of variance. When feasible, direct measures of child development may be more useful. © 2018 John Wiley & Sons Ltd.

The effect of adding a home program to weekly institutional-based therapy for children with undefined developmental delay: a pilot randomized clinical trial.

PubMed

Tang, Mei-Hua; Lin, Chin-Kai; Lin, Wen-Hsien; Chen, Chao-Huei; Tsai, Sen-Wei; Chang, Yin-Yi

2011-06-01

Early rehabilitation for children with developmental delay without a defined etiology have included home and clinic programs, but no comparisons have been made and efficacy is uncertain. We compared a weekly visit for institutional-based therapy (IT) to IT plus a structured home activity program (HAP). Seventy children who were diagnosed with motor or global developmental delay (ages 6-48 months and mean developmental age 12.5 months) without defined etiology were recruited (including 45 males and 23 females). The outcomes included the comprehensive developmental inventory for infants and toddlers test and the pediatric evaluation of disability inventory. Children who received only IT improved in developmental level by 2.11 months compared with 3.11 months for those who received a combination of IT and HAP (p = 0.000). On all domains of the comprehensive developmental inventory for infants and toddlers test, except for self-help, children who participated in HAP showed greater improvements, including in cognition (p = 0.015), language (p = 0.010), motor (p = 0.000), and social (p = 0.038) domains. Except on the subdomain of self-care with caregiver assistance, the HAP group showed greater improvement in all the pediatric evaluation of disability inventory subdomains (p < 0.05). Early intervention programs are helpful for these children, and the addition of structured home activity programs may augment the effects on developmental progression. Copyright © 2011. Published by Elsevier B.V.

New Insights on Developmental Dyslexia Subtypes: Heterogeneity of Mixed Reading Profiles

PubMed Central

Zoubrinetzky, Rachel; Bielle, Frédérique; Valdois, Sylviane

2014-01-01

We examined whether classifications based on reading performance are relevant to identify cognitively homogeneous subgroups of dyslexic children. Each of the 71 dyslexic participants was selected to have a mixed reading profile, i.e. poor irregular word and pseudo-word reading performance (accuracy and speed). Despite their homogeneous reading profile, the participants were found to split into four distinct cognitive subgroups, characterized by a single phonological disorder, a single visual attention span disorder, a double deficit or none of these disorders. The two subgroups characterized by single and contrasted cognitive disorders were found to exhibit a very similar reading pattern but more contrasted spelling performance (quantitative analysis). A qualitative analysis of the error types produced in reading and spelling provided some cues about the participants' underlying cognitive deficit. The overall findings disqualify subtyping based on reading profiles as a classification method to identify cognitively homogeneous subgroups of dyslexic children. They rather show an opaque relationship between the cognitive underpinnings of developmental dyslexia and their behavioral manifestations in reading and spelling. Future neuroimaging and genetic studies should take this issue into account since synthesizing over cognitively heterogeneous children would entail potential pitfalls. PMID:24918441

On the interrelation of multiplication and division in secondary school children

PubMed Central

Huber, Stefan; Fischer, Ursula; Moeller, Korbinian; Nuerk, Hans-Christoph

2013-01-01

Multiplication and division are conceptually inversely related: Each division problem can be transformed into as a multiplication problem and vice versa. Recent research has indicated strong developmental parallels between multiplication and division in primary school children. In this study, we were interested in (i) whether these developmental parallels persist into secondary school, (ii) whether similar developmental parallels can be observed for simple and complex problems, (iii) whether skill level modulates this relationship, and (iv) whether the correlations are specific and not driven by general cognitive or arithmetic abilities. Therefore, we assessed performance of 5th and 6th graders attending two secondary school types of the German educational system in simple and complex multiplication as well as division while controlling for non-verbal intelligence, short-term memory, and other arithmetic abilities. Accordingly, we collected data from students differing in skills levels due to either age (5th < 6th grade) or school type (general < intermediate secondary school). We observed moderate to strong bivariate and partial correlations between multiplication and division with correlations being higher for simple tasks but nevertheless reliable for complex tasks. Moreover, the association between simple multiplication and division depended on students' skill levels as reflected by school types, but not by age. Partial correlations were higher for intermediate than for general secondary school children. In sum, these findings emphasize the importance of the inverse relationship between multiplication and division which persists into later developmental stages. However, evidence for skill-related differences in the relationship between multiplication and division was restricted to the differences for school types. PMID:24133476

The Historical Emergence of Adolescence: Perspectives from Developmental Psychology and Adolescent Literature.

ERIC Educational Resources Information Center

Matter, Roxana Marie

1984-01-01

Reviews the literature from two distinct disciplines, developmental psychology and literature, reflecting the emergence of adolescence as a recognized stage in human development. Describes both cognitive and stage theories of adolescence and medieval concerns as well as twentieth century interest. (JAC)

The Teachable Moment and the Handicapped Infant.

ERIC Educational Resources Information Center

Langley, M. Beth

The report examines, from a cognitive developmental view, research on the teachable moment or critical learning period in handicapped infants. The author explains that developmental gaps are produced by a mismatch between the infant's readiness and opportunity to learn. Characteristics and educational implications of specific handicapping…

Developmental Issues in Child Health Psychology.

ERIC Educational Resources Information Center

Maddux, James E.; And Others

1986-01-01

Examines three major aspects of child development--motor, cognitive, and psychological--and their influence on physical health. Suggests a beginning framework for examining the relationship between development and health, and proposes that a developmental perspective be added as a fourth dimension to the commonly employed three-dimensional…

Child Neglect: Developmental Issues and Outcomes.

ERIC Educational Resources Information Center

Hildyard, Kathryn L.; Wolfe, David A.

2002-01-01

This article reviews the effects of child neglect on three developmental periods: infancy/preschool, school-aged and younger adolescents, and older adolescents and adults. The severe cognitive and academic deficits, the social withdrawal and limited peer interactions, and the internalizing problems of neglected children relative to physically…

The Utility of Chromosomal Microarray Analysis in Developmental and Behavioral Pediatrics

ERIC Educational Resources Information Center

Beaudet, Arthur L.

2013-01-01

Chromosomal microarray analysis (CMA) has emerged as a powerful new tool to identify genomic abnormalities associated with a wide range of developmental disabilities including congenital malformations, cognitive impairment, and behavioral abnormalities. CMA includes array comparative genomic hybridization (CGH) and single nucleotide polymorphism…

Rapid Assessment of Severe Cognitive Impairment in Individuals with Developmental Disabilities

ERIC Educational Resources Information Center

Walsh, D. M.; Finwall, J.; Touchette, P. E.; McGregor, M. R.; Fernandez, G. E.; Lott, I. T.; Sandman, C. A.

2007-01-01

Background: Most standardized intelligence tests require more than 1hour for administration, which is problematic when evaluating individuals with intellectual disabilities and developmental disabilities (IDDD), because a significant proportion of these individuals can not tolerate lengthy evaluations. Furthermore, most standardized intelligence…

De-Grading Developmental Studies.

ERIC Educational Resources Information Center

Erickson, Michael E.

If developmental studies programs are to successfully enhance affective and cognitive development in a non-competitive, supportive setting, they must abandon traditional A to F grading in favor of a descriptive, personalized feedback system that helps the student make intelligent decisions concerning his/her academic future. Indeed, research…

Female Autism Phenotypes Investigated at Different Levels of Language and Developmental Abilities.

PubMed

Howe, Yamini J; O'Rourke, Julia A; Yatchmink, Yvette; Viscidi, Emma W; Jones, Richard N; Morrow, Eric M

2015-11-01

This study investigated the differences in clinical symptoms between females and males with autism spectrum disorder (ASD) across three verbal ability groups (nonverbal, phrase and fluent speech), based on which Autism Diagnostic Observation Schedule module was administered to 5723 individuals in four research datasets. In the Simons Simplex Collection and Autism Treatment Network, females with ASD and phrase or fluent speech had lower cognitive, adaptive, and social abilities than males. In the Autism Genetics Resource Exchange and the Autism Consortium, females with phrase or fluent speech had similar or better adaptive and social abilities than males. Females who were nonverbal had similar cognitive, adaptive, and social abilities as males. Population-based longitudinal studies of verbally fluent females with ASD are needed.

Original opinion: the use of Bloom's Taxonomy to teach and assess the skill of the psychiatric formulation during vocational training.

PubMed

de Beer, Wayne A

2017-10-01

This paper proposes the use of the cognitive domain of Bloom's Taxonomy, an educational classification system, to guide the critical thinking required for the composition of the psychiatric formulation during the various stages of specialist training. Bloom's Taxonomy offers a hierarchical, structured approach to clinical reasoning. Use of this method can assist supervisors and trainees to understand better the concepts of and offer a developmental approach to critical reasoning. Application of the Taxonomy, using cognitive 'action words' (verbs) within each of the levels, can promote increasing sophistication in the construction of the psychiatric formulation. Examples of how the Taxonomy can be adapted to design educational resources are suggested in the article.

Developmental cigarette smoke exposure II: Hippocampus proteome and metabolome profiles in adult offspring.

PubMed

Neal, Rachel E; Jagadapillai, Rekha; Chen, Jing; Webb, Cindy; Stocke, Kendall; Greene, Robert M; Pisano, M Michele

2016-10-01

Exposure to cigarette smoke during development is linked to neurodevelopmental delays and cognitive impairment including impulsivity, attention deficit disorder, and lower IQ. Utilizing a murine experimental model of "active" inhalation exposure to cigarette smoke spanning the entirety of gestation and through human third trimester equivalent hippocampal development [gestation day 1 (GD1) through postnatal day 21 (PD21)], we examined hippocampus proteome and metabolome alterations present at a time during which developmental cigarette smoke exposure (CSE)-induced behavioral and cognitive impairments are evident in adult animals from this model system. At six month of age, carbohydrate metabolism and lipid content in the hippocampus of adult offspring remained impacted by prior exposure to cigarette smoke during the critical period of hippocampal ontogenesis indicating limited glycolysis. These findings indicate developmental CSE-induced systemic glucose availability may limit both organism growth and developmental trajectory, including the capacity for learning and memory. Copyright © 2016 Elsevier Inc. All rights reserved.

Age-related changes in urinary testosterone levels suggest differences in puberty onset and divergent life history strategies in bonobos and chimpanzees.

PubMed

Behringer, V; Deschner, T; Deimel, C; Stevens, J M G; Hohmann, G

2014-08-01

Research on age-related changes in morphology, social behavior, and cognition suggests that the development of bonobos (Pan paniscus) is delayed in comparison to chimpanzees (Pan troglodytes). However, there is also evidence for earlier reproductive maturation in bonobos. Since developmental changes such as reproductive maturation are induced by a number of endocrine processes, changes in hormone levels are indicators of different developmental stages. Age-related changes in testosterone excretion are an indirect marker for the onset of puberty in human and non-human primates. In this study we investigated patterns of urinary testosterone levels in male and female bonobos and chimpanzees to determine the onset of puberty. In contrast to other studies, we found that both species experience age-related changes in urinary testosterone levels. Older individuals of both sexes had significantly higher urinary testosterone levels than younger individuals, indicating that bonobos and chimpanzees experience juvenile pause. The males of both species showed a similar pattern of age-related changes in urinary testosterone levels, with a sharp increase in levels around the age of eight years. This suggests that species-differences in aggression and male mate competition evolved independently of developmental changes in testosterone levels. Females showed a similar pattern of age-related urinary testosterone increase. However, in female bonobos the onset was about three years earlier than in female chimpanzees. The earlier rise of urinary testosterone levels in female bonobos is in line with reports of their younger age of dispersal, and suggests that female bonobos experience puberty at a younger age than female chimpanzees. Copyright © 2014 Elsevier Inc. All rights reserved.

Developmental Trajectories for Children With Dyslexia and Low IQ Poor Readers

PubMed Central

2016-01-01

Reading difficulties are found in children with both high and low IQ and it is now clear that both groups exhibit difficulties in phonological processing. Here, we apply the developmental trajectories approach, a new methodology developed for studying language and cognitive impairments in developmental disorders, to both poor reader groups. The trajectory methodology enables identification of atypical versus delayed development in datasets gathered using group matching designs. Regarding the cognitive predictors of reading, which here are phonological awareness, phonological short-term memory (PSTM) and rapid automatized naming (RAN), the method showed that trajectories for the two groups diverged markedly. Children with dyslexia showed atypical development in phonological awareness, while low IQ poor readers showed developmental delay. Low IQ poor readers showed atypical PSTM and RAN development, but children with dyslexia showed developmental delay. These divergent trajectories may have important ramifications for supporting each type of poor reader, although all poor readers showed weakness in all areas. Regarding auditory processing, the developmental trajectories were very similar for the two poor reader groups. However, children with dyslexia demonstrated developmental delay for auditory discrimination of Duration, while the low IQ children showed atypical development on this measure. The data show that, regardless of IQ, poor readers have developmental trajectories that differ from typically developing children. The trajectories approach enables differences in trajectory classification to be identified across poor reader group, as well as specifying the individual nature of these trajectories. PMID:27110928

Evaluative understanding and role-taking ability: a comparison of deaf and hearing children.

PubMed

Kusché, C A; Greenberg, M T

1983-02-01

The purposes of this study were (1) to evaluate the growth of social-cognitive knowledge in deaf and hearing children during the early and middle school years and (2) to assess the relative importance of language in 2 domains of social cognition. This study separately examined the child's ability to (1) evaluate the concepts of good and bad and (2) take another person's perspective. Subjects consisted of 30 deaf and 30 hearing children divided into 3 developmental levels (52 months, 74 months, and 119 months old). For the good/bad evaluation test, each child was shown 12 sets of multiple-choice pictures. Each set had 4 alternatives, which included 1 good, 1 bad, or all neutral activities. Role-taking ability was evaluated through the child's choice of strategy in a binary-choice hiding/guessing game. The results showed that deaf children evidence a developmental delay in the understanding of the concepts of good and bad. With regard to role-taking ability, there appears to be a developmental delay with young deaf children, which is no longer apparent by the age of 6. The assumption of egocentrism in school-age deaf children frequently found in the literature thus appears to be misleading. It is not that these deaf children are unable to take another person's perspective, but rather that they are delayed in evaluative understanding. The results suggest that language is of varying importance in differing domains of social and personality development.

Adolescent Social Defeat Induced Alterations in Social Behavior and Cognitive Flexibility in Adult Mice: Effects of Developmental Stage and Social Condition

PubMed Central

Zhang, Fan; Yuan, Sanna; Shao, Feng; Wang, Weiwen

2016-01-01

Negative social experiences during adolescence increase the risk of psychiatric disorders in adulthood. Using “resident-intruder” stress, the present study aimed to investigate the effects of adolescent social defeat on emotional and cognitive symptoms associated with psychiatric disorders during adulthood and the effects of the developmental stage and social condition on this process. In Experiment 1, animals were exposed to social defeat or manipulation for 10 days during early adolescence (EA, postnatal days [PND] 28–37), late adolescence (LA, PND 38–47), and adulthood (ADULT, PND 70–79) and then singly housed until the behavioral tests. Behaviors, including social avoidance of the defeat context and cortically mediated cognitive flexibility in an attentional set-shifting task (AST), were assessed during the week following stress or after 6 weeks during adulthood. We determined that social defeat induced significant and continuous social avoidance across age groups at both time points. The mice that experienced social defeat during adulthood exhibited short-term impairments in reversal learning (RL) on the AST that dissipated after 6 weeks. In contrast, social defeat during EA but not LA induced a delayed deficit in extra-dimensional set-shifting (EDS) in adulthood but not during adolescence. In Experiment 2, we further examined the effects of social condition (isolation or social housing after stress) on the alterations induced by social defeat during EA in adult mice. The adult mice that had experienced stress during EA exhibited social avoidance similar to the avoidance identified in Experiment 1 regardless of the isolation or social housing after the stress. However, social housing after the stress ameliorated the cognitive flexibility deficits induced by early adolescent social defeat in the adult mice, and the social condition had no effect on cognitive function. These findings suggest that the effects of social defeat on emotion and cognitive function are differentially affected by the developmental stage and social condition. EA may comprise a particularly sensitive developmental period in which social defeat may produce a delayed impairment in cognitive flexibility during adulthood, and the social condition following stress appears to play an important intermediary role in the development of these cognitive deficits. PMID:27489540

Sensitivity Analysis of a Cognitive Architecture for the Cultural Geography Model

DTIC Science & Technology

2011-12-01

developmental inquiry. American Psychologist, 34(10), 906–911. Gazzaniga, M. S . (2004) The cognitive neurosciences III. Cambridge: MIT Press. Greeno, J. G...129 ix LIST OF FIGURES Situation-Based Cognitive Architecture (From Alt et al., 2011) .....................13 Figure 1. Theory of Planned...Harold, CG Model developer at TRAC-MTRY, who spend countless hours explaining to me the implementation of the Cognitive Architecture and CG model

Diversity Beliefs and Postformal Thinking in Late Adolescence: A Cognitive Basis of Multicultural Literacy

ERIC Educational Resources Information Center

Chang, Yevvon Yi-Chi; Chiou, Wen-Bin

2014-01-01

The present study investigated the developmental relationship between cognitive thinking and diversity beliefs among late adolescents from a postPiagetian perspective. The participants were 762 Taiwanese undergraduates aging from 19 to 25 years. The Social Paradigm Belief Scale was used to assess three modes of cognitive development of late…

Individual Differences in Executive Function and Central Coherence Predict Developmental Changes in Theory of Mind in Autism

ERIC Educational Resources Information Center

Pellicano, Elizabeth

2010-01-01

There is strong evidence to suggest that individuals with autism show atypicalities in multiple cognitive domains, including theory of mind (ToM), executive function (EF), and central coherence (CC). In this study, the longitudinal relationships among these 3 aspects of cognition in autism were investigated. Thirty-seven cognitively able children…

A Matter of Perspective

DTIC Science & Technology

2012-04-21

effective communications and is known to be essential in social functioning and cognitive development .12 Learning to take another’s perspective is...improved interpersonal relations.14 Social, cognitive and developmental psychology research depicts a positive correlation between perspective...distinguish the self from others and suspend one’s own biases and beliefs while imagining or inferring another’s. With cognitive development , the

Strengthening of Top-Down Frontal Cognitive Control Networks Underlying the Development of Inhibitory Control: An fMRI Effective Connectivity Study

PubMed Central

Hwang, Kai; Velanova, Katerina; Luna, Beatriz

2010-01-01

The ability to voluntarily inhibit responses to task irrelevant stimuli, which is a fundamental component of cognitive control, has a protracted development through adolescence. Prior human developmental imaging studies have found immaturities in localized brain activity in children and adolescents. However, little is known about how these regions integrate with age to form the distributed networks known to support cognitive control. In the present study, we used Granger Causality analysis to characterize developmental changes in effective connectivity underlying inhibitory control (antisaccade task) compared to reflexive responses (prosaccade task) in human participants. By childhood few top-down connectivity were evident with increased parietal interconnectivity. By adolescence connections from prefrontal cortex increased and parietal interconnectivity decreased in number. From adolescence to adulthood there was evidence of increased number and strength of frontal connections to cortical regions as well as subcortical regions. Taken together, results suggest that developmental improvements in inhibitory control may be supported by age related enhancements in top-down effective connectivity between frontal, oculomotor and subcortical regions. PMID:21084608

Developmental studies of the hippocampus and hippocampal-dependent behaviors: insights from interdisciplinary studies and tips for new investigators.

PubMed

Albani, Sarah H; McHail, Daniel G; Dumas, Theodore C

2014-06-01

The hippocampus is not fully developed at birth and, with respect to spatial cognition, only begins to show signs of adult-like function at three postnatal weeks in rodents. Studying the developmental period spanning roughly two to four weeks of age permits an understanding of the neural framework necessary for the emergence of spatial navigation and, quite possibly, human episodic memory. However, due to developmental factors, behavior data collection and interpretation can be severely compromised if inappropriate designs are applied. As such, we propose methodological considerations for the behavioral assessment of hippocampal function in developing rats that take into account animal size, growth rate, and sensory and motor ability. We further summarize recent key interdisciplinary studies that are beginning to unravel the molecular machinery and physiological alterations responsible for hippocampal maturation. In general, hippocampal development is a protracted process during which unique contributions to spatial cognition and complex recognition memory come "on line" at different postnatal ages creating a unique situation for elucidating the neural bases of specific components of higher cognitive abilities. Copyright © 2014 Elsevier Ltd. All rights reserved.

Developmental studies of the hippocampus and hippocampal-dependent behaviors: Insights from interdisciplinary studies and tips for new investigators

PubMed Central

Albani, Sarah H.; McHail, Daniel G.; Dumas, Theodore C.

2016-01-01

The hippocampus is not fully developed at birth and, with respect to spatial cognition, only begins to show signs of adult-like function at three postnatal weeks in rodents. Studying the developmental period spanning roughly two to four weeks of age permits an understanding of the neural framework necessary for the emergence of spatial navigation and, quite possibly, human episodic memory. However, due to developmental factors, behavior data collection and interpretation can be severely compromised if inappropriate designs are applied. As such, we propose methodological considerations for the behavioral assessment of hippocampal function in developing rats that take into account animal size, growth rate, and sensory and motor ability. We further summarize recent key interdisciplinary studies that are beginning to unravel the molecular machinery and physiological alterations responsible for hippocampal maturation. In general, hippocampal development is a protracted process during which unique contributions to spatial cognition and complex recognition memory come “on line” at different postnatal ages creating a unique situation for elucidating the neural bases of specific components of higher cognitive abilities. PMID:24769291

Charting the life course: age differences and validity of beliefs about lifespan development.

PubMed

Riediger, Michaela; Voelkle, Manuel C; Schaefer, Sabine; Lindenberger, Ulman

2014-09-01

This study examined how children (9 years), adolescents (13 to 15 years), younger adults (21 to 26 years), and older adults (70 to 76 years) chart age gradients of cognitive and social functioning from childhood to old age. Participants (N = 156) rated typical performance levels in different life phases for 10 aspects of cognitive and social functioning. Compared with older participants, children expected lower performance levels and higher temporal stability, particularly during adulthood and into old age, and showed lower interindividual consensus in their ratings. Individuals in all 4 age groups recognized that fluid cognitive abilities reach their developmental peak earlier in life and decline more steeply thereafter than crystallized cognitive abilities. Older adults and, to a lesser extent, children evaluated their own current functioning as being better than that of their typical age peers. Furthermore, older adults charted typical cognitive development in middle and earlier late adulthood more positively than the participants in the other 3 age groups, which possibly reflects a partial externalization of their own positive self-views and a self-enhancing bias. Comparisons with life span gradients of cognitive performance (McArdle, Ferrer-Caja, Hamagami, & Woodcock, 2002) suggest that the ratings of adolescents and younger adults were in better agreement with empirically observed average performance trajectories than the ratings of children and older adults. We conclude that beliefs about normative cognitive and social aspects of life span development emerge in late middle childhood, solidify into culturally shared scripts by mid-adolescence, and remain subject to further change into old age. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Moral Education and the Perils of Developmentalism.

ERIC Educational Resources Information Center

Carr, David

2002-01-01

Discusses conception of moral formation. Traces progress to moral maturity through well defined stages of cognitive, conative, and/or affective growth. Explains that logical status of developmental theories are not clear. Argues that the accounts are more evaluative than descriptive. Explores the problematic moral educational implications of this…

Efficacy of the Multidisciplinary Evaluation for Preschoolers with Suspected Developmental Delays.

ERIC Educational Resources Information Center

Klein, Evelyn R.; Stull, Judith

At the Temple University Center for Research in Human Development and Education, Pennsylvania's largest independent multidisciplinary evaluation program, approximately 300 preschool aged children are evaluated annually to determine developmental performance in the areas of cognition, speech-language, gross and fine motor skills, social-emotional…

The Logical Syntax of Number Words: Theory, Acquisition and Processing

ERIC Educational Resources Information Center

Musolino, Julien

2009-01-01

Recent work on the acquisition of number words has emphasized the importance of integrating linguistic and developmental perspectives [Musolino, J. (2004). The semantics and acquisition of number words: Integrating linguistic and developmental perspectives. "Cognition 93", 1-41; Papafragou, A., Musolino, J. (2003). Scalar implicatures: Scalar…

Componential Differences and Varying Developmental Patterns Exhibited in Immersion Programmes

ERIC Educational Resources Information Center

Asano, Sachiko

2015-01-01

In bilingual literature, few studies have examined the processes of concept formation (CF); even fewer studies have discussed their developmental changes. This study explores language-cognition links and CF fractionation processes by comparing total and partial immersion programmes (TIPs and PIPs). Descriptive statistics (DS), correlational…

Environmental Toxicants and Developmental Disabilities: A Challenge for Psychologists

ERIC Educational Resources Information Center

Koger, Susan M.; Schettler, Ted; Weiss, Bernard

2005-01-01

Developmental, learning, and behavioral disabilities are a significant public health problem. Environmental chemicals can interfere with brain development during critical periods, thereby impacting sensory, motor, and cognitive function. Because regulation in the United States is based on limited testing protocols and essentially requires proof of…

The Importance of Behavioural Genetics for Developmental Science

ERIC Educational Resources Information Center

Pike, Alison

2012-01-01

Many topics of interest to developmental scientists are informed by behavioural genetic findings and their implications. First, behavioural genetic theory and methods will be briefly outlined. Next, findings will be illustrated by considering two disparate areas--general cognitive ability (IQ), and children's self-conceptions. These topics have…

What Developmental Educators Should Know About Learning Styles and Cognitive Styles.

ERIC Educational Resources Information Center

Lemire, David

2002-01-01

Considers three serious problems associated with learning styles: confusion in definitions, weaknesses in reliability and validity, and the identification of relevant characteristics in instructional settings, or aptitude-treatment interactions. Discusses four basic groups of learning styles that developmental educators should be aware of.…

Systems and Cascades in Cognitive Development and Academic Achievement

ERIC Educational Resources Information Center

Bornstein, Marc H.; Hahn, Chun-Shin; Wolke, Dieter

2013-01-01

A large-scale ("N" = 552) controlled multivariate prospective 14-year longitudinal study of a developmental cascade embedded in a developmental system showed that information-processing efficiency in infancy (4 months), general mental development in toddlerhood (18 months), behavior difficulties in early childhood (36 months),…

On Hermit Crabs and Humans

ERIC Educational Resources Information Center

Thomas, Michael S. C.

2013-01-01

Flynn, Laland, Kendal and Kendal's article (this issue) plays a valuable role in two ways. First, it demonstrates how developmental psychology can learn lessons from the latest research on developmental niche construction within evolutionary biology. Secondly, for those psychologists whose main focus is the cognitive mechanisms by which humans…

Creativity Development in Adolescence: Insight from Behavior, Brain, and Training Studies

ERIC Educational Resources Information Center

Kleibeuker, Sietske W.; De Dreu, Carsten K. W.; Crone, Eveline A.

2016-01-01

Creativity is a multifaceted construct that recruits different cognitive processes. Here, we summarize studies that show that creativity develops considerably during adolescence with different developmental trajectories for insight, verbal divergent thinking, and visuospatial divergent thinking. Next, these developmental time courses are mapped to…

Rediscovering the Art of Developmental Therapy: An Interview with Mary M. Wood

ERIC Educational Resources Information Center

Teagarden, James M.; Kaff, Marilyn S.; Zabel, Robert H.

2013-01-01

Dr. Mary Margaret Wood is best known for developing psychoeducational programs that integrate mental health and special education interventions for children with emotional and behavioral disorders (EBD). Developmental Therapy (DT) includes comprehensive assessment of student behavior, communication, social, and cognitive development,…

Moderate Developmental undernutrition: Impact on growth and cognitive function in youth and old age

EPA Science Inventory

Low weight at birth is a common adverse developmental effect reported in human populations and animal toxicity studies. Epidemiological evidence links low birth weight to a syndrome ofmetabolic changes that increase later risk for obesity, type 2 diabetes, hypertension, and cardi...

Relationships between racial-ethnic identity, self-esteem and in-group attitudes among First Nation children.

PubMed

Corenblum, Barry

2014-03-01

Positive in-group distinctiveness has been associated with self-esteem increases among adolescents and adults. To examine whether in-group biases are associated with self-esteem enhancement among minority group children, Native Canadian children (N = 414, 209 female) age 6-11 completed each year for 5 years, measures assessing their level of concrete operational thought, racial-ethnic identity, racial-ethnic centrality, implicit and explicit self-esteem, and implicit and explicit in-group attitudes. According to cognitive developmental theory, increases in the level of concrete operational thought will predict increases in racial-ethnic identity, and increases in identity should, in turn, predict more favorable in-group attitudes. Social identity theory predicts that more favorable in-group attitudes should predict increases in self-esteem. Multi-level structural equation modelling revealed support for these hypotheses. Cognitively mature children who identify closely with their group enhanced their level of self-esteem by positively differentiating between group members on dimensions that favor their group. Limitations of the present study and suggestions for future studies are also presented.

Erythropoietin Improved Cognitive Function and Decreased Hippocampal Caspase Activity in Rat Pups after Traumatic Brain Injury

PubMed Central

Requena, Daniela F.; Block, Benjamin; Davis, Lizeth J.; Rodesch, Christopher; Casper, T. Charles; Juul, Sandra E.; Kesner, Raymond P.; Lane, Robert H.

2014-01-01

Abstract Traumatic brain injury (TBI) is a leading cause of acquired neurologic disability in children. Erythropoietin (EPO), an anti-apoptotic cytokine, improved cognitive outcome in adult rats after TBI. To our knowledge, EPO has not been studied in a developmental TBI model. Hypothesis: We hypothesized that EPO would improve cognitive outcome and increase neuron fraction in the hippocampus in 17-day-old (P17) rat pups after controlled cortical impact (CCI). Methods: EPO or vehicle was given at 1, 24, and 48 h after CCI and at post injury day (PID) 7. Cognitive outcome at PID14 was assessed using Novel Object Recognition (NOR). Hippocampal EPO levels, caspase activity, and mRNA levels of the apoptosis factors Bcl2, Bax, Bcl-xL, and Bad were measured during the first 14 days after injury. Neuron fraction and caspase activation in CA1, CA3, and DG were studied at PID2. Results: EPO normalized recognition memory after CCI. EPO blunted the increased hippocampal caspase activity induced by CCI at PID1, but not at PID2. EPO increased neuron fraction in CA3 at PID2. Brain levels of exogenous EPO appeared low relative to endogenous. Timing of EPO administration was associated with temporal changes in hippocampal mRNA levels of EPO and pro-apoptotic factors. Conclusion/Speculation: EPO improved recognition memory, increased regional hippocampal neuron fraction, and decreased caspase activity in P17 rats after CCI. We speculate that EPO improved cognitive outcome in rat pups after CCI as a result of improved neuronal survival via inhibition of caspase-dependent apoptosis early after injury. PMID:23972011

On the Formation of Emotions.

ERIC Educational Resources Information Center

Montada, Leo

1989-01-01

Asserts that emotions are based on cognitive appraisals of occurrences. Argues that cognitive models have heuristic value for research and practice and examines objections concerning the validity of those models. Discusses the usefulness of these models for several educational and developmental goals. (KO)

Education, Information Technology and Cognitive Science.

ERIC Educational Resources Information Center

Scaife, M.

1989-01-01

Discusses information technology and its effects on developmental psychology and children's education. Topics discussed include a theory of child-computer interaction (CCI); programing; communication and computers, including electronic mail; cognitive science; artificial intelligence; modeling the user-system interaction; and the future of…

Mandarin-Speaking Children's Speech Recognition: Developmental Changes in the Influences of Semantic Context and F0 Contours.

PubMed

Zhou, Hong; Li, Yu; Liang, Meng; Guan, Connie Qun; Zhang, Linjun; Shu, Hua; Zhang, Yang

2017-01-01

The goal of this developmental speech perception study was to assess whether and how age group modulated the influences of high-level semantic context and low-level fundamental frequency ( F 0 ) contours on the recognition of Mandarin speech by elementary and middle-school-aged children in quiet and interference backgrounds. The results revealed different patterns for semantic and F 0 information. One the one hand, age group modulated significantly the use of F 0 contours, indicating that elementary school children relied more on natural F 0 contours than middle school children during Mandarin speech recognition. On the other hand, there was no significant modulation effect of age group on semantic context, indicating that children of both age groups used semantic context to assist speech recognition to a similar extent. Furthermore, the significant modulation effect of age group on the interaction between F 0 contours and semantic context revealed that younger children could not make better use of semantic context in recognizing speech with flat F 0 contours compared with natural F 0 contours, while older children could benefit from semantic context even when natural F 0 contours were altered, thus confirming the important role of F 0 contours in Mandarin speech recognition by elementary school children. The developmental changes in the effects of high-level semantic and low-level F 0 information on speech recognition might reflect the differences in auditory and cognitive resources associated with processing of the two types of information in speech perception.

Receptive Vocabulary in Boys with Autism Spectrum Disorder: Cross-Sectional Developmental Trajectories

PubMed Central

McDuffie, Andrea S.; Hagerman, Randi J.; Abbeduto, Leonard

2013-01-01

In light of evidence that receptive language may be a relative weakness for individuals with autism spectrum disorder (ASD), this study characterized receptive vocabulary profiles in boys with ASD using cross-sectional developmental trajectories relative to age, nonverbal cognition, and expressive vocabulary. Participants were 49 boys with ASD (4–11 years) and 80 typically developing boys (2–11 years). Receptive vocabulary, assessed with the Peabody Picture Vocabulary Test, was a weakness for boys with ASD relative to age and nonverbal cognition. Relative to expressive vocabulary, assessed with the Expressive Vocabulary Test, receptive vocabulary increased at a lower rate for boys with ASD. Vocabulary trajectories in ASD are distinguished from typical development; however, nonverbal cognition largely accounts for the patterns observed. PMID:23588510

Midlife Eriksonian Psychosocial Development: Setting the Stage for Cognitive and Emotional Health in Late Life

PubMed Central

Malone, Johanna C.; Liu, Sabrina R.; Vaillant, George E.; Rentz, Dorene M.; Waldinger, Robert J.

2017-01-01

Erikson’s (1950) model of adult psychosocial development outlines the significance of successful involvement within one’s relationships, work, and community for healthy aging. He theorized that the consequences of not meeting developmental challenges included stagnation and emotional despair. Drawing on this model, the present study uses prospective longitudinal data to examine how the quality of assessed Eriksonian psychosocial development in midlife relates to late-life cognitive and emotional functioning. In particular we were interested to see whether late-life depression mediated the relationship between Eriksonian development and specific domains of cognitive functioning (i.e., executive functioning and memory). Participants were 159 men from the over 75 year longitudinal Study of Adult Development. The sample was comprised of men from both higher and lower socio-economic strata. Eriksonian psychosocial development was coded from men’s narrative responses to interviews between the ages of 30–47 (Vaillant and Milofsky, 1980). In late life (ages 75–85) men completed a performance - based neuropsychological assessment measuring global cognitive status, executive functioning, and memory. In addition depressive symptomatology was assessed using the Geriatric Depression Scale. Our results indicated that higher midlife Eriksonian psychosocial development was associated with stronger global cognitive functioning and executive functioning, and lower levels of depression three to four decades later. There was no significant association between Eriksonian development and late-life memory. Late-life depression mediated the relationship between Eriksonian development and both global cognition and executive functioning. All of these results controlled for highest level of education and adolescent intelligence. Findings have important implications for understanding the lasting benefits of psychosocial engagement in mid-adulthood for late-life cognitive and emotional health. In addition, it may be that less successful psychosocial development increases levels of depression making individuals more vulnerable to specific areas of cognitive decline. PMID:26551530

The effect of a depression prevention program on negative cognitive style trajectories in early adolescents.

PubMed

Kindt, Karlijn C M; Kleinjan, Marloes; Janssens, Jan M A M; Scholte, Ron H J

2016-10-01

As restructuring a negative cognitive style is a central skill taught in many depression prevention programs, we tested whether a universal prevention program evoked a change in negative cognitive style in adolescents. In addition, we examined distinct developmental trajectories of negative cognitive styles and assessed whether research condition (intervention versus control) predicted these trajectories. Young adolescents (n = 1343; Mean age = 13.4 years; SD = 0.77; 52.3% girls) were randomly allocated to a cognitive behavioral therapy (CBT)-based depression prevention program or a care as usual control condition. A negative cognitive style was assessed at baseline, post-treatment and 6- and 12-months follow-up. Adolescents who received the intervention did not differ in their negative cognitive style from the control group at any time-point. We found four distinctive trajectories of negative cognitive style: normative, increasing, decreasing and stable high, which were not predicted by intervention condition and were not moderated by gender. Yet, the results revealed a trend, which indicated that adolescents who followed the program tended to show an increasing than a normative developmental pattern. We concluded that the CBT-based depression prevention program did not reduce or prevent an increase in negative cognitive style. © The Author 2016. Published by Oxford University Press. All rights reserved. For permissions, please email: journals.permissions@oup.com.

Cognitive and motor abilities of young children and risk of injuries in the home.

PubMed

Ehrhardt, Jennifer; Xu, Yingying; Khoury, Jane; Yolton, Kimberly; Lanphear, Bruce; Phelan, Kieran

2017-02-01

Residential injury is a leading cause of morbidity and mortality in US children. Rates and types of injury vary by child age but little is known about injury risk based on child cognitive and motor abilities. The objective of this study was to determine whether cognitive or motor development in young children is associated with residential injury. We employed data from Health Outcomes and Measures of the Environment (HOME) Study. Parent report of medically attended injury was obtained at regular intervals from 0 to 42 months. Child development was assessed at 12, 24 and 36 months using Bayley Scales of Infant and Toddler Development, 2nd edition, which generates both mental developmental index (MDI) and a psychomotor developmental index (PDI). Injury risk was modelled using multivariable logistic regression as function of child's MDI or PDI. Effects of MDI and PDI on injury risk were examined separately and jointly, adjusting for important covariates. Children with cognitive delay (MDI <77) were at significantly higher risk of injury than children without cognitive delay (OR=3.7, 95% CI 1.4 to 10.5, p=0.012). There was no significant association of PDI with injury. There was, however, significant interaction of MDI and PDI (p=0.02); children with cognitive delay but normal motor development were at significantly higher risk of injury than children with normal cognitive and motor development (OR=9.6, 95% CI 2.6 to 35.8, p=0.001). Children with cognitive delays, especially those with normal motor development, are at elevated risk for residential injuries. Injury prevention efforts should target children with developmental delays. NCT00129324; post-results. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

Cognitive development in children of adolescent mothers: The impact of socioeconomic risk and maternal sensitivity.

PubMed

Firk, Christine; Konrad, Kerstin; Herpertz-Dahlmann, Beate; Scharke, Wolfgang; Dahmen, Brigitte

2018-02-01

Adolescent motherhood is accompanied by a constellation of risk factors that translate into developmental risk for the off-spring. Socioeconomic risk that is associated with adolescent motherhood as well as maternal interactive behaviors may contribute to the impact of adolescent motherhood on children's developmental outcome. Therefore, the aim of the current study was to investigate differences in children's cognitive development between children of adolescent and adult mothers in their first two years of life and to examine whether socioeconomic risk (e.g. such as educational and financial problems) and/or maternal sensitivity mediate developmental differences between children of adolescent and adult mothers. Adolescent mothers (<21 years; N = 64) and adult mothers (>25 years; N = 34) and their infants were included in the current study. Child cognitive development and maternal sensitivity were assessed at three different time points (T1: mean child age 5.26 months; T2: mean child age 14.69 months; T3: mean child age 21.16 months). Children of adult mothers showed better cognitive performance at T3 compared to children of adolescent mothers but not at T1 and T2. A multiple mediation model including socioeconomic risk and maternal sensitivity as serial mediators demonstrated that the effect of adolescent motherhood on cognitive development was mediated in a causal effect chain with socioeconomic risk negatively affecting maternal sensitivity and maternal sensitivity affecting children's cognitive development. The present findings demonstrate that maternal interactive behaviors are not only a simple predictor of cognitive development but may also act as a mediator of the association between more distal variables such as socioeconomic risk and cognitive development in adolescent mothers. This supports the need to promote prevention and intervention programs for adolescent mothers during the early postpartum period to reduce socioeconomic problems and enhance maternal interactive behaviors. Copyright © 2018 Elsevier Inc. All rights reserved.

Neuropsychological functioning of siblings of children with autism, siblings of children with developmental language delay, and siblings of children with mental retardation of unknown genetic etiology.

PubMed

Pilowsky, Tammy; Yirmiya, Nurit; Gross-Tsur, Varda; Shalev, Ruth S

2007-03-01

Neuropsychological functioning of 30 siblings of children with autism (AU-S), 28 siblings of children with mental retardation of (MR-S), and 30 siblings of children with developmental language delay (DLD-S) was compared. Two siblings, both AU-S, received diagnoses of pervasive developmental disorder (PDD). More siblings with cognitive disabilities were found in DLD-S than in AU-S. However, these differences disappeared after excluding diagnosed siblings or after accounting for family membership. In sum, despite the elevated incidence of PDD among AU-S, the neuropsychological functioning of the remaining siblings did not convey specific characteristics related to the genetic risk associated with autism, in contrast to the cognitive functioning of the DLD-S, which did reflect a genetic risk.

Talk the Walk: Does Socio-Cognitive Resource Reallocation Facilitate the Development of Walking?

PubMed Central

Orr, Edna

2016-01-01

Walking is of interest to psychology, robotics, zoology, neuroscience and medicine. Human’s ability to walk on two feet is considered to be one of the defining characteristics of hominoid evolution. Evolutionary science propses that it emerged in response to limited environmental resources; yet the processes supporting its emergence are not fully understood. Developmental psychology research suggests that walking elicits cognitive advancements. We postulate that the relationship between cognitive development and walking is a bi-directional one; and further suggest that the initiation of novel capacities, such as walking, is related to internal socio-cognitive resource reallocation. We shed light on these notions by exploring infants’ cognitive and socio-communicative outputs prospectively from 6–18 months of age. Structured bi/tri weekly evaluations of symbolic and verbal development were employed in an urban cohort (N = 9) for 12 months, during the transition from crawling to walking. Results show links between preemptive cognitive changes in socio-communicative output, symbolic-cognitive tool-use processes, and the age of emergence of walking. Plots of use rates of lower symbolic play levels before and after emergence of new skills illustrate reductions in use of previously attained key behaviors prior to emergence of higher symbolic play, language and walking. Further, individual differences in age of walking initiation were strongly related to the degree of reductions in complexity of object-use (r = .832, p < .005), along with increases, counter to the general reduction trend, in skills that serve recruitment of external resources [socio-communication bids before speech (r = -.696, p < .01), and speech bids before walking; r = .729, p < .01)]. Integration of these proactive changes using a computational approach yielded an even stronger link, underscoring internal resource reallocation as a facilitator of walking initiation (r = .901, p<0.001). These preliminary data suggest that representational capacities, symbolic object use, language and social developments, form an integrated adaptable composite, which possibly enables proactive internal resource reallocation, designed to support the emergence of new developmental milestones, such as walking. PMID:27248834

The Visual Magnocellular Pathway in Chinese-Speaking Children with Developmental Dyslexia

ERIC Educational Resources Information Center

Wang, Jiu-Ju; Bi, Hong-Yan; Gao, Li-Qun; Wydell, Taeko N.

2010-01-01

Previous research into the cognitive processes involved in reading Chinese and developmental dyslexia in Chinese, revealed that the single most important factor appears to be orthographic processing skills rather than phonological skills. Also some studies have indicated that even in alphabetic languages some dyslexic individuals reveal deficits…

More than Math: On the Affective Domain in Developmental Mathematics

ERIC Educational Resources Information Center

Guy, G. Michael; Cornick, Jonathan; Beckford, Ian

2015-01-01

Students at a large urban community college enrolled in fourteen sections of a developmental algebra class. While cognitive variables are often used to place students, affective characteristics may also influence their success. To explore the impact of affective variables, students took ACT's Engage survey measuring motivation, academic-related…

Perspectives of Young Children: How Do They Really Think?

ERIC Educational Resources Information Center

Costley, Kevin C.

2010-01-01

In his monumental research, although Piaget primarily relayed information about children's developmental stages of cognitive growth, Marian Marion goes on to discuss not only the developmental stages, yet focuses on how children think. In her textbook, "Guidance of Young Children", Marion conveys how teachers need to understand children and help…

Predictors of Primary School Teachers' Knowledge about Developmental Dyscalculia

ERIC Educational Resources Information Center

Sousa, Paula; Dias, Paulo C.; Cadime, Irene

2017-01-01

Developmental dyscalculia is a specific learning disability that is described as a heterogeneous and persistent cognitive disorder. Given the need to detect and intervene as early as possible to minimise its effects, teachers' knowledge about symptoms, characteristics and effective intervention strategies in dyscalculia is essential. Given the…