Exploring the Influence of Parents\u27 Beliefs and Behaviors on Children\u27s Developing Executive Function

Executive function (EF) is a multi-component construct responsible for higher-order thinking abilities such as problem solving, goal-setting, and attentional flexibility (Jurado & Rosselli, 2007). Executive functions are associated with the prefrontal cortex, a region of the brain that undergoes substantial growth and modification from birth to age five. For young children, EF supports behavioral and social adjustment and is predictive of future academic achievement (Brock, Rimm-Kaufman, Nathanson & Grimm, 2007). The neurobiological components of EF have been extensively researched, but only recently have socio-environmental influences come to light. This ecological perspective may be of particular importance for children growing up in low-income households, who tend to demonstrate weaker performance on EF-related tasks (Hackman, Gallop, Evans & Farah, 2015). Parents and/or primary caregivers serve as one vital component of children’s early environments. Preliminary research investigating parent behaviors – such as scaffolding, stimulation, sensitivity/responsivity vs. hostility/rejection, and control – (as observed during specific tasks) affect the development of children’s EF. The contributions of parents’ knowledge about effective parenting and their self-reported behaviors, however, have not been explored. The current study investigated the independent influences of parents’ behaviors, parenting knowledge, and involvement on young children’s developing EF. A secondary aim of the study was to better understand and characterize parents’ knowledge and beliefs. 52 parent-child dyads from three early childcare centers in the metro-Atlanta area participated in the study. Hierarchical regression analyses were used to determine the unique variance in children’s EF accounted for by parent variables. Parents’ use of non-reasoning, punitive strategies negatively contributed to children’s inhibitory control and their good-natured/easygoingness positively contributed to their set-shifting abilities. Parents’ knowledge about parenting practices did not significantly contribute to children’s EF. Findings from this study inform existing research demonstrating an association between children’s EF and parenting practices and provides new knowledge regarding normative and non-normative parenting knowledge and practices for the specific population

Response to Fuson, Clements, and Sarama Commentary on Litkowski, Duncan, Logan, and Purpura (2020)

In response to Fuson et al.’s commentary on Litkowski et al. (2020), we clarify and expand on three areas: (1) the need for prekindergarten standards, (2) the value in developmental survey work, and (3) the importance of understanding curriculum translation and uptake. Specifically, we note that standards need to be appropriate for grade-level and it is time for more aligned prekindergarten standards. Developmental survey work is critical for ensuring that standards and expectations are accurate and adjusted to meet current needs and can be used address equity issues in instruction. Furthermore, we agree that intervention and curriculum work are needed, but there should be explicit emphasis on enhancing uptake and use of high-quality instruction. Ultimately, we need a system of assessment and instruction that is continually updated and improved, that integrates and modifies new evidence over time to ensure that we are striving for—and attaining—the best results for young children

Next Directions in Measurement of the Home Mathematics Environment

This paper synthesizes findings from an international virtual conference, funded by the National Science Foundation (NSF), focused on the home mathematics environment (HME). In light of inconsistencies and gaps in research investigating relations between the HME and children’s outcomes, the purpose of the conference was to discuss actionable steps and considerations for future work. The conference was composed of international researchers with a wide range of expertise and backgrounds. Presentations and discussions during the conference centered broadly on the need to better operationalize and measure the HME as a construct – focusing on issues related to child, family, and community factors, country and cultural factors, and the cognitive and affective characteristics of caregivers and children. Results of the conference and a subsequent writing workshop include a synthesis of core questions and key considerations for the field of research on the HME. Findings highlight the need for the field at large to use multi-method measurement approaches to capture nuances in the HME, and to do so with increased international and interdisciplinary collaboration, open science practices, and communication among scholars

Next directions in measurement of the home mathematics environment: an international and interdisciplinary perspective

This article synthesizes findings from an international virtual conference, funded by the National Science Foundation (NSF), focused on the home mathematics environment (HME). In light of inconsistencies and gaps in research investigating relations between the HME and children’s outcomes, the purpose of the conference was to discuss actionable steps and considerations for future work. The conference was composed of international researchers with a wide range of expertise and backgrounds. Presentations and discussions during the conference centered broadly on the need to better operationalize and measure the HME as a construct – focusing on issues related to child, family, and community factors, country and cultural factors, and the cognitive and affective characteristics of caregivers and children. Results of the conference and a subsequent writing workshop include a synthesis of core questions and key considerations for the field of research on the HME. Findings highlight the need for the field at large to use multi-method measurement approaches to capture nuances in the HME, and to do so with increased international and interdisciplinary collaboration, open science practices, and communication among scholars

New insights into the genetic etiology of Alzheimer’s disease and related dementias

Characterization of the genetic landscape of Alzheimer’s disease (AD) and related dementias (ADD) provides a unique opportunity for a better understanding of the associated pathophysiological processes. We performed a two-stage genome-wide association study totaling 111,326 clinically diagnosed/‘proxy’ AD cases and 677,663 controls. We found 75 risk loci, of which 42 were new at the time of analysis. Pathway enrichment analyses confirmed the involvement of amyloid/tau pathways and highlighted microglia implication. Gene prioritization in the new loci identified 31 genes that were suggestive of new genetically associated processes, including the tumor necrosis factor alpha pathway through the linear ubiquitin chain assembly complex. We also built a new genetic risk score associated with the risk of future AD/dementia or progression from mild cognitive impairment to AD/dementia. The improvement in prediction led to a 1.6- to 1.9-fold increase in AD risk from the lowest to the highest decile, in addition to effects of age and the APOE ε4 allele

New insights into the genetic etiology of Alzheimer’s disease and related dementias

Characterization of the genetic landscape of Alzheimer’s disease (AD) and related dementias (ADD) provides a unique opportunity for a better understanding of the associated pathophysiological processes. We performed a two-stage genome-wide association study totaling 111,326 clinically diagnosed/‘proxy’ AD cases and 677,663 controls. We found 75 risk loci, of which 42 were new at the time of analysis. Pathway enrichment analyses confirmed the involvement of amyloid/tau pathways and highlighted microglia implication. Gene prioritization in the new loci identified 31 genes that were suggestive of new genetically associated processes, including the tumor necrosis factor alpha pathway through the linear ubiquitin chain assembly complex. We also built a new genetic risk score associated with the risk of future AD/dementia or progression from mild cognitive impairment to AD/dementia. The improvement in prediction led to a 1.6- to 1.9-fold increase in AD risk from the lowest to the highest decile, in addition to effects of age and the APOE ε4 allele