Bilingualism alters children’s frontal lobe functioning for attentional control

Bilingualism is a typical linguistic experience, yet relatively little is known about its impact on children’s cognitive and brain development. Theories of bilingualism suggest that early dualâ language acquisition can improve children’s cognitive abilities, specifically those relying on frontal lobe functioning. While behavioral findings present much conflicting evidence, little is known about its effects on children’s frontal lobe development. Using functional nearâ infrared spectroscopy (fNIRS), the findings suggest that Spanishâ English bilingual children (n = 13, ages 7â 13) had greater activation in left prefrontal cortex during a nonâ verbal attentional control task relative to ageâ matched English monolinguals. In contrast, monolinguals (n = 14) showed greater right prefrontal activation than bilinguals. The present findings suggest that early bilingualism yields significant changes to the functional organization of children’s prefrontal cortex for attentional control and carry implications for understanding how early life experiences impact cognition and brain development.This fNIRS study investigated the impact of bilingual exposure on children’s brain organization for attentional control (N = 27, ages 7â 13). During a nonâ verbal attention task, bilinguals showed greater left frontal lobe activation than monolinguals. Monolinguals showed greater right frontal lobe activation than bilinguals. The findings suggest that bilingualism affects the functionality of children’s left prefrontal cortex for attentional control.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/136694/1/desc12377-sup-0001-FigS1.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/136694/2/desc12377.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/136694/3/desc12377_am.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/136694/4/desc12377-sup-0003-SupInfo.pd

Life satisfaction for adolescents with developmental and behavioral disabilities during the COVID-19 pandemic

Background: This study aimed to identify contextual factors associated with life satisfaction during the COVID-19 pandemic for adolescents with mental, emotional, behavioral, and developmental (MEBD) disabilities. Methods: Data were collected from a sample of 1084 adolescents aged 11–21 years from April 2020 to August 2021. This cross-sectional study used a sequential machine learning workflow, consisting of random forest regression and evolutionary tree regression, to identify subgroups of adolescents in the Environmental influences on Child Health Outcomes (ECHO) consortium who demonstrated enhanced vulnerability to lower life satisfaction as described by intersecting risk factors, protective factors, and MEBD disabilities. Results: Adolescents with a history of depression, anxiety, autism, and attention-deficit/hyperactivity disorder were particularly susceptible to decreased life satisfaction in response to unique combinations of stressors experienced during the COVID-19 pandemic. These stressors included decreased social connectedness, decreased family engagement, stress related to medical care access, pandemic-related traumatic stress, and single-caregiver households. Conclusion: Findings from this study highlight the importance of interventions aimed specifically at increasing adolescent social connectedness, family engagement, and access to medical support for adolescents with MEBD disabilities, particularly in the face of stressors, such as a global pandemic. Impact: Through a machine learning process, we identified contextualized risks associated with life satisfaction among adolescents with neurodevelopmental disabilities during the COVID-19 pandemic.The COVID-19 pandemic resulted in large-scale social disruptions for children and families. Such disruptions were associated with worse mental health outcomes in the general pediatric population, but few studies have examined specific subgroups who may be at heightened risk. We endeavored to close that gap in knowledge.This study highlights the importance of social connectedness, family engagement, and access to medical support as contributing factors to life satisfaction during the COVID-19 pandemic for adolescents with neurodevelopmental disabilities

Magnitude and chronometry of neural mechanisms of emotion regulation in subtypes of aggressive children

Item does not contain fulltextEmotion regulation is a key social skill and children who fail to master it are at risk for clinical disorders. Specific styles of emotion regulation have been associated with particular patterns of prefrontal activation. We investigated whether anxious aggressive children would reveal a different pattern of cortical activation than non-anxious aggressive children and normally-developing children. We examined the magnitude and timing of source activation underlying the N2—an ERP associated with inhibitory control—during a go/nogo task with a negative emotion induction component (loss of earned points). We estimated cortical activation for two regions of interest—a ventral prefrontal and a dorsomedial prefrontal region—for three 100-ms windows over the range of the N2 (200–500 ms). Anxious aggressive children showed high ventral prefrontal activation in the early window; non-anxious aggressive children showed high ventral prefrontal activation in the late window, but only for the duration of the emotion induction; and normally-developing children showed low ventral prefrontal activation throughout. There were no group differences in dorsomedial prefrontal activation. These results suggest that anxious aggressive children recruit ventral prefrontal activation quickly and indiscriminately, possibly giving rise to their rigid, threat-oriented approach to conflict. The late ventral prefrontal activation seen for non-anxious aggressive children may underlie a more delayed, situation-specific, but ineffective response to frustration

Rule selection and rule execution in preschoolers: an error-detection approach

In 2 experiments, an error-detection approach was used to determine whether 3-year-olds' perseverative errors on the postswitch phase of the Dimensional Change Card Sort (DCCS) are due to lack of response control or representational inflexibility. In Experiment 1, 3-, 4-, and 5-year-olds watched a puppet sort perseveratively on the postswitch phase and evaluated its responses. Most 4- and 5-year-olds detected the puppet's perseverative errors, whereas most 3-year-olds failed to do so despite detecting errors on a simpler card sort. Experiment 2 revealed that 3-year-olds who failed to correctly evaluate the puppet's behavior tended to fail their own DCCS. Results imply that perseveration on the DCCS cannot be attributed to difficulty inhibiting prepotent motor responses. Instead, changes in rule use between 3 and 5 years of age are interpreted in terms of the development of representational flexibility

ERP indices of emotion regulation in antisocial children: A treatment outcome study

Item does not contain fulltext1 p