501 research outputs found

    Understanding early inhibitory development : distinguishing two ways that children use inhibitory control

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    Inhibitory control is the capacity to suppress inappropriate responses. It is regarded as a unitary construct, central to executive function and effortful control, as well as many aspects of child development. There are, nevertheless, significant gaps in our understanding of inhibition’s early development, and several robust findings that remain hard to explain. These findings are outlined, and a new perspective on inhibitory control presented, which explains them by distinguishing between two ways that inhibitory control is used. According to the ‘strength/endurance account’, responses which are highly prepotent tax inhibitory strength; whereas, those which remain active for a long time tax inhibitory endurance. The review considers when and how these aspects of inhibition mature, before discussing their impact on development

    Educational outcomes in extremely preterm children : neuropsychological correlates and predictors of attainment

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    This study assessed the impact of extremely preterm birth on academic attainment at 11 years of age, investigated neuropsychological antecedents of attainment in reading and mathematics, and examined early predictors of educational outcomes. Children born extremely preterm had significantly poorer academic attainment and a higher prevalence of learning difficulties than their term peers. General cognitive ability and specific deficits in visuospatial skills or phoneme deletion at 6 years were predictive of mathematics and reading attainment at 11 years in both extremely preterm and term children. Phonological processing, attention, and executive functions at 6 years were also associated with academic attainment in children born extremely preterm. Furthermore, social factors, neonatal factors (necrotizing enterocolitis, breech delivery, abnormal cerebral ultrasound, early breast milk provision), and developmental factors at 30 months (head circumference, cognitive development), were independent predictors of educational outcomes at 11 years. Neonatal complications combined with assessments of early cognitive function provide moderate prediction for educational outcomes in children born extremely preterm

    Gesture Production in Language Impairment:It's Quality, Not Quantity, That Matters

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    PURPOSE: The aim of this study was to determine whether children with language impairment (LI) use gesture to compensate for their language difficulties. Method: The present study investigate d gesture accuracy and frequency i n children with LI (n = 21 ) across gesture imitation, gesture elicitation , spontaneous narrative and interactive problem solving tasks, relative to typically developing (TD) peers (n = 18 ) and peers with low language (LL) and educational concerns (n=21). RESULTS: C hildren with LI showed weaknesses in gesture accuracy (imitation and gesture elicitation ) in comparison to TD peers , but no differences in gesture rate . Children with LL only showed weaknesses in gesture imitation and used significantly more gest ures than TD peers during parent - child interaction. Across the whole sample, motor abilities were significantly related to gesture accuracy but not gesture rate. In addition, children with LI produce d proportionately more extending gestures, suggesting that they may use gesture to replace words that they are unable to articulate verbally. CONCLUSION: The results support the notion that gesture and language form a tightly linked communication system in which gestured eficits are seen alongside difficulties with spoken communication. Furthermore, it is the quality, not quantity of gestures that distinguish children with LI from typical peers

    An early years toolbox for assessing early executive function, language, self-Regulation, and social development validity, reliability, and preliminary norms

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    Several methods of assessing executive function (EF), self-regulation, language development, and social development in young children have been developed over previous decades. Yet new technologies make available methods of assessment not previously considered. In resolving conceptual and pragmatic limitations of existing tools, the Early Years Toolbox (EYT) offers substantial advantages for early assessment of language, EF, self-regulation, and social development. In the current study, results of our large-scale administration of this toolbox to 1,764 preschool and early primary school students indicated very good reliability, convergent validity with existing measures, and developmental sensitivity. Results were also suggestive of better capture of children’s emerging abilities relative to comparison measures. Preliminary norms are presented, showing a clear developmental trajectory across half-year age groups. The accessibility of the EYT, as well as its advantages over existing measures, offers considerably enhanced opportunities for objective measurement of young children’s abilities to enable research and educational applications

    Prenatal Exposure to Organohalogens, Including Brominated Flame Retardants, Influences Motor, Cognitive, and Behavioral Performance at School Age

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    BACKGROUND: Organohalogen compounds (OHCs) are known to have neurotoxic effects on the developing brain. OBJECTIVE: We investigated the influence of prenatal exposure to OHCs, including brominated flame retardants, on motor, cognitive, and behavioral outcome in healthy children of school age. METHODS: This study was part of the prospective Groningen infant COMPARE (Comparison of Exposure-Effect Pathways to Improve the Assessment of Human Health Risks of Complex Environmental Mixtures of Organohalogens) study. It included 62 children in whose mothers the following compounds had been determined in the 35th week of pregnancy: 2,2'-bis-(4 chlorophenyl)1,1'-dichloroethene, pentachlorophenol (PCP), polychlorinated biphenyl congener 153 (PCB-153), 4-hydroxy-2,3,3',4',5-pentachlorobiphenyl (4OH-CB-107),4OH-CB-146,4OH-CB-187,2,2',4,4'-tetrabromodipheryl ether (BDE-47), BDE-99, BDE-100, BDE-153, BDE-154, and hexabromocy-clododecane. Thyroid hormones were determined in umbilical cord blood. When the children were 5-6 years of age, we assessed their neuropsychological functioning: motor performance (coordination, fine motor skills), cognition (intelligence, visual perception, visuomotor integration, inhibitory control, verbal memory, and attention), and behavior. RESULTS: Brominated flame retardants correlated with worse fine manipulative abilities, worse attention, better coordination, better visual perception, and better behavior. Chlorinated OHCs correlated with less choreiform, dyskinesia. Hydroxylated polychlorinated biphenyls correlated with worse fine manipulative abilities, better attention, and better visual perception. The wood protective agent (PCP) correlated with worse coordination, less sensory integrity, worse attention, and worse visuomotor integration. CONCLUSIONS: Our results demonstrate for the first time that transplacental transfer of polybrominated flame retardants is associated with the development of children at school age. Because of the widespread use of these compounds, especially in the United States, where concentrations in the environment are four times higher than in Europe, these results cause serious concern

    Motor control in children with ADHD and non-affected siblings: deficits most pronounced using the left hand

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    Contains fulltext : 52261.pdf (publisher's version ) (Closed access)BACKGROUND: Attention-deficit/hyperactivity disorder (ADHD) is strongly influenced by heritability. Identifying heritable vulnerability traits (endophenotypes) that mark a relatively high risk of developing the disorder can contribute to the identification of risk genes. A fruitful area for the search for such endophenotypes may be motor control in children with ADHD, since the disorder is frequently accompanied by motor problems. METHOD: The current study used a large sample of 350 children with ADHD, 195 non-affected siblings and 271 normal controls aged 5-19 years. Children were administered two computerised motor control tasks in which they had to trace a path between two circles (Tracking task) and follow a randomly moving target (Pursuit task). Both tasks were performed with both the right and the left hand. RESULTS: Children with ADHD were less precise and stable than controls. Non-affected siblings also deviated from controls, but only on the Tracking task. Group differences were modulated by the use of the right versus the left hand: no group differences emerged when the right hand was used, yet group differences did emerge when the left hand was used. Performance on both tasks was significantly familial. CONCLUSIONS: Imprecision and instability of movements in children with ADHD and in their non-affected siblings as measured by the Tracking task might be suitable endophenotypic candidates: these deficits are familially present in children having ADHD as well as in their non-affected siblings. Motor performance might be best assessed in children using their left hand, because motor control deficits are most pronounced using the left hand. This might relate to right hemispheric brain pathology in children with ADHD (and possibly in their non-affected siblings) that is related to the control of the left hand and/or relate to differential effects of daily life practice on both hands, which may be smaller on the left hand

    Cognitive predictors of parent-rated inattention in very preterm children: the role of working memory and processing speed

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    Background: Inattention is one of the most common neurobehavioural problems following very preterm birth. Attention problems can persist into adulthood and are associated with negative socio-emotional and educational outcomes. This study aimed to determine whether the cognitive processes associated with inattention differ between term-born and very preterm children. Methods: Sixty-five children born very preterm (less 33+0 weeks’ gestation) aged 8-11 years were recruited alongside 48 term-born controls (≥37+0 weeks’ gestation). Both groups included children with a wide spectrum of parent-rated inattention (above average attention to severe inattention) measured as a continuous dimension using the Strengths and Weaknesses of ADHD and Normal-behaviour (SWAN) scale. Children completed tests to assess basic cognitive processes and executive function. A hierarchical multiple regression analysis was implemented to assess which neurocognitive processes explained variance in parent-rated inattention and whether these differed between preterm and term-born children. Results: In both groups, poorer verbal and visuospatial short-term memory, and poorer visuospatial working memory independently explained variance in parent-rated inattention. Slower motor processing speed explained variance in inattention among very preterm children only. Conclusions: The cognitive mechanisms associated with parent-rated inattention were predominantly overlapping between groups, but relationships between motor processing speed and inattention were unique to very preterm children. These associations may reflect risk factors for inattention in term and very preterm children. Future research should assess the efficacy of these cognitive processes as potential targets for intervention

    Heritable risk factors associated with language impairments

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    There is a strong genetic contribution to children’s language and literacy impairments. The aim of this study was to determine which aspects of the phenotype are familial by comparing 34 parents of probands with language/literacy impairments and 33 parents of typically developing probands. The parents responded to questionnaires regarding previous history for language/reading impairment and participated in psychometric testing. The psychometric test battery consisted of tests assessing non-verbal IQ, short-term memory, articulation, receptive grammar, reading abilities and spelling. Self-report measures demonstrated a higher prevalence of language and literacy impairments in parents of affected probands (32%) compared with parents of unaffected probands (6%). The two groups of parents differed significantly in their performance on the non-word repetition, oromotor and digit span tasks. Non-word repetition gave the best discrimination between the parent groups even when the data from the parents who actually were impaired as ascertained by direct testing or self-report were removed from the analyses. This suggests that non-word repetition serves as a marker of a family risk for language impairment. The paper concludes with a discussion of issues associated with ascertainment of specific language impairment (SLI)
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