Research conducted in the early 2000s found that children learn not just from what they are told directly, but from what they overhear as well (e.g., Akhtar et al., 2001). Over the last two decades, ...articles that explore and expand on the topic of children’s overhearing have emerged and moved the literature in new directions. To explore these emerging trends, a systematic review of 24 articles on children’s overhearing was conducted. Articles were evaluated on dimensions related to quality, experimental design, and study results. The resultant analysis had three goals: (a) to determine whether literature suggests that children learn objective information from overhearing, (b) to determine whether literature suggests that children learn social information from overhearing, and (c) to explore recent trends in overhearing literature such as overhearing technological sources. The general discussion then explains the importance of future research that could impact researcher, parent, and educator understanding of how children learn from overhearing. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)
Dietary maternal deficiency in omega-3 polyunsaturated fatty acids (n-3 PUFA) is a potential risk factor for the development of anxiety and other mood disorders in children and adolescents. Here, we ...used a previously characterized maternal n-3 PUFA dietary deficiency model in rats to determine the impact of postweaning supplementation on adolescent anxiety-like behaviors. We focused on two models of anxiety: innate anxiety tested by the elevated plus maze and a novel operant model of learned anxiety where animals learn that actions may be associated with a variable probability of harm. Given that recent basic and clinical studies have associated anxiety and other adverse effects of n-3 PUFA deficiency on inflammatory processes and microglial structure and function, we also assessed the impact of our dietary deficiency model and supplementation on adolescent microglial morphology in multiple brain regions. We found that the male and female adolescent n-3 PUFA-deficient groups exhibit increased innate anxiety, but only females showed enhanced learned anxiety. Supplementation after weaning did not significantly affect innate anxiety but ameliorated learned anxiety in females. Thus, the beneficial effects of supplementation on adolescent anxiety may be sex-specific and depend on the type of anxiety. We also found that n-3 PUFA deficiency influences microglia function in adolescents in the amygdala and nigrostriatal, but not mesolimbic, brain regions. Collectively, these data suggest that while n-3 PUFA dietary supplementation may be effective in reducing adolescent anxiety, this effect is context-, sex-, and brain network-specific. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)
Cumulative Risk and Child Development Evans, Gary W; Li, Dongping; Whipple, Sara Sepanski
Psychological bulletin,
11/2013, Letnik:
139, Številka:
6
Journal Article
Recenzirano
Childhood multiple risk factor exposure exceeds the adverse developmental impacts of singular exposures. Multiple risk factor exposure may also explain why sociodemographic variables (e.g., poverty) ...can have adverse consequences. Most research on multiple risk factor exposure has relied upon cumulative risk (CR) as the measure of multiple risk. CR is constructed by dichotomizing each risk factor exposure (0 = no risk; 1 = risk) and then summing the dichotomous scores. Despite its widespread use in developmental psychology and elsewhere, CR has several shortcomings: Risk is designated arbitrarily; data on risk intensity are lost; and the index is additive, precluding the possibility of statistical interactions between risk factors. On the other hand, theoretically more compelling multiple risk metrics prove untenable because of low statistical power, extreme higher order interaction terms, low robustness, and collinearity among risk factors. CR multiple risk metrics are parsimonious, are statistically sensitive even with small samples, and make no assumptions about the relative strengths of multiple risk factors or their collinearity. CR also fits well with underlying theoretical models (e.g., Bronfenbrenner's, 1979, bioecological model; McEwen's, 1998, allostasis model of chronic stress; and Ellis, Figueredo, Brumbach, & Schlomer's, 2009, developmental evolutionary theory) concerning why multiple risk factor exposure is more harmful than singular risk exposure. We review the child CR literature, comparing CR to alternative multiple risk measurement models. We also discuss strengths and weaknesses of developmental CR research, offering analytic and theoretical suggestions to strengthen this growing area of scholarship. Finally, we highlight intervention and policy implications of CR and child development research and theory.
The purpose of this study is to reveal the objective facts of children to recognize differences in their developmental period to the next stage of development in society. The method of writing this ...article is to use primary and secondary data related to this topic. Supporting data from the author is from the results of the 2017 national religious harmony questionnaire, in the Jakarta area of Johar Baru District, Johar Baru and Kemayoran District, Kemayoran District, as primary data from this study. In this discussion the fundamental is the collection of discussion reports that are relevant to the issues discussed as secondary data, secondary data sources in the form of journal articles, news articles, books and other supporting data. The results of the discussion showed tolerance, who wanted to understand other points of view. It also means learning a different reality. Teachers and parents and even the community must be aware of the ways in which the reasons for a five-year-old child differ from the reasons for a fifteen-year-old child, it is also important to realize that school structure and expectations influence the way children grow and learn. Whereas the data questionnaire shows that the tolerance level between the two districts is in a relatively good position. The answers to the results of this study indicate that children are also accustomed to living and playing or socializing with diversity from an early age.
Prenatal and postpartum depression are highly prevalent worldwide, and emerging evidence suggests they contribute to impairments in children's executive functions. Studies of maternal depression, ...however, have focused on the postpartum and postnatal periods with relatively less consideration of prenatal influences on child development. This study of the large population-based Avon Longitudinal Study of Parents and Children U.K. cohort estimates latent classes of maternal depression across the prenatal, postpartum, and postnatal periods to capture heterogeneity in the developmental timing and length of maternal depression, as well as to test whether latent classes differ in children's executive function impairments in middle childhood. Repeated measures latent class analysis yielded five groups demonstrating unique patterns of change in maternal depression from pregnancy through early childhood (n = 13,624). Latent classes differed in executive functions at age 8 among a subsample of children (n = 6,870). Children exposed to chronic maternal depression beginning in utero showed the most impairments in inhibitory control while accounting for child sex, verbal IQ, parents' highest education level, and average family income in childhood. The critical roles of the timing and length of children's exposure to maternal depression are discussed in relation to executive function development, prevention, and intervention.
Public Significance Statement
Results of this longitudinal birth cohort study suggest that children exposed to maternal depression persistently through pregnancy and early childhood are less able to control their thoughts and memories than children exposed to maternal depression temporarily after birth or not at all. The results add to the growing number of studies that have linked early exposure to maternal depression to impairments in children's executive functions.
While vast individual differences in face recognition have been observed in adults, very little work has explored when these differences come online during development, their domain specificity, and ...their consistency across different aspects of face processing. These issues do not only have important theoretical implications for the cognitive and developmental psychological literatures, but may reveal critical windows of neuroplasticity for optimal remediation of face recognition impairments. Here, we describe the first formal remedial face training program that is suitable for children, modifying the popular game Guess Who. Eighty-one typical children Aged 4-11 years were randomly allocated to an experimental or active control training condition. Over 10 training sessions, experimental participants were required to discriminate between faces that differed in feature size or spacing across 10 levels of difficulty, whereas control participants continuously played the standard version of Guess Who within the same timeframe. Improvements in face memory but not face matching were observed in the experimental compared to the control group, but there were no gains on tests of object matching or memory. Face memory gains were maintained in a 1-month follow up, consistent across age, and larger for poorer perceivers. Thus, this study not only presents a promising means of improving face recognition skills in children, but also indicates a consistent period of plasticity that spans early childhood to preadolescence, implying early segregation of face versus object processing.
Objective: We aimed to examine the association of childhood motor difficulties (MD) with cognitive impairment in midlife. Method: We studied 357 participants from a cohort born in 1971–1975. At age ...9, they had completed the Test of Motor Impairment, which classified them into three groups: childhood MD (cMD), borderline cMD (bcMD), or no cMD. Participants with attention-deficit/hyperactivity disorder were excluded. At age 40, participants comprised 18 (5.0%) with cMD, 43 (12.0%) with bcMD, and 296 (82.9%) with no cMD. They underwent neuropsychological assessment covering six domains: executive functions, processing speed, attention and working memory, learning and memory, verbal symbolic abilities, and visuoperceptual and visuospatial abilities. A participant was considered to have an impairment if their performance was in the 15th percentile of a normative group. Results: Participants with cMD were more likely than those with no cMD to have an impairment in executive functions ( OR = 6.73, p < .01), processing speed ( OR = 3.85, p < .05), attention and working memory ( OR = 4.79, p < .01), and a cross-domain impairment ( OR = 3.62, p < .01). These differences remained significant after adjusting for parents’ occupation, sex, and low birth weight and after multiple imputation. No consistent difference emerged between participants with bcMD and no cMD. Conclusions: Childhood MD are associated with midlife cognitive impairment, which underscores their long-term implications. In the neuropsychological assessment of an adult patient, information on childhood motor development is of value. The assessment may help adapt the patient’s physical or occupational therapy to the patient’s cognitive profile. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)
We examined longitudinal associations across an 8-year time span between overcontrolling parenting during toddlerhood, self-regulation during early childhood, and social, emotional, and academic ...adjustment in preadolescence (N = 422). Overcontrolling parenting, emotion regulation (ER), and inhibitory control (IC) were observed in the laboratory; preadolescent adjustment was teacher-reported and child self-reported. Results from path analysis indicated that overcontrolling parenting at age 2 was associated negatively with ER and IC at age 5, which, in turn, were associated with more child-reported emotional and school problems, fewer teacher-reported social skills, and less teacher-reported academic productivity at age 10. These effects held even when controlling for prior levels of adjustment at age 5, suggesting that ER and IC in early childhood may be associated with increases and decreases in social, emotional, and academic functioning from childhood to preadolescence. Finally, indirect effects from overcontrolling parenting at age 2 to preadolescent outcomes at age 10 were significant, both through IC and ER at age 5. These results support the notion that parenting during toddlerhood is associated with child adjustment into adolescence through its relation with early developing self-regulatory skills.
In this article, we integrate two constructionist approaches-the theory of constructed emotion and rational constructivism-to introduce several novel hypotheses for understanding emotional ...development. We first discuss the hypothesis that emotion categories are abstract and conceptual, whose instances share a goal-based function in a particular context but are highly variable in their affective, physical, and perceptual features. Next, we discuss the possibility that emotional development is the process of developing emotion concepts, and that emotion words may be a critical part of this process. We hypothesize that infants and children learn emotion categories the way they learn other abstract conceptual categories-by observing others use the same emotion word to label highly variable events. Finally, we hypothesize that emotional development can be understood as a concept construction problem: a child becomes capable of experiencing and perceiving emotion only when her brain develops the capacity to assemble ad hoc, situated emotion concepts for the purposes of guiding behavior and giving meaning to sensory inputs. Specifically, we offer a predictive processing account of emotional development.
Children live in a dynamic environment, in which objects continually change locations and move into and out of occlusion. Children must therefore rely on working memory to store information from the ...environment and to update those stored representations as the environment changes. Previous work suggests that the ability to store information in working memory increases through infancy and childhood. However, less is known about the development of the ability to update stored information. Participants were 63 4-7-year-old children (37 girls; 34 caregivers completed optional demographic forms, and those children were reported as Asian one, Asian/White four, Black one, Middle East/Arab one, or White 27; two were Hispanic/Latinx). We asked children to keep track of arrays of hidden items that either remained where they were hidden (static trials) or swapped locations (swap trials) and then to identify from two alternatives which item was hidden in a particular location. We manipulated the number of items in the arrays and the number of times the items swapped locations in order to investigate how increasing storage and updating load impacted children's performance. We found that children's ability to update working memory developed significantly across our age range. Updating appeared to impose a significant one-time cost to working memory performance, regardless of the number of times items swapped. Our results yield new insights into the developmental trajectories of storage and updating in working memory across early childhood.
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