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Early adversity and neural correlates of executive function: implications for academic adjustment
- Developmental Cognitive Neuroscience
, 2012
"... a b s t r a c t Early adversity can negatively impact the development of cognitive functions, although little is known about whether such effects can be remediated later in life. The current study examined one facet of executive functioning -inhibitory control -among children who experienced instit ..."
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a b s t r a c t Early adversity can negatively impact the development of cognitive functions, although little is known about whether such effects can be remediated later in life. The current study examined one facet of executive functioning -inhibitory control -among children who experienced institutional care and explored the impact of a foster care intervention within the context of the Bucharest Early Intervention Project (BEIP). Specifically, a go/nogo task was administered when children were eight years old and behavioral and event-related potential (ERP) measures were collected. Results revealed that children assigned to care as usual (i.e. institutional care) were less accurate and exhibited slower neural responses compared to children assigned to the foster care intervention and children who had never been institutionalized. However, children in both the care as usual and foster care groups exhibited diminished attention processing of nogo cues as assessed via P300 amplitude. Foster care children also showed differential reactivity between correct and error responses via the error-related negativity (ERN) as compared to children in the care as usual group. Combined, the results highlight perturbations in neural sources of behavioral and attention problems among children experiencing early adversity. Potential implications for academic adjustment in at risk children are discussed.
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, 2010
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I am forever grateful to my family, friends, and colleagues, whose unfailing
Teaching and Learning
"... This study examined the contribution of executive function (EF) and multiple aspects of fine motor skills to achievement on 6 standardized assessments in a sample of middle-socioeconomic status kindergarteners. Three- and 4-year-olds ’ (n = 213) fine and gross motor skills were assessed in a home vi ..."
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This study examined the contribution of executive function (EF) and multiple aspects of fine motor skills to achievement on 6 standardized assessments in a sample of middle-socioeconomic status kindergarteners. Three- and 4-year-olds ’ (n = 213) fine and gross motor skills were assessed in a home visit before kindergar-ten, EF was measured at fall of kindergarten, and Woodcock–Johnson III Tests of Academic Achievement were administered at fall and spring. Correlations indicated that EF and fine motor skills appeared distinct. Further, controlling for background variables, higher levels of both EF and fine motor skills, specifically design copy, predicted higher achievement on multiple subtests at kindergarten entry, as well as improve-ment from fall to spring. Implications for research on school readiness are discussed. Many kindergarteners struggle to master the foun-dational behaviors that enable them to successfully engage in classroom learning (Rimm-Kaufman, Pianta, & Cox, 2000). This is reflected in skill gaps at school entry between children from socio-demo-graphically advantaged and disadvantaged back-grounds (Grissmer & Eiseman, 2008). Researchers
RUNNING HEAD: FAMILY RISK, BEHAVIORAL REGULATION, AND ACHIEVEMENT Relations between early family risk, children’s behavioral regulation, and academic achievement
"... *Title page with author details Relations between early family 2 This study examined relations among early family risk, children’s behavioral regulation at 54 months and kindergarten, and academic achievement in first grade using data on 1,298 children from the National Institute of Child Health ..."
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*Title page with author details Relations between early family 2 This study examined relations among early family risk, children’s behavioral regulation at 54 months and kindergarten, and academic achievement in first grade using data on 1,298 children from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development. Family risk was indexed by ethnic minority status, low maternal education, low average family income from 1 – 54 months, and high maternal depressive symptoms from 1- 54 months. Results of structural equation modeling indicated that minority status, low maternal education, and low family income had significant negative effects on reading, math, and vocabulary achievement in first grade. Modest indirect effects were also found from ethnicity, maternal education, and maternal depressive symptoms, through 54-month and kindergarten behavioral regulation to first-grade achievement. Discussion focuses on the importance of behavioral regulation for school success especially for children facing early risk. Relations between early family 3
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"... Salute, attività fisica e funzioni esecutive nei bambini da 3 a 5 anni. Le opinioni dei genitori Health, physical activity and executive functions in 3-5 years old children: Parents ’ beliefs This research aims to investigate parents ’ beliefs and practices about phys-ical activities in their childr ..."
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Salute, attività fisica e funzioni esecutive nei bambini da 3 a 5 anni. Le opinioni dei genitori Health, physical activity and executive functions in 3-5 years old children: Parents ’ beliefs This research aims to investigate parents ’ beliefs and practices about phys-ical activities in their children. Questionnaires were administered during a “special physical activity day ” in an Italian kindergarten. Survey’s results highlight that parents believe physical activity is very important for their children, although there is evidence of discrepancies between what de-clared and what put into practice when it comes to physical activities. In spite of parents believing to be competent enough in this subject matter, results about their knowledge are very far from what recommended by the international health organizations. It is therefore necessary to provide par-ents with training in order to empower them regarding their role in chil-dren’s physical development. Durante “il giorno speciale per l’attività fisica ” in una scuola dell’infanzia dell’Italia del nord sono stati somministrati ai genitori dei bambini dei ques-tionari per indagare credenze e pratiche in merito all’attività fisica dei loro bambini. Nonostante i genitori credano molto importante la pratica dell’at-tività fisica per i loro figli emergono discrepanze tra quanto dichiarato e quanto praticato. Sebbene i genitori si considerino competenti nell’attività fisica i risultati sono molto distanti da quanto raccomandato dalle organiz-zazioni internazionali sulla salute. Si ritiene necessario, pertanto, provvedere a dei percorsi formativi per sensibilizzare i genitori al loro ruo-lo nello sviluppo fisico dei figli.
Inhibitory Control
"... three continents (North and South America and Europe). EFs (also called executive control or cognitive control) refer to a family of top-down processes needed when you have to con-centrate and pay attention, when “going on automatic ” or relying on instinct or intuition would be ill-advised, insuffi ..."
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three continents (North and South America and Europe). EFs (also called executive control or cognitive control) refer to a family of top-down processes needed when you have to con-centrate and pay attention, when “going on automatic ” or relying on instinct or intuition would be ill-advised, insufficient,
Simple, Just Nourish the Human Spirit
"... Executive functions (EFs) are critical for success in school on the job,and in life. EFs suffer if you are lonely, sad, stressed, or not physi cally fit. Therefore, if we care about academic outcomes, we should care that students feel they are in a supportive community they can count on, that they a ..."
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Executive functions (EFs) are critical for success in school on the job,and in life. EFs suffer if you are lonely, sad, stressed, or not physi cally fit. Therefore, if we care about academic outcomes, we should care that students feel they are in a supportive community they can count on, that they are happy (even joyful), and that their bodies are strong and healthy. A school curriculum that ignores children’s emotional, social, or physical needs is likely to find that those unmet needs will work against achieving the academic goals. j Acknowledgments: The author gratefully acknowledges support from the National Instituteon Drug Abuse (NIDA, grant Rd #DA019665) during the writing of this paper.205
ofselfrr:gulahon: &search, theory, and applications (pp. 324-339). New York, NY:
"... 309-3 18. doi: 10.1 037/a0027493 Blair, C., llc Razza, R. P. ( 2007). Relating dfunful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78(2), 647-663. Bowlby,). (1988). A securr: base: Parr:nt-child attachment and ..."
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309-3 18. doi: 10.1 037/a0027493 Blair, C., llc Razza, R. P. ( 2007). Relating dfunful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78(2), 647-663. Bowlby,). (1988). A securr: base: Parr:nt-child attachment and healthy human
• Executive control
"... The present longitudinal study tested the roles of early childhood executive control (EC) as well as exposure to poverty-related adversity at family and school levels as key predictors of low-income children’s EC in elementary school (n = 391). Findings suggest that children’s EC difficulties in pre ..."
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The present longitudinal study tested the roles of early childhood executive control (EC) as well as exposure to poverty-related adversity at family and school levels as key predictors of low-income children’s EC in elementary school (n = 391). Findings suggest that children’s EC difficulties in preschool and lower family income from early to middle childhood are robust predictors of later EC difficulties as rated by teachers in 2nd and 3rd grades. Findings also suggest enrollment in unsafe elementary schools is significantly predictive of higher levels of teacher-rated EC difficulty, but only for those children who showed initially elevated levels of EC difficulty in early childhood. Implications for scientific models of cognitive development and poverty-related adversity are discussed. Research highlights
Social-Emotional Competence and Self-Regulation Social-Emotional Competence
"... The Second Step program for early learning is a universal, classroom-based program designed to increase children’s school readiness and social success by building social-emotional competence and self-regulation ..."
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The Second Step program for early learning is a universal, classroom-based program designed to increase children’s school readiness and social success by building social-emotional competence and self-regulation
