Differences In Cognitive Development Research Articles

Atrophy of posteromedial sulci in aging and Alzheimer’s disease differs by sulcal type and location

AbstractBackgroundRecent work has shown that the morphology of tertiary sulci — small, evolutionarily‐newer sulci that emerge last in gestation — is associated with individual differences in cognitive development and symptoms of neuropsychiatric disorders, but these sulci have not been investigated in aging. Here we extend these findings on tertiary sulci to the aging brain.MethodWe manually defined sulci on cortical surface reconstructions of T1 MRI scans in FreeSurfer and extracted the cortical thickness and mean anterior coordinate of each sulcus. We defined sulci in posteromedial cortex (PMC) in 72 younger adults (YA; age 18‐35) from the Human Connectome Project, 72 cognitively normal older adults (OA; age 65‐90) from the Alzheimer’s Disease Neuroimaging Initiative (ADNI), and 72 age‐matched amyloid positive older adults with AD from ADNI: 4,341 sulci total. We used a mixed‐effects ANOVA to examine the effects of group (YA, OA, AD) as a between‐subject variable, and sulcal type (tertiary or non‐tertiary) and hemisphere (left/right) as within‐subject variables on sulcal cortical thickness. We used LASSO regression with nested cross‐validation for feature selection to determine which sulcal measures are most related to ADNI Memory Composite (MEM) scores, and LOOCV linear regression to predict MEM scores from the best model. Because not all sulci are found in all participants, only the most consistent were included in the LASSO models.ResultIn PMC, tertiary sulci show more age‐ and AD‐related thinning compared to non‐tertiary (group x sulcal type interaction p<.0001; Fig. 1). Additionally, atrophy in PMC shows a more anterior bias in aging that is absent in AD (Fig. 2). The best model for predicting ADNI‐MEM scores relies on a subset of mostly posterior sulci, suggesting a posterior shift in atrophy may be more related to cognitive decline (Fig. 3).ConclusionThis is the first study to investigate tertiary sulci in aging and AD. Results show tertiary sulci in PMC are especially vulnerable to atrophy in aging and that a subset of PMC sulci are particularly associated with memory. The results provide insight into the anatomical specificity of age‐ and AD‐related atrophy in PMC and its association with cognitive decline.

Atrophy of posteromedial sulci in aging and Alzheimer’s disease differs by sulcal type and location

AbstractBackgroundRecent work has shown that the morphology of tertiary sulci — small, evolutionarily‐newer sulci that emerge last in gestation — is associated with individual differences in cognitive development and symptoms of neuropsychiatric disorders, but these sulci have not been investigated in aging. Here we extend these findings on tertiary sulci to the aging brain.MethodWe manually defined sulci on cortical surface reconstructions of T1 MRI scans in FreeSurfer and extracted the cortical thickness and mean anterior coordinate of each sulcus. We defined sulci in posteromedial cortex (PMC) in 72 younger adults (YA; age 18‐35) from the Human Connectome Project, 72 cognitively normal older adults (OA; age 65‐90) from the Alzheimer’s Disease Neuroimaging Initiative (ADNI), and 72 age‐matched amyloid positive older adults with AD from ADNI: 4,341 sulci total. We used a mixed‐effects ANOVA to examine the effects of group (YA, OA, AD) as a between‐subject variable, and sulcal type (tertiary or non‐tertiary) and hemisphere (left/right) as within‐subject variables on sulcal cortical thickness. We used LASSO regression with nested cross‐validation for feature selection to determine which sulcal measures are most related to ADNI Memory Composite (MEM) scores, and LOOCV linear regression to predict MEM scores from the best model. Because not all sulci are found in all participants, only the most consistent were included in the LASSO models.ResultIn PMC, tertiary sulci show more age‐ and AD‐related thinning compared to non‐tertiary (group x sulcal type interaction p<.0001; Fig. 1). Additionally, atrophy in PMC shows a more anterior bias in aging that is absent in AD (Fig. 2). The best model for predicting ADNI‐MEM scores relies on a subset of mostly posterior sulci, suggesting a posterior shift in atrophy may be more related to cognitive decline (Fig. 3).ConclusionThis is the first study to investigate tertiary sulci in aging and AD. Results show tertiary sulci in PMC are especially vulnerable to atrophy in aging and that a subset of PMC sulci are particularly associated with memory. The results provide insight into the anatomical specificity of age‐ and AD‐related atrophy in PMC and its association with cognitive decline.

Centre‐based early education interventions for improving school readiness: A systematic review

Centre‐based early education interventions for improving school readiness: A systematic review

Peran Lingkungan Keluarga dalam Perkembangan Kognitif Anak di SD Negeri 160 Palembang

This research is related to the role of the family environment in the cognitive development of children at Public Elementary School 160 in Palembang. The type of research is qualitative with a descriptive approach. The data collection methods used include interviews, observations, documentation, and discussions. Data analysis techniques involve data collection, data presentation, and data verification. Based on the analysis, it was found that the role of the family environment in supporting children's educational development has been well executed. The family plays the primary role as the first environment where children grow and learn, and it has a significant influence on shaping children's educational development. However, it is important to remember that a child's education in the family environment is not solely the responsibility of parents but involves the participation of all family members, including grandparents, siblings, and other family members. Cognitive development in children plays a crucial role as it forms the foundation for learning abilities, interaction with the environment, and academic and intellectual achievements. There are differences in cognitive development between boys and girls, where boys may be less active than girls, but this does not rule out the possibility that boys may have different ways of understanding the material

Gender differences in mathematical achievement development: a family psychobiosocial model

This study proposes a family psychobiosocial model on gender differences in cognitive development. Specifically, the aim is to investigate how family biological, socioeconomic, and psychological factors predict child mathematics achievement (MAch) development. The data were obtained from the Millennium Cohort Study. Children’s pattern construction scores collected at ages 5 and 7 years worked as MAch (n = 18,497). The predictors were family data collected when the children were 9 months. The results of path analyses for all students indicate that all three factors in the family psychobiosocial model play some roles in children’s MAch development. Analyses for the female and male students separately reveal that girls’ positive MAch development was significantly predicted by four psychobiosocial factors (fewer mother in-pregnancy alcohol intakes, more family income, higher mother education levels, and more mother cognitive stimulation); boys’ MAch development is predicted by only one factor (higher mother education levels). The results support the psychobiosocial model as a whole. Family psychobiosocial factors, especially social factors, impact children’s cognitive development more for females than for males.

The Cognitive Ability of Chinese Students with Dyslexia and Mathematical Learning Disabilities.

This study aims to investigate the core cognitive factors that affect reading and math performance of children of the grades 1-6 in Xi'an, Shaanxi Province, China, as well as the differences between children with dyslexia and mathematical disabilities (MD). Therefore, this study mainly evaluated the Cattell Horn Carroll (CHC) cognitive factors for 427 Chinese children and explored the core cognitive factors that affect Chinese children's reading and math performance. Students with dyslexia (n = 34), students with mathematics learning disabilities (n = 34), and 34 normal children were randomly selected as the control group. In order to explore the differences in cognitive development, we analyzed the differences among the three groups (Dyslexia, mathematical learning disabilities (MD), and normal children). The results revealed the following: (1) almost all cognitive ability factors in this study are significantly related to students' reading and mathematical achievements. (2) the core cognitive factors for predicting Chinese dyslexia students are crystallized intelligence, auditory processing and working memory. Executive function, spatial relationship and working memory are the core cognitive factors to predict Chinese children's mathematical achievements. (3) in addition, there are differences in cognitive deficits between disabled Chinese children in reading and math, among which those with reading deficits have extensive auditory processing deficits; while children with mathematic deficits have worse executive function. Recommendations were made based on these findings.

The development of divergent thinking despite poverty: Moderating factors

Poverty undeniably negatively impacts cognitive development, yet effects vary across children as a function of associated risk factors. Indeed, adverse childhood experiences may influence development in both risk and promotive ways. For example, unpredictability (i.e., variability of stressors and living conditions) may promote children’s divergent thinking by providing opportunities to develop cognitive flexibility. This longitudinal study of 250 children (50% female, 46% Latinx) evaluated relations between poverty from birth to age 4 and children’s divergent thinking at age 8 as moderated by residential mobility and gender. The results revealed stark gender differences. Boys followed a traditional cumulative risk model wherein residential mobility exacerbated negative effects of poverty on divergent thinking. However, for girls, poverty was not associated with worse divergent thinking at higher levels of residential mobility, demonstrating its protective role. These findings highlight the need for nuanced models of early childhood risk to clarify individual differences in cognitive development. • Increased poverty is associated with decreased divergent thinking. • Residential mobility and gender moderate this association. • For boys, higher residential mobility exacerbates the negative effect of poverty. • For girls, higher residential mobility protects against the negative effect. • Challenging experiences shape cognitive development in nuanced ways.

Impact of Learning From Home: Cognitive Development of Early Childhood Education Student in Pandemic Covid – 19

The purpose of this research was to determine how the covid-19 epidemic affected early childhood cognitive development. Principals, instructors, parents, and students served as informants in this study. The data collection techniques used in this study were inquiry in interview which were carried out to find out several things related to the impact of Covid-19 on students' cognitive development. The descriptive qualitative method was employed to analyze the data. The findings revealed that the cognitive development students during online learning during the Covid-19 pandemic, fell into the capable and quite capable categories in terms of problem-solving skills, logical thinking skills, and symbolic thinking skills. students' cognitive development is achieved because teachers make every effort to give learning materials or tasks that encourage students' cognitive development. The presence of certain parents who are less supportive or do not participate in the online learning system has another impact on children's cognitive development. Students do not do the assignments given by the teacher because there is no guidance due to busy parents so that there are differences in cognitive development between one student and another

Child cognitive development based on the maternal education

This quantitative research explores the differences in early childhood cognitive development levels based on the mother’s educational background. Using observation-based performance assessments, measure children’s cognitive development through 3 aspects: child social interaction, understanding of symbols, and reasoning involving samples. This study involved 30 children aged 5-6 years divided into two groups. The first group was children who had mothers with university-level education, while the other group was children with high school-level education. The collected data were analyzed to describe the demographic char samples’ demographic characteristics using an independent t-test to measure cognitive differences between the two groups of children. Significantly the educated mother results showed differences in cognitive development between the groups. Children with highly educated mothers have better cognitive abilities than children with mothers from a lower level of education. This research has implications for the importance of parental education to optimize children’s cognitive development.

Average fixation duration in infancy: Stability and predictive utility.

The current study examined the stability, consistency, and predictive utility of average fixation durations in infancy. In Study 1, infants' (N=80) average fixation duration when viewing social stimuli was found to show strong relative stability from 3.5 to 9months of age. In Study 2, strong within-infant consistency was found in 3.5-month-old infants' (N=73) average fixation durations to social and nonsocial stimuli. In Study 3, 3.5- to 9-month-old infants' (N=89) average fixation duration was found to systematically vary with parent-reported symptoms of attention deficit hyperactivity disorder (ADHD) at 4-6years of age. These results suggest that average fixation duration serves as a stable and systematic measure of individual differences in cognitive development beginning early in life.

ASSESSING COGNITIVE DEVELOPMENT OF PRESCHOOLERS IN THE SELECTED PRE-PRIMARY SCHOOLS IN MOROGORO MUNICIPALITY -TANZANIA

This study sought to assess cognitive development of preschoolers in the selected pre-primary schools in Morogoro Municipality as a requisite for successful primary education. Cognitive development focuses on information processing, such as decision-making, attention, memory, language abilities, learning, and perceptional skills. The study involved 213 preschoolers from 10 randomly selected preschools in Morogoro Municipality. The study employed International Development and Early Learning Assessment tool (IDELA) in data collection. Both Kiswahili and English versions of IDELA was used in assessing cognitive development of children. The study found that Morogoro Municipality preschoolers have excellent development in all spheres of cognitive development. For example, preschoolers had the mean of 92 in early numeracy, 80% in early literacy and a mean of 90% in executing executive functions. Furthermore, statistically significant difference in cognitive development of pre-schoolers was found based on their age (at p

A-33 Pediatric Intraindividual Variability: Examining Dispersion across Cognitive Domains

Abstract Objective Intraindividual variability (IIV), defined as variability in performance across different cognitive domains within an individual, has been studied in adults and found to be linked to sex, age, and mean cognitive performance, and associated with developmental disorders (e.g., ADHD), focal disorders, and cognitive decline. In contrast, IIV in children is thought to be related to cognitive development rather than impairment, but has not been well studied with relation to differences across sex, age, diagnoses, or mean cognitive performance. Method Participants included 426 children/young adults (ages 3–25; M = 11.75, SD = 4.01; 62.3% male) referred for neuropsychological evaluation at a hospital-based outpatient clinic. A battery of tests was administered measuring several domains, including intelligence, academics, attention, executive functions, language, memory, visual motor integration, and fine motor skills. Intraindividual standard deviation (ISD) and maximum deviation (MD) were used as measures of IIV. Results Sex was not related to ISD or MD, ts(423) = −1.15 – -0.09, ps = 0.251–0.930. Age, measured categorically, was not related to ISD, F(3) = 0.07, p = 0.974, but was related to MD, F(3) = 3.45, p = 0.017 with children age 3–5 having lower MD. ADHD diagnosis was not related to ISD or MD, ts(417) = −1.25 – −1.19, ps = 0.211–0.234. An inverse relationship was observed between mean cognitive performance and ISD, F(1) = 36.43, p < 0.001, and MD, F(1) = 25.92, p < 0.001. Conclusions The current study did not replicate differences in IIV based on sex or diagnosis of ADHD in children. However, differences based on age and mean cognitive performance are consistent with previous literature, suggesting that IIV may reflect differences in cognitive development, secondary to both skill and age, in children.

Gender differences in cognitive development in cohorts of young, middle, and older adulthood over 12 years.

Understanding gender differences in human cognitive development may contribute to understanding the gender differences in outcomes in cognitive ageing. However, evaluation of this topic has been hindered by a lack of representative, longitudinal data from different aged cohorts measured on the same cognitive tests. Gender differences in cognitive abilities were evaluated in three population-based cohorts (baseline age-span 20 to 76, 52% female, 94% Caucasian, 5% Asian and 1% other ethnic background, baseline N = 7,485), initially drawn from the electoral role in Australia where voting is compulsory, that were assessed four times over 12 years on measures of verbal memory, processing speed, working memory, verbal ability, and reaction time. Linear mixed models showed that within each cohort, women had better verbal memory and men had better working memory and faster reaction times. Verbal ability and processing speed showed variable gender differences in the young and middle-aged cohorts but no difference in the oldest cohort. In young and middle age, there were no gender differences in rates of change in verbal memory, processing speed, reaction time, verbal ability, or working memory. In old age, the gender differences were only observed in rates of change in verbal memory. Women showed more verbal memory decline between the 8-year and 12-year follow-ups than men, despite retaining higher average memory performance than men. We conclude that from ages 20-76, gender differences in cognitive abilities are stable except for faster memory ageing among women in the eighth decade. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Genes, Early Life Stress, Brains, and Cognition: A Moderated Mediation Analysis

Genetic, environmental factors underlie brain and cognitive development in children. Testing the moderating effect of Early Life Stress (ELS) on gene-brain-cognition relationships is essential to understanding individual differences in cognitive development.

Cognitive development and parenting during early childhood among Mapuche and non-indigenous Chileans

The current article studies the differences in cognitive development between Mapuche preschoolers and non-Indigenous preschoolers in Chile. The Mapuches comprise the main Indigenous group in Chile and a socioeconomically vulnerable group. We studied the differences in cognitive development between these two groups, focusing on the role of the families’ socioeconomic resources and the parental behaviors. We use data from the 2012 Encuesta Longitudinal de Primera Infancia, a nationally representative survey of early childhood (0–6 years old) in Chile, which includes a test of cognitive development validated for Mapuche preschoolers. Our results indicate that the cognitive gap between Mapuche children and non-Indigenous children in Chile starts before they enter primary school (SD = 0.2, p < 0.001), which coincides with the lower limit of the gap found in previous studies during school years. In linear models of cognitive development, socioeconomic resources, and parental behaviors account for part of the gap between Mapuche children and non-Indigenous children, but not for all of it. We also find a positive interaction between a Mapuche origin and home learning materials, which indicates that Mapuche children benefit from a rich learning environment at home more intensively than do non-Indigenous Chilean children.

Supplemental Material for Gender Differences in Cognitive Development in Cohorts of Young, Middle, and Older Adulthood Over 12 Years

Supplemental Material for Gender Differences in Cognitive Development in Cohorts of Young, Middle, and Older Adulthood Over 12 Years

Children's Narrative Elaboration After Reading a Storybook Versus Viewing a Video.

Previous studies have found that narrative input conveyed through different media influences the structure and content of children’s narrative retellings. Visual, televised narratives appear to elicit richer and more detailed narratives than traditional, orally transmitted storybook media. To extend this prior work and drawing from research on narrative elaboration, the current study’s main goal was to identify the core plot component differences (the who, what, where, when, why, and how of a story) between children’s retellings of televised versus traditional storybook narratives. However, because children also differ individually in their IQ, we further incorporated this variable into our analysis of children’s narrative retellings. For our purpose, a novel coding schema was developed, following and extending the existing narrative elaboration approaches. Participants were 46 typically developing children aged 4–5 years from Germany. The current study incorporated two narrative input conditions to which children were randomly assigned: in the video condition, children watched a non-verbal, visually conveyed, televised story from a DVD; and in the book condition, children read the story with an adult and experienced an orally conveyed version in the form of a book with minimal accompanying pictures. In both conditions, the same story was conveyed. After including IQ as a covariate in our analyses, results show that the children from the video condition gave significantly more elaborated retellings, particularly across the who, what, and where (sub-)components. Differences between the conditions in the component when, how and why did not reach statistical significance. Our findings indicate that different media types entail differential cognitive processing demands of a story, resulting in type-specific memories and narratives. The effect of different medial conditions was significant and persisted when individual differences in cognitive development were considered. Consequences for children’s development, education, and interaction with and within today’s digital world are discussed.

A-190 Neuropsychological profile of adolescent with 22q11.2 Deletion Syndrome

Abstract Objective 22q11.2 deletion syndrome (22q11DS) is a genetic microdeletion disorder linked to various adverse medical and psychiatric outcomes affecting 1 in every 1,000 to 4,000 births. 22q11DS results from a meiotic deletion of DNA at the q11.2 site on chromosome 22, contributing to cognitive impairments resulting from a range of congenital anomalies. While data are inconsistent and the 22q11DS profile is incomplete—research suggests neuropsychological impairments with receptive language and attention. We describe the neuropsychological findings of a young woman with stronger than expected receptive language and atypical attention profile. Thus, we will highlight the cognitive profile of 22q11DS and the critical role of neuropsychological evaluation in clarifying cognitive performances. Methods This adolescent was diagnosed with 22q11DS at age 10, and various professionals made prior diagnoses of ADHD, ODD, Anxiety, ID, developmental delay, and learning delay without previous formal neuropsychological evaluation. Results Evaluation revealed low overall performances (WISCV- FSIQ = 66) with relative strengths on tasks of category fluency and receptive vocabulary, with stronger than expected receptive language. Her attention profile was not consistent with ADHD, although by history, ADHD criteria would have been met previously. Qualitatively, even with a low IQ, she did not present as someone with an ID. Conclusion This case of a young woman with 22q11DS with several prior diagnoses demonstrated a slightly atypical cognitive profile supporting the need for formal neuropsychological evaluation. Furthermore, the patterns of her performances add to the literature of 22q11 deletion syndromes and raise important questions regarding differences in cognitive development in individuals with 22q11DS.

A Follow-Up Study of Cognitive Development in Low Risk Preterm Children.

The results of a longitudinal study on the cognitive development of one group of full-term and three groups of low risk preterm children with different gestational ages (GA) are presented. The 181 participants were divided into four GA groups of similar size. The aims were: 1) To check if there are differences in cognitive development (measured through the Batelle scale) among the GA groups. 2) To establish the predictive factors of cognitive development at 22 and 60 months of age, taking into account biomedical, environmental and individual factors. The results of the repeated measures ANOVA performed at 22 and 60 months of age indicated that the cognitive trajectories of the four GA groups were similar. Linear regression analyses showed that the effect of the different predictors changed in relation to the time of measurement of cognitive development. Biological factors and the quality of home environment had a moderate effect on the cognitive development at 22 months of age. Cognitive results obtained at 22 months of age, and, to a lesser extent, working memory had the greatest effect on cognitive development at 60 months. GA does not predict cognitive development. Preterm children do not show cognitive delay if they are healthy.

Increased parental anxiety and a benign clinical course: Infants identified with short-chain acyl-CoA dehydrogenase deficiency and isobutyryl-CoA dehydrogenase deficiency through newborn screening in Georgia

The long-term consequences and need for therapy in children with short-chain acyl-CoA dehydrogenase deficiency (SCADD) or isobutyryl-CoA dehydrogenase deficiency (IBDD) identified via newborn screening (NBS) remains controversial. Initial clinical descriptions were severe; however, while most cases identified through NBS have remained asymptomatic, clinical concerns have been raised in these populations. It is not clear whether these children are asymptomatic because of the success of NBS, or because the normal clinical course of these disorders is relatively benign. To evaluate these possibilities in our program, we evaluated the clinical outcomes of children with SCADD or IBDD identified by the Georgia NBS compared to the health status of a healthy age-matched control group. We also assessed parental anxiety during a phone interview both subjectively and objectively using the Pediatric Inventory for Parents (PIP), a validated measure of illness-related parental stress. The general health of 52 SCADD and nine IBDD cases from 2007 to 2016 were compared to the general health of unaffected control children obtained through the Centers for Disease Control and Prevention (CDC) parent listserv. We also collected statements from parents who participated in a phone survey regarding events they experienced during and after their diagnostic process. Overall, the children with SCADD and IBDD had no major health problems. There was no significant difference in cognitive development (p = .207). We identified a slightly higher incidence of reported neonatal hypoglycemia in the SCADD group; two of these occurred in the context of maternal diabetes. All interviewed parents reported extreme anxiety during the diagnostic period and current feelings of uncertainty about their child's future. PIP scores for all six caregivers who responded to that portion of the survey were consistent with some degree of parental stress. The greatest reported stressor was the unknown long-term impact of the illness. All children with SCADD and IBDD had no significant long-term sequelae. The phone interviews revealed substantial parental anxiety about the identification and follow-up of SCADD and IBDD. Based on our findings, the anxiety parents experience may be unwarranted given that we see no disease-associated morbidity or mortality in these children. Consideration should be given to the removal of these conditions from NBS panels, or if that is not possible, clinicians could educate parents on the benign nature of these diagnoses and release them from follow-up without treatment.