How do socioeconomic attainment gaps in early mathematical ability arise?

Socioeconomic attainment gaps in mathematical ability are evident before children begin school, and widen over time. Little is known about why early attainment gaps emerge. Two cross-sectional correlational studies were conducted in 2018-2019 with socioeconomically diverse preschoolers, to explore four factors that might explain why attainment gaps arise: working memory, inhibitory control, verbal ability, and frequency of home mathematical activities (N = 304, 54% female; 84% White, 10% Asian, 1% black African, 1% Kurdish, 4% mixed ethnicity). Inhibitory control and verbal ability emerged as indirect factors in the relation between socioeconomic status and mathematical ability, but neither working memory nor home activities did. We discuss the implications this has for future research to understand, and work towards narrowing attainment gaps.

Why are some inhibitory tasks easy for preschool children when most are difficult? Testing two hypotheses.

Understanding the processes that create inhibitory demands is central to understanding the role of inhibitory control in all aspects of development. The processes that create inhibitory demands on most developmental tasks seem clear and well understood. However, there is one inhibitory task that appears substantially easier than the others: the Reverse Categorization task, in which children are asked to "reverse sort" items (e.g., put large items in a small box and put small items in a large box). This finding is both surprising and problematic because it cannot be explained by any existing account of inhibitory development. Four experiments with 3- and 4-year-olds sought to explain why the Reverse Categorization task is easy. Two experiments (N = 64) investigated the hypothesis that children conceptualize the task in a way that reduces its inhibitory demands; and two experiments (N = 56) tested the hypothesis that the task is easier because children sort items slowly. The data indicate that children spontaneously respond more slowly on the Reverse Categorization task than on other inhibitory tasks and that this slowing reduces the task's cognitive demands. The way in which slowed responding works, and its relation to other inhibition-reducing interventions, is discussed.

Can We Boost Preschoolers' Inhibitory Performance Just by Changing the Way They Respond?

Changing the way children make their response appears to sometimes, but not always, boost their inhibitory control-though interpreting existing findings is hampered by inconsistent methods and results. This study investigated the effects of delaying, and changing, the means of responding. Ninety-six preschoolers (Mage 46 months) completed tasks assessing inhibitory control, counterfactual reasoning, strategic reasoning, and false belief understanding. Children responded either immediately or after a delay, and either by pointing with their finger, or with a hand-held arrow. Delaying boosted performance on all tasks except false belief understanding; arrow-pointing only improved strategic reasoning. It is suggested that delay helps children work out the correct response; it is unlikely to help on tasks where this requirement is absent.

The Role of Executive Functions in Socioeconomic Attainment Gaps: Results From a Randomized Controlled Trial.

The socioeconomic attainment gap in mathematics starts early and increases over time. This study aimed to examine why this gap exists. Four-year-olds from diverse backgrounds were randomly allocated to a brief intervention designed to improve executive functions (N = 87) or to an active control group (N = 88). The study was preregistered and followed CONSORT guidelines. Executive functions and mathematical skills were measured at baseline, 1 week, 3 months, 6 months, and 1 year posttraining. Executive functions mediated the relation between socioeconomic status and mathematical skills. Children improved over training, but this did not transfer to untrained executive functions or mathematics. Executive functions may explain socioeconomic attainment gaps, but cognitive training directly targeting executive functions is not an effective way to narrow this gap.

Implementation of an interdisciplinary tracheostomy care protocol to decrease rates of tracheostomy-related pressure ulcers and injuries.

OBJECTIVES: Tracheostomy-related pressure injuries (TRPI) have been demonstrated to occur in approximately 10% of tracheostomy patients. In this study, we present TRPI outcomes after implementation of a standardized tracheostomy care protocol. METHODS: A tracheostomy care protocol was developed by an interdisciplinary quality improvement program and implemented on July 1, 2016. The protocol was designed to minimize factors that contribute to the development of TRPI. Rates of TRPI over the subsequent 20 months were compared to the year before implementation. RESULTS: 9 out of 85 patients (10.6%) developed TRPI in the pre-protocol cohort compared to 0 of 137 (0%) in the post-protocol cohort, which was a statistically significant decrease by Fisher's exact test with a p-value of 0.0001. Pearson's correlation coefficient demonstrated a negative correlation between age and post-operative day of diagnosis (r = -0.641, p = 0.063), indicating that older patients develop TRPI more quickly. CONCLUSIONS: Interdisciplinary peri-operative tracheostomy care protocols can be effective in decreasing rates of TRPI.

Understanding Early Inhibitory Development: Distinguishing Two Ways That Children Use Inhibitory Control.

Inhibitory control is the capacity to suppress inappropriate responses. It is central to many aspects of development, most notably executive function and effortful control. Despite its importance, however, there are significant gaps in our understanding of inhibitory control's early development, and several findings that remain hard to explain. Here, a new account of inhibitory control is presented, explaining previous findings by distinguishing between two distinct ways that inhibitory control is used. According to this "Strength/Endurance" account, inappropriate responses which are highly prepotent tax inhibitory strength; whereas inappropriate responses which remain active for a long time tax inhibitory endurance. The developmental trajectories of these two aspects of inhibitory control, and their separate impacts on broader development, are discussed.

Not All Distractions Are the Same: Investigating Why Preschoolers Make Distraction Errors When Switching.

When switching between tasks, preschoolers frequently make distraction errors-as distinct from perseverative errors. This study examines for the first time why preschoolers make these errors. One hundred and sixty-four 2- and 3-year-olds completed one of four different conditions on a rule-switching task requiring children to sort stimuli according to one rule and then switch to a new rule. Conditions varied according to the type of information that children needed to ignore. Children made significantly more distraction errors when the to-be-ignored information was related to the previous rule. When it was not related to a previous rule, even young preschoolers could disregard this information. This demonstrates that distraction errors are caused by children's initial goal representations that continue to affect performance.

Where does prepotency come from on developmental tests of inhibitory control?

Understanding the processes that make responses prepotent is central to understanding the role of inhibitory control in cognitive development. The question of what makes responses prepotent was investigated using the two most widely studied measures of preschoolers' inhibitory control. Across two experiments, 80 children were tested either on a series of stimulus-response compatibility (SRC) tasks or on a series of Go/No-go tasks. Results indicated that high levels of prepotency on SRC tasks (such as the Day/Night task) occur only under specific conditions; making a verbal response can be highly prepotent if the stimulus and response are associated with each other (e.g., saying "cup" to a cup) but is less prepotent when they are unassociated (e.g., saying "cup" to a doorstop). Action responses (e.g., lifting a cup to your mouth) show little prepotency irrespective of whether the stimulus and response are associated. In contrast, with Go/No-go tasks, a much wider variety of behaviors are highly prepotent regardless of whether the stimulus and response are associated. These data suggest that prepotency arises in very different ways, depending on the type of task used. Although both Go/No-go tasks and SRC tasks can make inhibitory demands, they do so for fundamentally different reasons.

Different Executive Functions Support Different Kinds of Cognitive Flexibility: Evidence From 2-, 3-, and 4-Year-Olds.

Improvements in cognitive flexibility during the preschool years have been linked to developments in both working memory and inhibitory control, though the precise contribution of each remains unclear. In the current study, one hundred and twenty 2-, 3-, and 4-year-olds completed two rule-switching tasks. In one version, children switched rules in the presence of conflicting information, and in the other version, children switched rules in the presence of distracting information. Switching in the presence of conflict improved rapidly between the ages of 3 and 3.5 years, and was associated with better working memory. Conversely, switching in the presence of distraction developed significantly between the ages of 2 and 3 years, and was associated with better inhibitory control.

Attentional processes in low-socioeconomic status bilingual children: are they modulated by the amount of bilingual experience?

Recent research indicates that bilingual children are more proficient in resolving cognitive conflict than monolinguals. However, the replicability of such findings has been questioned, with poor control of participants' socioeconomic status (SES) as a possible confounding factor. Two experiments are reported here, in which the main attentional functions and pragmatic ability of 54 bilingual and 56 monolingual low-SES children were assessed (Experiment 1: 6- to 12-year-olds; Experiment 2: 6- to 8-year-olds). A language-switching task was also employed, to measure bilingual proficiency. Overall, the monolingual and bilingual groups did not differ significantly in any of the tasks employed, although the ability to resolve conflict was related to children's level of bilingual experience.

What's so special about verbal imitation? Investigating the effect of modality on automaticity in children.

Young children experience difficulty across a wide variety of situations that require them to suppress automatic responses. Verbal imitation, in contrast, is easy for children to suppress. This is all the more surprising because data from adult studies appear to be at odds with this observation. In two experiments, we investigated whether this surprising developmental finding with verbal imitation reflects a more general phenomenon-relating either to verbal responses or to auditory stimuli-or whether verbal imitation itself represents a unique case. In Experiment 1 (N=24), it was found that verbal responses were not inherently easier for 3-year-olds to inhibit than manual responses. Experiment 2 (N=24) showed that auditory stimuli did not evoke less automatic activation than visual stimuli. Taken together, these data suggest that verbal imitation is unique, or at least unusual, in being particularly easy for children to resist. It is suggested that the automaticity of verbal imitation may develop slowly and that the relation between word complexity and automaticity is likely to be a fruitful topic of further investigation.

Prepotency in action: does children's knowledge of an artifact affect their ability to inhibit acting on it?

Prepotent actions are actions that are strongly triggered by the environment and so tend to be carried out unless intentionally avoided. Understanding what makes an action prepotent is central to an understanding of inhibitory control. The current study investigated actions made on artifacts because in artifact-dense cultures much everyday behavior is focused on them. A total of 80 3-year-olds were tested on a Go/No-go task that required children to make an action on go trials and to withhold it on no-go trials. These actions were made on artifacts with which the actions were either associated (e.g., drawing with a crayon) or unassociated (e.g., drawing with a hammer). Failure to avoid the go action on no-go trials was taken as evidence that the action was prepotent. Results suggested that an action did not need to be associated with an artifact in order for it to be prepotent (so drawing with a hammer could be prepotent). However, associated actions were sometimes produced even when children had been instructed to make an unassociated action. Children sometimes drew with a crayon when told to hammer with it, but they never hammered when told to draw.

Factors associated with parent-teacher hyperactivity/inattention screening discrepancy: Findings from a UK national sample.

BACKGROUND: To fulfil the diagnostic criteria of Attention Deficit Hyperactivity Disorder in the Fifth Edition of Diagnostic and Statistical Manual of Mental Disorders (DSM-5), symptoms should be observed in two or more settings. This implies that diagnostic procedures require observations reported from informants in different settings, such as teachers in school and caregivers at home. This study examined parent-teacher agreement in reporting hyperactivity/inattention and its relationship with child's, parent's, and family's characteristics. METHOD: We used data from the 2004 United Kingdom Mental Health of Children and Young People survey, including 7977 children aged 4-17, to investigate cross-informant agreement between parents and teachers on the hyperactivity-inattention subscale of the Strengths and Difficulties Questionnaire. The characteristics of different patterns of informant agreement were assessed using multinomial logistic regression. RESULTS: Cross-informant agreement of parent and teacher was low (weighted kappa = .34, 95% C.I.: .31, .37). Some characteristics, such as male child and parental emotional distress, were associated with higher likelihood of parent-teacher discrepancy. CONCLUSION: We found low informant agreement in the hyperactive/inattention subscale, as hypothesised and consistent with previous studies. The current study has found several factors that predict discrepancy, which were partly consistent with previous research. Possible explanation, implications, and further research on parent-teacher informant discrepancy in reporting hyperactivity/inattention were discussed.

Parent Training for ADHD: No Generalization of Effects From Clinical to Neuropsychological Outcomes in a Randomized Controlled Trial.

OBJECTIVE: We examined whether neuropsychological function in ADHD can be improved by the New Forest Parenting Programme (NFPP), that combines standard parenting strategies with self-regulatory skills training, or predict ADHD and quality of life (QoL) treatment effects. METHOD: Participants were 93 medication-naive preschool children with ADHD (3-7 years) randomized to either NFPP (n = 49) or treatment as usual (TAU; n = 44) in a recent randomized trial. Laboratory measures of executive function, reaction time variability, and delay of gratification were collected along with parent ratings of ADHD and QoL at baseline and post treatment. Ratings were collected again at 3-month follow-up. RESULTS: NFPP did not improve neuropsychological function (compared to TAU), and baseline neuropsychological function did not predict treatment-related ADHD or QoL effects. CONCLUSION: Although NFPP includes a neuropsychological training element and has been shown to improve several clinical outcomes, it did not improve the neuropsychological functions it targets.

How do alternative ways of responding influence 3- and 4-year-olds' performance on tests of executive function and theory of mind?

A total of 69 preschool children were tested on measures of false belief understanding (the Unexpected Transfer task), inhibitory control (the Grass/Snow task), and strategic reasoning (the Windows task). For each task, children indicated their response either by pointing with their index finger or by using a nonstandard response mode (pointing with a rotating arrow). The means of responding had no effect on children's performance on the Grass/Snow task or on the Unexpected Transfer task, although children performed better on the Unexpected Transfer task when the key object in the story was removed. In contrast, performance on the Windows task was significantly better when children pointed with the rotating arrow. A follow-up experiment with 79 preschoolers found that this improved performance on the Windows task was sustained even after the nonstandard response mode was removed and children again pointed with their finger. These findings together suggest that nonstandard response modes do not help children to inhibit prepotent pointing responses but may help them to formulate response strategies on reasoning tasks by discouraging unreflective impulsive responding.

Renal abscesses in children: an 11-year retrospective study and review of the literature.

BACKGROUND: There is limited literature on renal abscesses in children and therefore no consensus on management. The objectives of this study were to describe renal abscesses in a contemporary paediatric Australian population and present a 20 year review of the literature. METHODS: An 11 year retrospective comparative study was conducted of paediatric patients with renal abscesses. A literature review of all eight original articles on paediatric renal abscesses from January 2001 to December 2021 was performed. RESULTS: Fourteen children with a mean age of 11 years were diagnosed with a renal abscess on ultrasound and/or computed tomography. The most common presenting symptoms were fever (n = 13, 93%) and flank or abdominal pain (n = 12, 86%). The most common causative organisms were Staphylococcus aureus (n = 7, 50%) and Escherichia coli (n = 4, 29%). All renal abscesses less than 3 cm were managed with antibiotics alone. Five out of nine abscesses 3-5 cm were managed with percutaenous drainage (56%). Two multi-loculated abscesses greater than 5 cm required open drainage in theatre (100%). CONCLUSIONS: The most common causative organism in the North Queensland population was S. aureus, with a higher incidence of MRSA. This should be taken into consideration when prescribing empirical antibiotics. Most renal abscesses in children that are less than 3 cm in size can be managed with antibiotic therapy only. The evidence for management of larger abscesses is less clear, but where clinically appropriate conservative management with antibiotic therapy should be considered in the first instance, with percutaneous drainage in cases of antibiotic failure.

The Effect of Social Presence on Mentalizing Behavior.

Our behavior is frequently influenced by those around us. However, the majority of social cognition research is conducted using socially isolated paradigms, without the presence of real people (i.e., without a "social presence"). The current study aimed to test the influence of social presence upon a measure of mentalizing behavior in adults. Study 1 used a first-order theory of mind task; and study 2 used a second-order theory of mind task. Both studies included two conditions: live, where the task protagonists were physically present acting out the task, or recorded, where the same task protagonists demonstrated the task in a video recording. In both experiments, participants were affected by the social presence and demonstrated significantly different patterns of behavior in response to the presence of real people. This study, therefore, highlights the critical importance of understanding the effect of a social presence in mentalizing research, and suggests that the inclusion of a social presence needs to be given strong consideration across social cognition paradigms.

Supporting children's counterfactual thinking with alternative modes of responding.

To speculate about counterfactual worlds, children need to ignore what they know to be true about the real world. Prior studies yielding individual differences data suggested that counterfactual thinking may be related to overcoming prepotent responses. In two experiments, we manipulated how 3- to 5-year-olds responded to counterfactual conditional and syllogism tasks. In Experiment 1 (N=39), children's performance improved on both conditional and syllogism tasks when they responded with an arrow rather than pointing with a finger. In Experiment 2 (N=42), 3- and 4-year-olds benefited from both an arrow manipulation and, separately, the introduction of a delay before responding. We suggest that both manipulations help children to overcome an impulsive prepotent response to counterfactual questions arising from a default assumption that information about the past is true.

Investigating arsenic impact of ACC treated timbers in compost production (A case study in Christchurch, New Zealand).

The arsenic concentration is an important issue in compost production. The main inputs of a compost factory, including kerbsides, green wastes, food industry wastes, and river weeds are investigated in this study. Also, this study investigated how treated timbers, ashes, and other contamination can impact arsenic concentration in compost production. The results showed that most treated timbers and all ashes of treated and untreated timbers contained significant amounts of arsenic. These results revealed that the presence of a small amount of treated timber ashes can significantly increase the arsenic concentration in composts. The results of the study show the arsenic concentration in compost increase during cold months, and it dropped during summer, which would be mostly because of high arsenic concentration in ashes of log burners. This study shows ashes of burning timbers can impact arsenic contamination mostly because of using Copper-Chrome-Arsenic wood preservatives (CCA). Also, the lab results show the arsenic level even in ashes of untreated timber is around 96 ppm. The ashes of H3, H4, and H5 treated timbers contain approximately 133,000, 155,000, and 179,000 ppm of arsenic, which one kg of them can increase arsenic concentration around 10 ppm in 13.3, 15.5 and 17.9 tons of dry compost products. The main problem is many people look at ashes and treated timber as organic materials; however, ashes of treated and untreated timbers contained high concentrations of arsenic. Therefore, it was necessary to warn people about the dangers of putting any ashes in organic waste bins.