A metascience investigation of inclusive, open, and reproducible science practices in research posters at the 2021 SRCD biennial meeting.

Over the past decade, there has been a growing appreciation of metascience issues in psychological science. Using data collected from 2615 posters presented at the 2021 biennial meeting of the Society for Research in Child Development, this article examines the use of transparent research practices to increase rigor and reproducibility as well as generalizability through greater inclusivity of diverse samples. Research presented through poster presentations was heavily skewed toward quantitative studies featuring American researchers using Western hemisphere samples. Sharing of data/materials, preregistrations, and replications were uncommon. During a time when governments are increasingly requiring more open practices and access, this research provides an important baseline by which developmental science can benchmark progress toward the goals of greater inclusivity and openness.

Examining associations between intelligence mindset, mental health symptom severity, and academic self-efficacy and performance.

Individuals possess different beliefs regarding the malleability of intelligence, also known as intelligence mindsets. Despite evidence demonstrating a link between a growth mindset of intelligence-the belief that intelligence can develop through effort-and academic achievement, this link has not been closely examined from a mental health perspective. Given the increasing prevalence of mental health conditions, such as anxiety and depression, among undergraduate students, an important question is whether the well-established link between mental health symptom severity and academic outcomes depends on the intelligence mindset beliefs that individuals possess. A growth mindset of intelligence might buffer the negative impact of anxiety and depression on academic outcomes, whereas a fixed mindset-the belief that intelligence cannot be changed-might exacerbate this negative relationship. The present study examined data collected from 660 undergraduate psychology students in the United States to test whether intelligence mindset beliefs moderated the relationship between mental health symptom severity and various indicators of academic outcomes: academic self-efficacy, GPA, and perceived academic standing. Results revealed that intelligence mindset beliefs did not moderate the observed negative association between mental health symptom severity and academic outcomes. Findings indicate that promoting a growth mindset of intelligence might not be a particularly effective strategy for buffering university students from the negative impact of anxiety and depression on academic outcomes. However, this conclusion is limited by the cross-sectional design of the study, and future prospective research is necessary to further clarify the relationship between intelligence mindset, mental health, and academic outcomes.

A Brief Measure of Language Skills at 3 Years of Age and Special Education Use in Middle Childhood.

OBJECTIVE: To test whether a language screener administered during early childhood predicts special education referrals and placement in middle childhood. STUDY DESIGN: A series of logistic regressions was conducted in a longitudinal study of 731 children. Predictor variables included scores on the early language screener (Fluharty Preschool Speech and Language Screening Test-Second Edition [Fluharty-2]) at ages 3 and 4 years, a standardized measure of academic achievement at age 5 years, and parent report of special education services at ages 7.5, 8.5, and 9.5 years. RESULTS: Results showed that higher scores on the Fluharty-2 predicted a reduced likelihood of having an individualized education program (OR 0.48), being referred for special education (OR 0.55), and being held back a grade (OR 0.37). These findings did not vary by sex, race, or ethnicity, and remained significant after controlling for male sex, behavior problems, parental education, and family income. The Fluharty-2 remained predictive of special education outcomes even after controlling for children's academic skills at age 5 years. CONCLUSIONS: Results suggest that structured, brief assessments of language in early childhood are robust predictors of children's future engagement in special education services and low academic achievement. Primary care physicians may use a multipronged developmental surveillance and monitoring protocol designed to identify children who may need comprehensive evaluation and intervention. Early intervention may reduce the need for costly special education services in the future and reduce comorbid conditions.

Intergenerational associations in executive function between mothers and children in the context of risk.

Executive functioning (EF) is critical for school readiness and other important life skills. Previous investigations have often neglected the important influence of parental EF skills in shaping their own children's EF. This study attempted to replicate recent empirical work that has shown that maternal EF is positively related to child EF. An ecological theoretical framework was used to examine the maternal EF-child EF link in family environments characterized by significant risk and socioeconomic adversity. Data from 38 mother-child dyads revealed that larger maternal working memory capacity was associated with greater child accuracy and slower reaction times on a child-friendly Go/No-Go task of response inhibition but not on an Emotional Go/No-Go task. This finding suggests that in contexts of risk and adversity, slower reaction times, instead of reflecting weaker EF skills, might reflect an adaptive skill-that is, exercising appropriate caution and careful responding on a challenging task. Results provide additional evidence of an intergenerational link between maternal EF and child EF and yield new insights into the nature of EF in adverse environments.

Motivational processes from expectancy-value theory are associated with variability in the error positivity in young children.

Motivational beliefs and values influence how children approach challenging activities. The current study explored motivational processes from an expectancy-value theory framework by studying children's mistakes and their responses to them by focusing on two event-related potential (ERP) components: the error-related negativity (ERN) and the error positivity (Pe). Motivation was assessed using a child-friendly challenge puzzle task and a brief interview measure prior to ERP testing. Data from 50 4- to 6-year-old children revealed that greater perceived competence beliefs were related to a larger Pe, whereas stronger intrinsic task value beliefs were associated with a smaller Pe. Motivation was unrelated to the ERN. Individual differences in early motivational processes may reflect electrophysiological activity related to conscious error awareness.

Executive functions and science achievement during the five-to-seven-year shift.

Executive functions (EF) are domain-general cognitive skills that predict foundational academic skills such as literacy and numeracy. However, less is known about the relation between EFs and science achievement. The nature of this relation might be explained by the theory of mutualism, which states that development is the result of complex and interacting processes, in which growth in one domain influences growth in another domain. The present study examined the bidirectional associations between science achievement and children's cognitive flexibility and working memory in a nationally representative sample of children in the United States (Early Childhood Longitudinal Study: Kindergarten Class of 2010-2011 [ECLS-K:2011]; N = 18,174). Using random intercepts cross-lagged panel modeling, results revealed a heterogeneous pattern of associations between EF and science achievement, consistent with mutualism theory. Trait-like and construct stability emerged in the between-person and within-person estimates of EF and science. Cognitive flexibility and working memory in kindergarten each predicted science achievement in first grade. Science achievement at the beginning of first grade predicted cognitive flexibility at the end of first grade. There were also bidirectional associations between working memory and science achievement from the beginning to the end of the first grade year. Although effect sizes were small, findings reveal the complex interplay between EF and science achievement during early childhood and highlight a core tenet of mutualism theory-that small gains in academic and cognitive domains are positively associated with future skills and abilities within and across domains. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Development and validation of a patient face-mounted, negative-pressure antechamber for reducing exposure of healthcare workers to aerosolized particles during endonasal surgery.

OBJECTIVE: The authors developed a negative-pressure, patient face-mounted antechamber and tested its efficacy as a tool for sequestering aerated particles and improving the safety of endonasal surgical procedures. METHODS: Antechamber prototyping was performed with 3D printing and silicone-elastomer molding. The lowest vacuum settings needed to meet specifications for class I biosafety cabinets (flow rate ≥ 0.38 m/sec) were determined using an anemometer. A cross-validation approach with two different techniques, optical particle sizing and high-speed videography/shadowgraphy, was used to identify the minimum pressures required to sequester aerosolized materials. At the minimum vacuum settings identified, physical parameters were quantified, including flow rate, antechamber pressure, and time to clearance. RESULTS: The minimum tube pressures needed to meet specifications for class I biosafety cabinets were -1.0 and -14.5 mm Hg for the surgical chambers with ("closed face") and without ("open face") the silicone diaphragm covering the operative port, respectively. Optical particle sizing did not detect aerosol generation from surgical drilling at these vacuum settings; however, videography estimated higher thresholds required to contain aerosols, at -6 and -35 mm Hg. Simulation of surgical movement disrupted aerosol containment visualized by shadowgraphy in the open-faced but not the closed-faced version of the mask; however, the closed-face version of the mask required increased negative pressure (-15 mm Hg) to contain aerosols during surgical simulation. CONCLUSIONS: Portable, negative-pressure surgical compartments can contain aerosols from surgical drilling with pressures attainable by standard hospital and clinic vacuums. Future studies are needed to carefully consider the reliability of different techniques for detecting aerosols.

The Effects of Kindergarten and First Grade Schooling on Executive Function and Academic Skill Development: Evidence From a School Cutoff Design.

Early executive function (EF) skills reliably predict school readiness and future academic success. While children's skills undergo rapid development during the transition to formal schooling, it remains unclear the extent to which schooling exerts a unique influence on the accelerated development of EF and academic skills during the early years of schooling. In the present study, a quasi-experimental technique known as the school cutoff design was used to examine whether same-aged children who made vs. missed the age cutoff for school entry significantly differed on EF, reading, and math outcomes. Data from 166 pre-k, kindergarten, and first grade children (Range = 3.75-7.58 years, 92 girls) from a longitudinal study of literacy development were analyzed. Children were assessed on EF, reading, and math skills in fall and spring. Results revealed unique effects of kindergarten, but not first grade, on growth in EF and reading over and above the effect of age. Schooling was unrelated to growth in math. Because kindergarten represents the first year of elementary school and children's first exposure to a formal schooling environment, kindergarten schooling may be uniquely positioned to produce greater gains in academic and behavioral outcomes compared to other grades.

Endoscopic endonasal approaches to the craniovertebral junction: The Otolaryngologist's perspective.

OBJECTIVE: To review indications and techniques for the endoscopic endonasal approach to the craniovertebral junction (CVJ), analyze postoperative outcomes, and discuss important technical considerations. METHODS: A retrospective analysis was performed on all patients undergoing endonasal endoscopic approaches to the CVJ from May 2007 to June 2017. Demographic information, presenting symptoms, imaging results, treatment course, postoperative functional status, and follow-up were recorded. RESULTS: There was a total of 30 patients in this series, with a mean follow-up of 11.7 months. The average age was 33.6 years (range, 5-75 years), with 18 females and 12 males. The majority of patients (n = 22, 73.3%) had Chiari malformation type 1 with basilar invagination and symptomatic cervicomedullary compression as the indication for surgery. Intraoperative cerebrospinal fluid leak (CSF) was noted in 3 cases of odontoid resection and a single case of skull base resection. There were no postoperative CSF leaks. Overall, 81% of patients resumed regular diet by post-operative day 2 (range, 0-8 days). Severe postoperative dysphagia occurred in two cases with one requiring gastrostomy tube placement and another utilizing total parenteral nutrition for support prior to eventual gastrostomy. On average, patients were extubated by postoperative day 0.93 (range 0-3 days), with 85% extubated by postoperative day 1. A tracheotomy was required in one patient. CONCLUSION: The endonasal endoscopic approach is a valuable technique for access to the CVJ with minimal disruption of respiratory and alimentary function.

Early Communication Skills and Special Education Outcomes at School Entry: Implications for Pediatric Care and Screening.

Objective. To examine whether children's early communication skills at age 3 predict special education outcomes at kindergarten entry. Methods. Data from 139 children eligible for early intervention or early childhood special education services were examined. Early communication was defined separately as expressive and receptive language skills and was measured by the Vineland Adaptive Behavior Scales-Second Edition. Outcome variables were parent-reported measures of special education use and dosage as well as speech therapy receipt and dosage at kindergarten entry. Results. Better expressive language skills at age 3-but not receptive language skills-predicted a significantly reduced likelihood (odds ratio = 0.79) of receiving speech therapy at kindergarten entry. There were no effects of early communication on broader receipt of special education services as well as on special education dosage. Conclusions. Screening of specific domains of early communication skills during routine pediatric care, in conjunction with the evaluations of other professionals involved in the child's education and health, might be an effective method for identifying children who are likely to receive speech therapy and other special education services at kindergarten entry.

Early math and reading achievement are associated with the error positivity.

Executive functioning (EF) and motivation are associated with academic achievement and error-related ERPs. The present study explores whether early academic skills predict variability in the error-related negativity (ERN) and error positivity (Pe). Data from 113 three- to seven-year-old children in a Go/No-Go task revealed that stronger early reading and math skills predicted a larger Pe. Closer examination revealed that this relation was quadratic and significant for children performing at or near grade level, but not significant for above-average achievers. Early academics did not predict the ERN. These findings suggest that the Pe - which reflects individual differences in motivational processes as well as attention - may be associated with early academic achievement.

Effect of interleukin-1beta and tumor necrosis factor-alpha on the expression of G-proteins in CD4+ T-cells of atopic asthmatic subjects.

Chronic use of beta2-agonists and increased production of inflammatory mediators during the late allergic reaction after the antigen challenge result in the desensitization of beta-adrenoceptors in the airways with an accompanying rise in non-specific airway hyperresponsiveness. Several proinflammatory cytokines, including interleukin-1beta (IL-1beta) and tumor necrosis factor-alpha (TNF-alpha), play a significant role in orchestrating and perpetuating the inflammatory response and induce the decreased response to bronchodilators in vitro. However, the underlying mechanisms are unknown. In this study, we examined the effect of two cytokines, IL-1beta and TNF-alpha, on the expression of guanine nucleotide binding regulatory proteins (G-proteins), Gs alpha and Gi alpha-3, by Western blotting in the CD4+ cells of nonatopic nonasthmatic (NANA), atopic nonasthmatic (ANA), and atopic asthmatic (AA) subjects. In the purified CD4+ cells, the basal expression of Gs alpha was higher in the ANA group, and significantly lower in the AA group as compared to the NANA group. The basal expression of Gi alpha-3 was significantly greater (3-15 fold) than Gs alpha, with no significant difference between any of the three groups. Both cytokines IL-1beta and TNF-alpha significantly decreased the expression of Gs alpha in the CD4+ cells of the NANA and ANA groups, with no effect in the AA group. However, these cytokines increased the expression of Gi alpha-3, proteins in the AA group, but had no effect in the CD4+ cells of the NANA and ANA groups. These data suggest that a decreased response to beta2-agonists in the late allergic response in allergic asthmatic subjects could be due to the release of inflammatory cytokines, which induce a decrease in the stimulatory G-proteins and an increase in the inhibitory G-proteins.

Depression in patients with glaucoma as measured by self-report surveys.

PURPOSE: This study aimed to determine whether patients with glaucoma have more depressive symptoms than patients without glaucoma. DESIGN: Prospective case-control study. PARTICIPANTS: The study population was recruited from two university-based glaucoma clinical practices and a university-based general ophthalmology clinic and consisted of 121 patients with open-angle glaucoma, 42 with diagnoses of suspected glaucoma, and 135 with no chronic ocular conditions except cataract. INTERVENTION: The Center for Epidemiologic Studies Depression Scale (CES-D) and Composite International Diagnostic Interview, Short Form (CIDI-SF) questionnaires were administered to all subjects. Demographic information, medical history, and responses to the questionnaires were elicited by an interviewer. Medical record review was performed to obtain clinical examination data and to substantiate the medical and demographic data obtained by the interviewer. MAIN OUTCOME MEASURES: The questionnaire scores by diagnostic group, demographic characteristics, and medical history were examined. Secondary outcome measures were questionnaire scores in patients with glaucoma by visual impairment and glaucoma medication use. RESULTS: Depression scores for patients with glaucoma did not differ significantly from scores of control patients. Having past or present mental illness was the only consistent predictor for depression in both questionnaires. Among glaucoma patients, visual acuity level, visual field severity, and use of topical beta-blockers were not predictors for depression. CONCLUSIONS: Patients with glaucoma do not report being more depressed than patients without glaucoma as measured by the CES-D and the CIDI-SF questionnaires.