Multi-informant evaluation of Cognitive Disengagement Syndrome (formerly Slow Cognitive Tempo). Children's self-reported measures in relation to parents / Evaluación multi-informante del Síndrome de Desconexión Cognitiva (anteriormente Tempo Cognitivo Lento). Medidas autoinformadas de los niños con relación a padres

El objetivo fue examinar, desde una aproximación multi-informante, las medidas del Síndrome de Desconexión Cognitiva (SDC) de padres/madres e hijos/as y su relación con síntomas internalizantes y externalizantes. 279 niños/as (9-13 años), y sus padres/madres completaron las evaluaciones sobre SDC, la inatención del trastorno por déficit de atención e hiperactividad (TDAH) y otras medidas internalizadas y externalizadas. Los ítems de las tres medidas de SDC convergieron razonablemente bien en el factor SDC. Se aportaron pruebas discriminantes de la validez de las relaciones entre las puntuaciones de las pruebas y las medidas de los tres constructos diferentes (SDC, soledad y preferencia por la soledad). La asociación más estrecha estuvo entre la evaluación parental de las medidas de SDC con ansiedad y depresión, y entre inatención con hiperactividad/impulsividad y trastorno negativista desafiante. Se observó capacidad predictiva de la medida de SDC sobre la soledad y preferencia por estar solo autoinformadas. Se encontró una posible asociación entre la medida del SDC evaluado por padres/madres y sexo y edad de los niños. En conclusión, los datos apoyan la inclusión de medidas autoinformadas en la evaluación del SDC. Las medidas del SDC en niños se vinculan con medidas internalizantes y, la inatención con las externalizantes.(AU)

Using the DRS-8 to measure unresolved/disorganized attachment: Associations with states of mind on the adult attachment interview, psychopathology, and offspring social-emotional development.

BACKGROUND: Unresolved/disorganized (U/d) attachment states of mind are associated with poor outcomes across numerous domains of functioning. However, the validity of existing self-report instruments measuring this construct remains questionable. OBJECTIVES: The aim of the current study was to validate the DRS-8, an alternative version of the Disorganized Response Scale (DRS), by assessing its construct validity, internal consistency, and criterion validity with the U/d attachment scales on the Adult Attachment Interview (AAI). PARTICIPANTS AND SETTING: Date were collected from 222 expectant parents (78 % women) at T1 and from 67 of them at 12 months postpartum (T2). METHODS: Participants completed the DRS-8 and questionnaires assessing childhood trauma, romantic attachment, and psychological symptoms during pregnancy (T1). Seventy-four of them participated in the AAI at T1. At T2, parents completed a questionnaire assessing their infants' social-emotional development. RESULTS: The DRS-8 has two highly correlated dimensions, i.e., lapses in the monitoring of reasoning (four items) and discourse (four items). A confirmatory factor analysis supported a bifactor structure of the instrument, showing good fit indices and internal consistency (ω = 0.87). The DRS-8 was significantly correlated with U/d states of mind on the AAI, r(72) = 0.28, p = .016, and demonstrated excellent construct validity. Significant indirect effects of the DRS-8 were found in the associations between childhood trauma and psychological symptoms, and between parental trauma and infant social-emotional development. CONCLUSIONS: The DRS-8 appears to be a promising self-report measure of U/d states of mind showing criterion validity with the AAI.

Children's limited tooling ability in a novel concurrent tool use task supports the innovation gap.

School-aged children have consistently shown a surprising developmental lag when attempting to innovate solutions to tool use tasks, despite being capable of learning to solve these problems from a demonstrator. We suggest that this "innovation gap" arises from tool tasks with more complex spatial relations. Following Fragaszy and Mangalam's new tooling theory, we predicted that innovating a new "sticker slide" task should be more challenging when two tools need to be used at the same time (concurrently) rather than one at a time (sequentially), despite the similarity of the other task elements. In line with previous work, both versions of the task were challenging for all ages of children (4-9 years) that we tested. However, the youngest group showed particularly extreme difficulties, which was marked by not a single child innovating the concurrent version. Although success significantly increased with age, even the oldest group failed to reach 50% success on the concurrent version of the task, whereas the majority of the two older groups could solve the sequential version. Thus, in this first study of concurrent tool use in children, we found support for the prediction that increasing the complexity of spatial relations in tooling exacerbates the innovation gap.

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OBJECTIVES: To evaluate the clinical efficacy of short-peptide exclusive enteral nutrition (EEN) therapy in inducing remission during active Crohn's disease (CD) in children, as well as changes in physical growth and nutritional indicators before and after treatment. METHODS: A prospective study included 43 children with active CD who were admitted to the Department of Gastroenterology, Children's Hospital of Nanjing Medical University from January 2017 to January 2024. The participants were randomly divided into a medication treatment group (13 children) and a short-peptide + medication treatment group (30 children). The changes in the Pediatric Crohn's Disease Activity Index (PCDAI) scores, physical growth, and nutritional indicators before and after treatment were analyzed in both groups. RESULTS: The PCDAI scores in the short-peptide + medication treatment group were lower than those in the medication treatment group after treatment (P<0.05). The Z-scores for weight-for-age, body mass index, and albumin levels were higher in the short-peptide + medication treatment group compared to the medication treatment group (P<0.05). In the patients with moderate to severe CD, total protein levels in the short-peptide + medication treatment group were significantly higher than those in the medication treatment group (P<0.05). CONCLUSIONS: Short-peptide EEN therapy can induce clinical remission in children with active CD and promote their physical growth while improving their nutritional status.

Evidence of Differential Prediction of Anxiety and Depression by Diurnal Alpha-Amylase and Cortisol in Development.

Research and theory suggest an important role of neuroendocrine function in emotional development, particularly under conditions of elevated stress. We provide empirical data to clarify associations between alpha-amylase (AA) and cortisol as well as test the differential linkages among AA, cortisol, and symptoms of anxiety, depression, and posttraumatic stress in children. Children recruited from a low-income elevated violence community (n = 100; mean age = 10, SD = 0.64; 79% Latino; 67% received free or reduced lunch) were assessed on diurnal levels of AA and cortisol along with assessments of anxiety, depression, and posttraumatic stress symptoms (PTSS). Elevated anxiety symptoms were associated with steeper linear slopes of AA with higher levels of AA in the morning but lower levels of AA in the evening. Depression was associated with differential cubic trajectories of AA when PTSSs were included in the model. Anxiety also predicted differential cubic diurnal trends in cortisol, such that greater anxiety symptoms were associated with relatively higher levels of cortisol in the evening. Again, depression symptoms when PTSS were included predicted diurnal cubic trends with elevated depression associated with lower awakening and midday cortisol that reversed to higher evening cortisol compared to youth with fewer self-reported depression symptoms.

Companion animals and child development outcomes: longitudinal and cross-sectional analysis of a UK birth cohort study.

BACKGROUND: Research into the impact of social relationships on childhood and adolescent health and wellbeing has been largely limited to children's relationships with other humans, while studies into the impact of pet ownership are sparse and have generally not adjusted for potential confounders. This study aimed to investigate the association between pet ownership and a range of developmental outcomes in childhood and adolescence. METHODS: Data were self-reports and direct assessments of approx. 14,000 children from the Avon Longitudinal Study of Parents and Children (ALSPAC). Multivariable regression models adjusting for confounding factors examined associations between developmental outcome measures (emotional health, behavioural development, cognitive development, language development, educational attainment) and concurrent pet ownership, including species, and also longitudinal pet ownership history and pet-interaction where possible. Analyses model numbers using multiple imputation varied from n = 393-8963. RESULTS: In cross-sectional analyses, owning a dog (b = 0.24, [0.06-0.41], p = .004) and owning other/miscellaneous pets (b = 0.18, [0.03-0.33], p = .021) at age 3 were associated with higher prosocial behaviour score. Owning a pet was associated with a higher non-verbal communication score at age 2 (cross-sectional, b = 0.18, [0.04-0.32], p = .014), and a higher language development score at age 5 (cross-sectional, b = 1.01, [0.18-1.83], p = .017). However, pet ownership was associated with lower educational attainment across a number of academic subjects and timepoints, in both cross-sectional and longitudinal analyses. It was also cross-sectionally linked to hyperactivity at age 3 and conduct problems at age 3 and 11. Furthermore, at age 8, cross-sectional analysis showed that children who owned any pets (OR [95% CI]: 0.85 [0.73-0.98], p= ·026) or cats (0.83, [0.73-0.95], p= ·006) had lower odds of high self-esteem (scholastic competence). CONCLUSIONS: Using a large, well-designed longitudinal study and adjusting for key confounders, we found little evidence of cross-sectional or longitudinal associations between pet ownership and emotional health or cognitive outcomes in children. There may, however, be some cross-sectional and longitudinal association with poorer educational attainment and a positive impact on social interactions as seen through associations with enhanced language development and prosocial behaviour. This study demonstrates the importance of adjustment for confounding variables and suggests that, contrary to popular belief, positive impacts of pet ownership on childhood development may be mainly limited to social behaviour and language development.

Current Evidence on Nutrient Intakes and Infant Growth: A Narrative Review of Baby-Led Weaning vs. Conventional Weaning.

Throughout infancy, changes in growth and development are observed, including changes in nutritional requirements; at approximately 6 months of age, when complementary feeding begins, breastmilk and/or formula are no longer the sole source of energy and nutrients. Little is known about the impact of complementary feeding (CF) approaches used during this time on infant nutrition and growth. Baby-led weaning (BLW) has continued to gain popularity over the last two decades, emphasizing the importance of examining the adequacy of different CF methods. This narrative review of 19 studies from January 2010 to April 2024 aims to discuss the differences between BLW and conventional weaning (CW). The definition of BLW varied across studies, and no standard definition has been established. Though no differences in energy were reported, macronutrient and micronutrient intakes were variable between approaches, including for micronutrients such as iron and zinc. Of the few studies with growth data, results comparing BLW and CW were conflicting. Differences were seen in the demographics of parents who chose to follow BLW and breastfeeding prevalence and duration prior to complementary feeding. Additional research is needed to understand the impacts of BLW and CW on nutrient intakes and growth to inform recommendations for infant complementary feeding approaches.

Rapid Growth between 0 and 2 Years Old in Healthy Infants Born at Term and Its Relationship with Later Obesity: A Systematic Review and Meta-Analysis of Evidence.

INTRODUCTION: Rapid growth in early childhood has been identified as a possible risk factor for long-term adiposity. However, there is a lack of studies quantifying this phenomenon only in healthy, full-term infants with appropriate birth weight for gestational age. This systematic review and meta-analysis aimed to investigate the association of rapid growth in full-term children up to 2 years of age with adiposity up to 18 years of age. METHODOLOGY: A systematic review of the literature was conducted in PubMed, EMBASE, and Web of Science. RESULTS: 14 studies were included. We were unable to find strong evidence that rapid growth in early childhood is a risk factor for long-term adiposity. Rapid growth in early childhood was associated with taller heights (standardized mean difference: 0.51 (CI: 0.25-0.77)) and higher body mass index (standardized mean difference: 0.50 (CI: 0.25-0.76)) and a higher risk of overweight under 18 years. CONCLUSION: Rapid growth in early childhood in term infants with appropriate birth weight is associated with higher growth, body mass index, and risk of being overweight up to age 18, but further work is needed to identify the associations between early rapid growth and obesity later in adulthood.

Human Milk Oligosaccharides and Their Pivotal Role in Gut-Brain Axis Modulation and Neurologic Development: A Narrative Review to Decipher the Multifaceted Interplay.

BACKGROUND: Human milk oligosaccharides (HMOs), which are unique bioactive components in human milk, are increasingly recognized for their multifaceted roles in infant health. A deeper understanding of the nexus between HMOs and the gut-brain axis can revolutionize neonatal nutrition and neurodevelopmental strategies. METHODS: We performed a narrative review using PubMed, Embase, and Google Scholar to source relevant articles. The focus was on studies detailing the influence of HMOs on the gut and brain systems, especially in neonates. Articles were subsequently synthesized based on their exploration into the effects and mechanisms of HMOs on these interconnected systems. RESULTS: HMOs significantly influence the neonatal gut-brain axis. Specific concentrations of HMO, measured 1 and 6 months after birth, would seem to agree with this hypothesis. HMOs are shown to influence gut microbiota composition and enhance neurotransmitter production, which are crucial for brain development. For instance, 2'-fucosyllactose has been demonstrated to support cognitive development by fostering beneficial gut bacteria that produce essential short-chain fatty acids. CONCLUSIONS: HMOs serve as crucial modulators of the neonatal gut-brain axis, underscoring their importance in infant nutrition and neurodevelopment. Their dual role in shaping the infant gut while influencing brain function presents them as potential game-changers in neonatal health strategies.

Executive functions as predictors of learning prerequisites in preschool: A longitudinal study.

INTRODUCTION: This study focuses on 'learning prerequisites', cognitive and non-cognitive skills crucial for school success, often measured in preschoolers. Executive Functions (EF), like inhibition and cognitive flexibility, are vital among these prerequisites. While EF's role in early literacy and numeracy is acknowledged, some components are often overlooked. OBJECTIVE: The study aims to longitudinally explore the link between EF, assessed at the beginning of the preschool year and the learning prerequites, measured at the end of the same preschool year. METHOD AND RESULTS: Evaluating 70 preschoolers (62.30 months, SD 4.55), results showed that certain EF measures predicted performance in literacy and numeracy tasks. Specifically, response inhibition predicted rhyme and syllable recognition, series completion, and cognitive flexibility predicted rhyme recognition. Moreover, EF, particularly response inhibition, correlated with overall metaphonology and pre-math abilities. CONCLUSION: The findings suggest the importance of integrating EF enhancement in early educational interventions, aiding in selecting and optimizing EF skills crucial for later academic success.

Effects of semantic and pragmatic factors on preschool children's negation-triggered inferences on plausible alternatives.

Negation-triggered inferences are universal across human languages. Hearing "This is not X" should logically lead to the inference that all elements other than X constitute possible alternatives. However, not all logically possible alternatives are equally accessible in the real world. To qualify as a plausible alternative, it must share with the negated element as many similarities as possible, and the most plausible one is often from the same taxonomic category as the negated element. The current article reports on two experiments that investigated the development of preschool children's ability to infer plausible alternatives triggered by negation. Experiment 1 showed that in a context where children were required to determine the most plausible alternative to the negated element, the 4- and 5-year-olds, but not the 3-year-olds, exhibited a robust preference for the taxonomic associates. Experiment 2 further demonstrated that the 3-, 4- and 5-year-olds considered all the complement set members as equally possible alternatives in a context where they were not explicitly required to evaluate the plausibility of different candidates. Taken together, our findings reveal interesting developmental continuity in preschool children's ability to make inferences about plausible alternatives triggered by negation. We discuss the potential semantic and pragmatic factors that contribute to children's emerging awareness of typical alternatives triggered by negative expressions.

Infant-parent attachment and lie-telling in young children: The Generation R Study.

Insecure-attached adults are more likely to lie. However, it is unknown whether infant-parent attachment quality relates to lie-telling in early childhood. As in adults, lie-telling in early childhood might be related to attachment insecurity. However, a competing hypothesis might be plausible; lie-telling might be related to attachment security given that lie-telling in early childhood is considered an advancement in social-cognitive development. The current study is the first to investigate the link between insecure/secure and disorganized/non-disorganized attachment and lie-telling behavior in early childhood. Because lie-telling is studied in the context of cheating behavior, the association between cheating and attachment is additionally explored. A total of 560 Dutch children (287 girls) from a longitudinal cohort study (Generation R) were included in the analyses. Attachment quality with primary caregiver (secure/insecure and disorganized/non-disorganized attachment) was assessed at 14 months of age in the Strange Situation Procedure, and cheating and lie-telling were observed in games administered at 4 years of age. The results demonstrated no relationship of attachment (in)security and (dis)organization with cheating and lie-telling. Results are interpreted in light of evidence that lie-telling in early childhood is part of normative development. Limitations are discussed, including the time lag between assessments, the fact that lie-telling was measured toward a researcher instead of a caregiver, and the conceptualization of attachment in infancy versus adulthood. Attachment quality does not affect early normative lie-telling, but how and when it may affect later lying in children remains to be explored.

Executive functions and theory of mind associations in middle childhood: Does social interaction act as a mediator?

This study explored the interplay of executive functions (EFs), social interactions, and theory of mind (ToM) in middle childhood. The first aim was to examine how specific EFs-shifting, inhibition, and working memory (WM)-predict social-perceptual and social-cognitive ToM. The second aim was to explore the potential mediating role of social interactions in the EF-ToM relationship. A total of 98 children aged 8 to 11 years completed three computerized EF tasks (task switching, flanker, and running span) and two ToM tasks (Strange Stories and Reading the Mind in the Eyes). The quality and quantity of social interactions were self-reported by using questionnaires. First, multiple regression analyses with age-adjusted scores examined how specific EFs predict ToM scores. The regression model was significant for social-cognitive ToM, but not for social-perceptual ToM. WM accuracy was the only significant, positive predictor for performance on the Strange Stories task. Second, mediation analyses assessed whether social interactions mediate this EF-ToM relationship. There were no significant mediation effects of the quality and quantity of social interactions on the relationship between WM and social-cognitive ToM. In conclusion, EFs play a significant role in explaining social-cognitive ToM variability in middle childhood. WM is relevant for understanding others' mental states, in contrast to shifting and inhibition that lacked predictive value. The results also suggest different cognitive processes associated with social-perceptual versus social-cognitive ToM in this developmental stage.

Vestibular stimulation for promoting development and preventing morbidity in preterm infants.

OBJECTIVES: This is a protocol for a Cochrane Review (intervention). The objectives are as follows: To assess the benefits and harms of vestibular stimulation compared to standard care or non-vestibular stimulation for physical and neurological development in preterm infants. To assess whether the effects of vestibular stimulation differ according to gestational age at birth; the type, frequency, and duration of the intervention; and settings, such as the country where the study is conducted.

Social and communicative not a prerequisite: Preverbal infants learn an abstract rule only from congruent audiovisual dynamic pitch-height patterns.

Learning in the everyday environment often requires the flexible integration of relevant multisensory information. Previous research has demonstrated preverbal infants' capacity to extract an abstract rule from audiovisual temporal sequences matched in temporal synchrony. Interestingly, this capacity was recently reported to be modulated by crossmodal correspondence beyond spatiotemporal matching (e.g., consistent facial emotional expressions or articulatory mouth movements matched with sound). To investigate whether such modulatory influence applies to non-social and non-communicative stimuli, we conducted a critical test using audiovisual stimuli free of social information: visually upward (and downward) moving objects paired with a congruent tone of ascending or incongruent (descending) pitch. East Asian infants (8-10 months old) from a metropolitan area in Asia demonstrated successful abstract rule learning in the congruent audiovisual condition and demonstrated weaker learning in the incongruent condition. This implies that preverbal infants use crossmodal dynamic pitch-height correspondence to integrate multisensory information before rule extraction. This result confirms that preverbal infants are ready to use non-social non-communicative information in serving cognitive functions such as rule extraction in a multisensory context.

How people evaluate individuals who act morally prior to acting immorally: An examination of developmental change in moral evaluation, social preference, and prediction of moral behaviors.

Recent studies have enthusiastically examined the developmental origin of moral self-licensing, which is a tendency to act immorally after acting morally. However, it has not been considered enough how children evaluate personality traits of individuals who show moral licensing behavior and whether there is any developmental change in this evaluation. This study examined the developmental change in moral evaluation, social preference, and prediction of moral behaviors for moral licensing characters as well as moral or immoral characters. In total, 36 5- and 6-year-old children, 36 7- and 8-year-old children, and 58 university students participated in the study. The results revealed that 7- and 8-year-olds and adults evaluated moral licensing characters as more moral and likable than those who behave immorally, unlike 5- and 6-year-olds, who did not distinguish between the immoral and moral licensing characters. Importantly, 7- and 8-year-olds judged the moral licensing character as neutral in both moral evaluation and judgment of social preference, suggesting that they thought the immoral behavior was canceled out owing to prior moral behavior in the moral licensing character. However, adults still judged the moral licensing character as immoral and dislikable. Moreover, children's prediction of moral behavior for all characters showed the same tendency as moral evaluation, whereas adults' prediction was slightly different from their moral evaluation. Taken together, our findings revealed that the evaluation of individuals who show moral licensing behavior changed developmentally, and a moral licensing effect was found when evaluating others' moral traits from around 7 or 8 years of age.

Prenatal environment is associated with the pace of cortical network development over the first three years of life.

Environmental influences on brain structure and function during early development have been well-characterized, but whether early environments are associated with the pace of brain development is not clear. In pre-registered analyses, we use flexible non-linear models to test the theory that prenatal disadvantage is associated with differences in trajectories of intrinsic brain network development from birth to three years (n = 261). Prenatal disadvantage was assessed using a latent factor of socioeconomic disadvantage that included measures of mother's income-to-needs ratio, educational attainment, area deprivation index, insurance status, and nutrition. We find that prenatal disadvantage is associated with developmental increases in cortical network segregation, with neonates and toddlers with greater exposure to prenatal disadvantage showing a steeper increase in cortical network segregation with age, consistent with accelerated network development. Associations between prenatal disadvantage and cortical network segregation occur at the local scale and conform to a sensorimotor-association hierarchy of cortical organization. Disadvantage-associated differences in cortical network segregation are associated with language abilities at two years, such that lower segregation is associated with improved language abilities. These results shed light on associations between the early environment and trajectories of cortical development.

Risk and resilience models in child development.

This chapter provides the most comprehensive review of risk and resilience models for child development thus far, synthesizing these interdisciplinary frameworks for ease of use in research and practice. This review specifically focuses on process models with broader conceptualizations of risk and resilience that have effects across multiple developmental domains. Risk and resilience models alike agree that alleviating risk factors is beneficial for children's development, including risks ranging from proximal issues with households (e.g., instability) and caregivers (e.g., insecure attachment, abuse) to relatively distal influences like structural racism and socioeconomic status. Resilience models further add that children who experience risks are not inherently doomed to poorer outcomes, but can draw upon positive factors in development to combat negative effects from risk, which cannot always be avoided. Major positive factors include loving relationships, educational resources, and cultural assets. Risk and resilience are highly multidisciplinary fields that have contributed much to our understanding of human development, with ample room for continued growth. Understanding of risk and resilience processes, especially during sensitive developmental periods like early childhood, provides valuable insight for prevention and intervention research and practices. Risk and resilience models share an interest in deciphering the developmental processes that hinder and help children across domains so that kids can live their best lives, resulting in a better off society for all.

Organized afterschool activities as a developmental context for children and adolescents.

The last 40 years have been marked by a growing appreciation of organized afterschool activities as a developmental context, with evidence that these activities are linked to academic, social, and behavioral outcomes at least in the short term. In this chapter, we focus on research that builds on these earlier advances to extend afterschool research in two areas that are critical to the future of this field. First, we feature research that examines organized activities longitudinally from kindergarten through the end of high school, enabling us to study organized activities in relation to academic, social-emotional, behavioral, and health outcomes in both the short-run and long-run, including into adulthood. We then turn to a second advance: research focused on organized activities that serve minoritized children and adolescents. These studies identify the barriers minoritized youth often face and how activities can be designed to support their positive development, including efforts to provide culturally responsive programming. Promising directions for future research are presented in a third section.

A cultural perspective of action-based learning by infants and young children.

Decades of research have informed about ways in which infants and young children learn through action in connection with their sensory system. However, this research has not strongly addressed the issues of cultural diversity or taken into account everyday cultural experiences of young learners across different communities. Diversifying the scholarship of early learning calls for paradigm shifts, extending beyond the analysis at the individual level to make close connections with real-world experience while placing culture front and center. On the other hand, cultural research that specifies diversity in caregiver guidance and scaffolding, while providing insights into young learners' cultural experiences, has been conducted separately from the research of action-based cross-modal learning. Taking everyday activities as contexts for learning, in this chapter, we summarize seminal work on cross-modal learning by infants and young children that connects action and perception, review empirical evidence of cultural variations in caregiver guidance for early action-based learning, and make recommendations of research approaches for advancing the scientific understanding about cultural ways of learning across diverse communities.