A short executive functioning questionnaire in the context of early childhood screening: psychometric properties.

Early childhood executive functioning (EF) predicts later adjustment and academic achievement. However, measuring EF consistently and efficiently across settings in early childhood can be challenging. Most researchers use task-based measures of EF, but these methods present practical challenges that impede implementation in some settings. The current study of 380 3-5-year-old children in the United States evaluated the psychometric properties of a new 14-item parent-reported measure of EF in a diverse urban school district. This questionnaire aimed to capture a normative range of EF skills in ecologically valid contexts. There was evidence for two specific subscales - one that measures children's EF challenges and another that measures children's EF skills. Results suggested that several items demonstrated differential item functioning by age and race. After adjusting for measurement differences across demographic groups and controlling for age at screening, the EF challenges subscale was more strongly related to task-based measures of EF than was the EF skills subscale. EF challenges predicted third-grade math achievement, controlling for demographic variables and a performance-based measure of children's early cognitive and academic skills. Results suggest that this parent report of EF could be a useful and effective early childhood screening tool.

Predictive Validity of the NIH Toolbox Executive Function Measures with Developmental Extensions from Early Childhood to Third Grade Achievement.

The National Institutes of Health Toolbox includes two executive function measures: the Dimensional Change Card Sort (DCCS) and the Flanker Inhibitory Control and Attention Test. Developmental extension (Dext) versions were created with easier levels for younger and more disadvantaged children. Although research on early (E-Prime) and later (iPad) versions of the Dext measures demonstrated their short-term validity, this study investigated their longer-term predictive validity. Participants included 402 children (Mage = 55.02 months) who completed the DCCS-Dext and Flanker-Dext (E-Prime) during early childhood screening and achievement tests in the third grade. Both measures significantly predicted math and reading scores among diverse groups of children.

Systematic Analysis of Long Non-Coding RNAs in Inflammasome Activation in Monocytes/Macrophages.

The NLRP3 inflammasome plays a pivotal role in regulating inflammation and immune responses. Its activation can lead to an inflammatory response and pyroptotic cell death. This is beneficial in the case of infections, but excessive activation can lead to chronic inflammation and tissue damage. Moreover, while most of the mammalian genome is transcribed as RNAs, only a small fraction codes for proteins. Among non-protein-coding RNAs, long non-coding RNAs (lncRNAs) have been shown to play key roles in regulating gene expression and cellular processes. They interact with DNA, RNAs, and proteins, and their dysregulation can provide insights into disease mechanisms, including NLRP3 inflammasome activation. Here, we systematically analyzed previously published RNA sequencing (RNA-seq) data of NLRP3 inflammasome activation in monocytes/macrophages to uncover inflammasome-regulated lncRNA genes. To uncover the functional importance of inflammasome-regulated lncRNA genes, one inflammasome-regulated lncRNA, ENSG00000273124, was knocked down in an in vitro model of macrophage polarization. The results indicate that silencing of ENSG00000273124 resulted in the up-regulation tumor necrosis factor (TNF), suggesting that this lncRNA might be involved in pro-inflammatory response in macrophages. To make our analyzed data more accessible, we developed the web database InflammasomeDB.

DoxoDB: A Database for the Expression Analysis of Doxorubicin-Induced lncRNA Genes.

Cancer and cardiovascular disease are the leading causes of death worldwide. Recent evidence suggests that these two life-threatening diseases share several features in disease progression, such as angiogenesis, fibrosis, and immune responses. This has led to the emergence of a new field called cardio-oncology. Doxorubicin is a chemotherapy drug widely used to treat cancer, such as bladder and breast cancer. However, this drug causes serious side effects, including acute ventricular dysfunction, cardiomyopathy, and heart failure. Based on this evidence, we hypothesize that comparing the expression profiles of cells and tissues treated with doxorubicin may yield new insights into the adverse effects of the drug on cellular activities. To test this hypothesis, we analyzed published RNA sequencing (RNA-seq) data from doxorubicin-treated cells to identify commonly differentially expressed genes, including long non-coding RNAs (lncRNAs) as they are known to be dysregulated in diseased tissues and cells. From our systematic analysis, we identified several doxorubicin-induced genes. To confirm these findings, we treated human cardiac fibroblasts with doxorubicin to record expression changes in the selected doxorubicin-induced genes and performed a loss-of-function experiment of the lncRNA MAP3K4-AS1. To further disseminate the analyzed data, we built the web database DoxoDB.

T2DB: A Web Database for Long Non-Coding RNA Genes in Type II Diabetes.

Type II diabetes (T2D) is a growing health problem worldwide due to increased levels of obesity and can lead to other life-threatening diseases, such as cardiovascular and kidney diseases. As the number of individuals diagnosed with T2D rises, there is an urgent need to understand the pathogenesis of the disease in order to prevent further harm to the body caused by elevated blood glucose levels. Recent advances in long non-coding RNA (lncRNA) research may provide insights into the pathogenesis of T2D. Although lncRNAs can be readily detected in RNA sequencing (RNA-seq) data, most published datasets of T2D patients compared to healthy donors focus only on protein-coding genes, leaving lncRNAs to be undiscovered and understudied. To address this knowledge gap, we performed a secondary analysis of published RNA-seq data of T2D patients and of patients with related health complications to systematically analyze the expression changes of lncRNA genes in relation to the protein-coding genes. Since immune cells play important roles in T2D, we conducted loss-of-function experiments to provide functional data on the T2D-related lncRNA USP30-AS1, using an in vitro model of pro-inflammatory macrophage activation. To facilitate lncRNA research in T2D, we developed a web application, T2DB, to provide a one-stop-shop for expression profiling of protein-coding and lncRNA genes in T2D patients compared to healthy donors or subjects without T2D.

Emotional reactivity and parenting in families experiencing homelessness.

Parents are key protective systems in the lives of children experiencing homelessness. Evidence suggests that parent emotional reactivity, expression, and regulation play a critical role in promoting adaptive parenting behaviors. Studies of emotional reactivity in parents utilize different methods, including self-report, observations, and physiological measures. However, these methods are rarely evaluated together, particularly among disadvantaged families. The present study examined how subjective (i.e., self-report), observed, and physiological measures of parent emotional reactivity relate to each other and to observed parenting behaviors in problem-solving and teaching parent-child interaction tasks. Participants included fifty 4- to 7-year-old children and their caregivers staying in an emergency homeless shelter. Observed and subjective emotional reactivity were largely uncorrelated, except for positive emotions during problem-solving tasks. Adaptive parenting behavior was related to lower scores on measures of subjective and observed negative emotions and higher observed scores for positive emotions during problem-solving tasks, as well as higher observed scores of positive emotions during teaching tasks. Physiological reactivity was not related to parenting behaviors. Results suggest that associations of emotional reactivity with parenting behavior depend on the context of the parent-child interaction and how emotional reactivity is measured. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Reliability of the BodyGuard2 (FirstBeat) in the Detection of Heart Rate Variability.

There has been an increasing interest in using cardiac indicators of self-regulation in developmental science. Many researchers are interested in unobtrusive mobile devises that are able to collect reliable cardiac data outside of the laboratory setting. Although numerous new ambulatory devices have become available over the last decade, testing these devices on children in comparison to industry gold-standard devices is rarely conducted. The current study evaluated the reliability of one of these ambulatory systems, the BodyGuard2 (FirstBeat), relative to gold-standard laboratory electrocardiogram (Biopac MP150), during active and resting conditions in 4- to 6-year-old children. The BodyGuard2 performed and produced highly similar indices of heart rate variability across resting and active conditions.

NIH Toolbox executive function measures with developmental extensions: Reliability and validity with preschoolers in emergency housing.

Research has shown that executive function (EF) skills are associated with resilience in preschoolers experiencing risk and adversity, but these studies have typically relied on large batteries of tasks to measure children's EF skills. There is a need for brief, reliable EF assessments that can be used in the field with diverse young children. The current study assessed the validity and test-retest reliability of two tablet-based EF tasks from the NIH Toolbox: The Dimensional Change Card Sort (DCCS) and the Flanker Inhibitory Control and Attention Test, each with a developmental extension (Dext) that is triggered when a child struggles with the standardized versions. Dext versions include easier levels intended to improve task accessibility for younger and disadvantaged children. Eighty-six preschoolers residing in emergency housing participated in two study sessions about one week apart, completing tablet-based DCCS-Dext and Flanker-Dext tasks, along with a table-top EF task (Peg-Tapping) and measures of vocabulary and numeracy. The majority of participants triggered the Dext portion of the DCCS and almost half triggered the Dext portion of the Flanker, underscoring the need for extensions of the Toolbox EF tasks to lower the floor of these measures. The Dext EF measures were positively associated with Peg-Tapping, after controlling for age and vocabulary, indicating construct validity. They were also correlated with math achievement, suggesting criterion validity. DCCS-Dext and Flanker-Dext showed moderate test-retest reliability after one week. Together, these findings demonstrate the value of developmental extensions for assessing EF skills among children experiencing risk and adversity.

Self-regulation as promotive for academic achievement in young children across risk contexts.

The link between self-regulation and academic achievement in young children is well-documented. However, few studies have examined the extent to which different aspects of self-regulation are more important for early numeracy and literacy for those in contexts of high cumulative risk, such as children experiencing homelessness. In the current study, 116 children ages 4;0-7;1 years (58 residing in an emergency homeless shelter and 58 from a community participant pool) completed assessments of math and reading, as well as multiple measures of self-regulation: executive function (EF), emotion regulation (ER), and respiratory sinus arrhythmia (RSA). Parents completed a questionnaire about their children's behavioral regulation. We examined whether sample (i.e., shelter or community) moderated the association between each aspect of self-regulation and academic outcomes. Results showed a main effect of EF skills on early numeracy, and this relation did not differ across samples. Intervention efforts to promote academic competencies might specifically target EF in those who struggle with early EF skills regardless of risk context.

Parent Provision of Choice Is a Key Component of Autonomy Support in Predicting Child Executive Function Skills.

Although previous work has linked parent autonomy support to the development of children's executive function (EF) skills, the role of specific autonomy-supportive behaviors has not been thoroughly investigated. We compiled data from four preschool-age samples in the Midwestern United States (N = 366; M age = 44.26 months; 72% non-Hispanic White, 19% Black/African American, 5% Multiracial) to examine three relevant autonomy-supportive behaviors (supporting competence, positive verbalizations, and offering choice) and their associations with child EF. We coded parent autonomy-supportive behaviors from a 10-min interaction between parent and child dyads working on challenging jigsaw puzzles together. Children completed a battery of EF. Overall, child EF was most consistently correlated with the offering choice subscale. Additionally, only the offering choice subscale predicted child EF while controlling for the other autonomy support subscales and child age. These results suggest that parent provision of choice is an especially relevant aspect of autonomy-supportive parenting and may be important to the development of EF in early childhood. Future research should directly measure children's experience with choice and how it relates to emerging EF.

Self-Regulatory Profiles and Conduct Problems in Youth Referred to Juvenile Diversion.

The current study utilized a person-centered approach to explore how self-regulatory profiles relate to conduct problems in an ethnically diverse sample of 197 adolescents referred to juvenile diversion programming. Utilizing a multidomain, multimethod battery of self-regulation indicators, three common profiles emerged in a latent profile analysis. The profiles represented an Adaptive group, a Cognitively Inflexible group, and an Emotionally Dysregulated group. Group membership was associated with severity and type of conduct problems as well as callous and unemotional traits. The Adaptive group demonstrated lower severity conduct problems when compared to the other groups. The Emotionally Dysregulated group was more likely to commit violent offenses and demonstrated higher levels of some callous and unemotional traits than youth characterized by cognitive inflexibility.

Autonomic complexity and emotion (dys-)regulation in early childhood across high- and low-risk contexts.

Developing the ability to regulate one's emotions in accordance with contextual demands (i.e., emotion regulation) is a central developmental task of early childhood. These processes are supported by the engagement of the autonomic nervous system (ANS), a physiological hub of a vast network tasked with dynamically integrating real-time experiential inputs with internal motivational and goal states. To date, much of what is known about the ANS and emotion regulation has been based on measures of respiratory sinus arrhythmia, a cardiac indicator of parasympathetic activity. In the present study, we draw from dynamical systems models to introduce two nonlinear indices of cardiac complexity (fractality and sample entropy) as potential indicators of these broader ANS dynamics. Using data from a stratified sample of preschoolers living in high- (i.e., emergency homeless shelter) and low-risk contexts (N = 115), we show that, in conjunction with respiratory sinus arrhythmia, these nonlinear indices may help to clarify important differences in the behavioral manifestations of emotion regulation. In particular, our results suggest that cardiac complexity may be especially useful for discerning active, effortful emotion regulation from less effortful regulation and dysregulation.

Do analog number representations underlie the meanings of young children's verbal numerals?

Children learn to count, and even learn the cardinal meanings of the first three or four verbal numerals ("one" through "three" or "four"), before they master the numerical significance of counting. If so, it follows that the cardinal meanings of those first few numerals cannot be derived, initially, from their place in the count list and the counting routine. What non-verbal representations, then, support the cardinal meanings of verbal numerals before children have mastered how counting does so? Four experiments addressed the commonly adopted assumption that in the earliest period of learning the meanings of number words, children map verbal numerals to regions of the analog number system (ANS), a system of representation with numerical content that is widely attested in animals and in human infants. Experiment 1 confirmed that children who know what "three" means, but who do not yet know what "four" means, and do not yet know how counting represents number, can be easily taught the meaning of "four," if they are trained to indicate sets of four when they are paired with a series of sets that contrast numerically with four. If children learn "four" by mapping the word to an ANS representation of sets of four, and if such ANS value-to-word mappings underlie the meanings of other known numerals early in development, then analogous teaching should enable young children to establish a ANS value-to-word mapping for between "ten" and sets of 10 as specified by the ANS. Furthermore, the ease of learning should be a function of the ratio of the number of individuals in the comparison set to 10. Three further experiments tested these hypotheses by attempting to teach young Cardinal Principle-knowers the meaning of the word "ten," under the same training conditions "three-"knowers are easily taught the meaning of "four". The children learned which picture in each training pair had "ten." However, test trials with novel animals and spatial configurations showed that they had failed to learn what set sizes should be labeled "ten", even when, after training, they were asked to indicate a set of 10 vs. a set of 20 or 30 (well within the ratio sensitivity of the ANS even early in infancy). Furthermore, there was no effect of ratio on success during test trials. These data provide new evidence that ANS value-to-word mappings do not underlie the meanings of number words early in development. We discuss what other non-verbal representations might do so, and discuss other ways the ANS may support learning how counting represents number.