The relationships between screen exposure, parent-child interactions and comprehension in 8-month-old infants: The mediating role of shared viewing and parent-child conversation.

OBJECTIVE: To explore the relationships between screen exposure, parent-child interactions and comprehension in 8-month-old infants, and to examine whether shared viewing and parent-child conversation during screen exposure may play mediating role in that relationships. METHODS: The sample included 437 infants aged 8 months from the Children's Health Department of Guiyang Maternal and Child Health Hospital during January 2022 to February 2023. The use of electronic screen devices was assessed using a screen exposure questionnaire. The Brigance Parent-child interactions Scale was used to assess parent-child interactions and the Putonghua Communicative Development Inventory (PCDI) scale was used to assess infants' word comprehension. RESULTS: 48.7% of infants were found to be using screens 1-2 days per week. There was a significant difference (p < 0.05) in the PCDI-comprehension scores of screen-exposed infants compared to non-screen-exposed infants. Shared viewing and parent-child conversation during screen exposure were positively associated with parent-child interactions (p < 0.05). Mediation analysis revealed that parent-child conversation fully mediated between screen exposure and PCDI-comprehension, but partially mediated between parent-child interactions and PCDI-comprehension. CONCLUSIONS: Shared viewing and parent-child conversation during screen exposure may mediate between screen exposure and comprehension development. Shared viewing, parent-child conversation and parent-child interactions may be protective factors for screen exposure in comprehension development. Suggests that parents should accompany and communicate with their children when they use electronic screen devices to reduce the negative impact of screen exposure on children's comprehension.

Resting-state EEG patterns of preschool-aged boys with autism spectrum disorder: A pilot study.

Defective cognition development during preschool years is believed to be linked with core symptoms of autism spectrum disorder (ASD). Neurophysiological research on mechanisms underly the cognitive disabilities of preschool-aged children with ASD is scarce currently. This pilot study aimed to compare the resting spectral EEG power of preschool-aged boys with ASD with their matched typically developing peers. Children in the ASD group demonstrated reduced central and posterior absolute delta (1-4 Hz) and enhanced frontal absolute beta (12-30 Hz) and gamma (30-45 Hz). The relative power of the ASD group was elevated in delta, theta (4-8 Hz), alpha (8-12 Hz), beta, and gamma bands as compared to the controls. The theta/beta ratio decreased in the frontal regions and enhanced at Cz and Pz electrodes in the ASD group. Correlations between the inhibition and metacognition indices of the behavior rating inventory of executive function-preschool version (BRIEF-P) and the theta/beta ratio for children of both groups were significant. In conclusion, the present study revealed atypical resting spectral characteristics of boys with ASD at preschool ages. Future large-sampled studies for the generalization of our findings and a better understanding of the relationships between brain oscillations and phenotypes of ASD are warranted.

Association between bullying and mental resilience in high grade pupils / 中国学校卫生

Objective@#To examine the status of bullying behaviors and psychological resilience of primary school students and the relationship between the two, and to provide references for related interventions.@*Methods@#Olweus bullying questionnaire and adolescent psychological resilience scale were used to select students in grades 4-6 for questionnaire survey.@*Results@#Primary school students who were bullied, bullied others, double-involved and uninvolved accounted 33.3%, 48.7%, 15.3%, and 2.7%. There were statistically significant differences in bullying in different dimensions of different genders, grades, and previous suicidal thoughts (P<0.05); there were statistically significant differences in the bullied status of only children, divorced parents, and different caregivers (t/F=3.64，2.65，6.62，P<0.05); The status of bullying behavior of students in the class was better than that of ordinary students (t=-2.18, P<0.05); senior students have a higher level of positive cognition (F=8.71, P<0.05); mental toughness of urban students better than rural areas (t=-2.20, P<0.05); students with divorced parents had poor levels of emotional control, family support, and psychological toughness (t=-4.60，-3.92，-3.44，P<0.05); class cadres focused on focus, positive cognition, family support, interpersonal assistance, and psychological resilience were better than ordinary students (t=5.19，6.43,5.64,4.13，6.58，P<0.05); students with parental care had better levels of target concentration, emotional control, family support, interpersonal assistance, and psychological resilience (t=4.59，8.68，8.76，12.35，13.45，P<0.05); the level of psychological resilience of students was low (t=15.90，P<0.05). Correlation analysis shows that there was a negative correlation between bullying behavior and psychological resilience of all pupils (P<0.01), regression analysis showed that bullying behavior may had a negative prediction of mental resilience (F=128.37, R2=0.12, P<0.01).@*Conclusion@#The current situation of bullying behavior and mental resilience of grade 4-6 students is worrisome, and it is urgent to improve the current situation of bullying and psychological resilience of primary school students.