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The Behavioral and Brain Sciences Jun 2024Spelke posits that the concept of "social agent," who performs object-directed actions to fulfill social goals, is the first noncore concept that infants acquire as they...
Spelke posits that the concept of "social agent," who performs object-directed actions to fulfill social goals, is the first noncore concept that infants acquire as they begin to learn their native language. We question this proposal on empirical grounds and theoretical grounds, and propose instead that the representation of object-mediated interactions may be supported by a dedicated prelinguistic mechanism.
Topics: Humans; Concept Formation; Infant; Language Development; Language; Child Development; Social Behavior
PubMed: 38934455
DOI: 10.1017/S0140525X23003011 -
The Behavioral and Brain Sciences Jun 2024Decades of research have pushed us closer to understanding what babies know. However, a powerful approach - representational similarity analysis (RSA) - is underused in...
Decades of research have pushed us closer to understanding what babies know. However, a powerful approach - representational similarity analysis (RSA) - is underused in developmental research. I discuss the strengths of this approach and what it can tell us about infant conceptual knowledge. As a case study, I focus on numerosity as a domain where RSA can make unique progress.
Topics: Humans; Infant; Concept Formation; Child Development; Knowledge
PubMed: 38934444
DOI: 10.1017/S0140525X23003187 -
The Behavioral and Brain Sciences Jun 2024Spelke's sweeping proposal requires greater precision in specifying the place of language in early cognition. We now know by 3 months of age, infants have already begun...
Spelke's sweeping proposal requires greater precision in specifying the place of language in early cognition. We now know by 3 months of age, infants have already begun to forge a link between language and core cognition. This precocious link, which unfolds dynamically over development, may indeed offer an entry point for acquiring higher-order, abstract conceptual and representational capacities.
Topics: Humans; Cognition; Infant; Language Development; Child Development; Language; Concept Formation
PubMed: 38934443
DOI: 10.1017/S0140525X23003096 -
Journal of Child Psychology and... Jun 2024Previous research has linked prenatal maternal infections to later childhood developmental outcomes and socioemotional difficulties. However, existing studies have...
BACKGROUND
Previous research has linked prenatal maternal infections to later childhood developmental outcomes and socioemotional difficulties. However, existing studies have relied on retrospectively self-reported survey data, or data on hospital-recorded infections only, resulting in gaps in data collection.
METHODS
This study used a large linked administrative health dataset, bringing together data from birth records, hospital records, prescriptions and routine child health reviews for 55,856 children born in Greater Glasgow & Clyde, Scotland, 2011-2015, and their mothers. Logistic regression models examined associations between prenatal infections, measured as both hospital-diagnosed prenatal infections and receipt of infection-related prescription(s) during pregnancy, and childhood developmental concern(s) identified by health visitors during 6-8 week or 27-30 month health reviews. Secondary analyses examined whether results varied by (a) specific developmental outcome types (gross-motor-skills, hearing-communication, vision-social-awareness, personal-social, emotional-behavioural-attention and speech-language-communication) and (b) the trimester(s) in which infections occurred.
RESULTS
After confounder/covariate adjustment, hospital-diagnosed infections were associated with increased odds of having at least one developmental concern (OR: 1.30; 95% CI: 1.19-1.42). This was broadly consistent across all developmental outcome types and appeared to be specifically linked to infections occurring in pregnancy trimesters 2 (OR: 1.34; 95% CI: 1.07-1.67) and 3 (OR: 1.33; 95% CI: 1.21-1.47), that is the trimesters in which foetal brain myelination occurs. Infection-related prescriptions were not associated with any clear increase in odds of having at least one developmental concern after confounder/covariate adjustment (OR: 1.03; 95% CI: 0.98-1.08), but were associated with slightly increased odds of concerns specifically related to personal-social (OR: 1.12; 95% CI: 1.03-1.22) and emotional-behavioural-attention (OR: 1.15; 95% CI: 1.08-1.22) development.
CONCLUSIONS
Prenatal infections, particularly those which are hospital-diagnosed (and likely more severe), are associated with early childhood developmental outcomes. Prevention of prenatal infections, and monitoring of support needs of affected children, may improve childhood development, but causality remains to be established.
PubMed: 38934255
DOI: 10.1111/jcpp.14028 -
Children (Basel, Switzerland) Jun 2024Early key visual skills, such as tracking objects, sustaining gaze, and shifting attention, rapidly develop within the first 6 months of infant life. These abilities... (Review)
Review
Early key visual skills, such as tracking objects, sustaining gaze, and shifting attention, rapidly develop within the first 6 months of infant life. These abilities play a significant role in the development of cognitive functions but are frequently compromised in infants at risk of developing neurodevelopmental disorders. This systematic review evaluates the potential of early vision function in the prediction of cognition at or above 12 months. Five databases were searched for relevant articles, and their quality was assessed with the Quality Assessment of Diagnostic Accuracy Studies tool. Eight studies were suitable, including 521 preterm-born infants at varying risk of developing Cerebral Palsy (CP). Each study showed a significant correlation between vision and cognitive outcome. Predictive analysis including sensitivity and specificity was possible for three studies. Methodological quality was variable. Sensitivity ranged between 57 and 100% in the vision function assessments items, while specificity ranged from 59 to 100%. In conclusion, early vision showed strong correlation with cognition ≥ 12 months. While no single vision assessment was found to be superior, evaluation of specific functions, namely fixation and following, both at term age and between 3 and 6 months, demonstrated strong predictive validity.
PubMed: 38929326
DOI: 10.3390/children11060747 -
Children (Basel, Switzerland) Jun 2024Despite the high prevalence of developmental dyslexia in the U.S. population, research remains limited and possibly biased due to the overrepresentation of males in most...
Despite the high prevalence of developmental dyslexia in the U.S. population, research remains limited and possibly biased due to the overrepresentation of males in most dyslexic samples. Studying biological sex differences in the context of developmental dyslexia can help provide a more complete understanding of the neurological markers that underly this disorder. The current study aimed to explore sex differences in white matter diffusivity in typical and dyslexic samples in third and fourth graders. Participants were asked to complete behavioral/cognitive assessments at baseline followed by MRI scanning and diffusion-weighted imaging sequences. A series of ANOVAs were conducted for comparing group membership (developmental dyslexia or typically developing), gender status (F/M), and white matter diffusivity in the tracts of interest. The Results indicated significant differences in fractional anisotropy in the left hemisphere components of the inferior and superior (parietal and temporal) longitudinal fasciculi. While males with dyslexia had lower fractional anisotropy in these tracts compared to control males, no such differences were found in females. The results of the current study may suggest that females may use a more bilateral/alternative reading network.
PubMed: 38929300
DOI: 10.3390/children11060721 -
Children (Basel, Switzerland) Jun 2024(1) Receiving an oncological diagnosis involves countless physical and mental challenges for those who become ill. In addition to this, developmental activities are put... (Review)
Review
(1) Receiving an oncological diagnosis involves countless physical and mental challenges for those who become ill. In addition to this, developmental activities are put on hold when a parent becomes ill, significantly impairing children's normal growth and development. The purpose of this review is to highlight the psychological impact of cancer on children, with particular attention to differences based on the age of the child and the stage of the parent's disease. (2) Articles published on PubMed up until October 2023 were searched. Qualitative and quantitative studies were included in this review after an evaluation of the full text. The study selection process was undertaken by two researchers, and articles for which there was unanimous agreement between researchers were included in the review. (3) Children's psycho-emotional responses differ based on their age and the disease stage. In general, good communication and a supportive family environment that understands everyone's needs seem to constitute important protective factors that favor the adaptation of the entire family to the disease. (4) The family, as an evolutionary system, finds itself facing phases typical of development. Knowing the variables that intervene in the process of adaptation to the disease will allow us to design specific and differentiated clinical interventions based on the needs of not only the patient but also the entire family.
PubMed: 38929266
DOI: 10.3390/children11060687 -
Children (Basel, Switzerland) May 2024Children born prematurely (<37 weeks' gestation) are at increased risk of perinatal complications, comorbidities, and iron deficiency. Iron deficiency is associated with...
INTRODUCTION
Children born prematurely (<37 weeks' gestation) are at increased risk of perinatal complications, comorbidities, and iron deficiency. Iron deficiency is associated with restless legs syndrome and periodic limb movement disorder. In this study, we assessed the prevalence of restless sleep disorder (RSD) and elevated periodic limb movements during sleep (PLMS) in children born prematurely who underwent polysomnography.
METHODS
A retrospective chart review of sleep studies was conducted in children aged 1-18 years (median age 4 years) with a history of premature birth. Children with genetic syndrome, airway surgery, or tracheostomy were excluded. Three groups were compared: children with PLMS index >5, children with RSD, and children with neither elevated PLMS index nor RSD.
RESULTS
During the study, 2577 sleep studies were reviewed. Ninety-two studies fit our criteria and were included in the analysis. The median age at birth was 31 weeks, and the interquartile range (IQR) was 27-34 weeks. A total of 32 (34.8%) children were referred for restless sleep and 55 (59.8%) for snoring. After polysomnography, 18% were found to have a PLMS index >5/h, and 14% fit the criteria for restless sleep disorder (RSD). There were no statistically significant differences in PSG parameters among the children with RSD, PLMS, and the remaining group, except for lower obstructive apnea/hypopnea index (Kruskal-Wallis ANOVA 8.621, = 0.0135) in the RSD group (median 0.7, IQR 0.3-0.9) than in the PLMS (median 1.7, IQR 0.7-3.5) or the non-RSD/non-PLMS (median 2.0, IQR 0.8-4.5) groups.
CONCLUSIONS
There was an elevated frequency of RSD and elevated PLMS in our cohort of children born prematurely. Children born prematurely are at higher risk of iron deficiency which can be a contributor factor to sleep -related movement disorders. These results add new knowledge regarding the prevalence of RSD and PLMS in these children.
PubMed: 38929237
DOI: 10.3390/children11060658 -
Children (Basel, Switzerland) May 2024The present study investigated the possible effects of language background (monolinguals, simultaneous bilinguals, and sequential bilinguals) and parental education...
The Effects of Language Background and Parental Education on Measures of Cognitive Ability: An Analysis of the WPPSI-IV Cognitive Profiles of Monolingual, Simultaneous Bilingual, and Sequential Bilingual German Children Aged 4 to 7 Years.
BACKGROUND
The present study investigated the possible effects of language background (monolinguals, simultaneous bilinguals, and sequential bilinguals) and parental education (no/low, medium, high, and highest parental education) on measures of cognitive ability provided by the Wechsler Primary and Preschool Scale-Fourth Edition (WPPSI-IV).
METHODS
Statistical analyses were based on a sample of 290 children (130 females, 160 males). Three multivariate variance analyses were conducted to identify possible effects. In cases of statistically significant main effects, post hoc analyses were additionally performed to identify group differences.
RESULTS
The results indicated that simultaneous bilinguals performed more similarly to monolinguals than sequential bilinguals. On average, sequential bilinguals achieved significantly lower scores on the (VCI), the (VAI), and the associated subtests than monolinguals and simultaneous bilinguals. Significantly lower average scores on VAI and the associated subtests were found for simultaneous bilinguals compared to monolinguals. Children with parents having no, a lower, or a medium educational level achieved significantly lower scores on VCI, VAI, and the FSIQ than children with parents having a high or highest educational level on average.
CONCLUSIONS
The present findings suggest that the WPPSI-IV represents a suitable and reliable test battery for the assessment of cognitive skills in children with different language backgrounds and parental educational levels.
PubMed: 38929211
DOI: 10.3390/children11060631 -
Children (Basel, Switzerland) May 2024There is still much debate about the exact nature and frequency of developmental dyscalculia, and about how it should be defined. This article examines several key... (Review)
Review
There is still much debate about the exact nature and frequency of developmental dyscalculia, and about how it should be defined. This article examines several key questions in turn: Is developmental dyscalculia a distinct disorder, or should it be seen as the lower end of a continuum-or possibly more than one continuum-of numerical ability? Do individuals with developmental dyscalculia show atypical brain structure or function? Does the study of acquired dyscalculia have anything to teach us about developmental dyscalculia? In studying dyscalculia, should we look less at arithmetical ability as a single entity, and more at separable components of arithmetical ability? How heterogeneous is developmental dyscalculia, and how important is it to study individual profiles? To what extent is developmental dyscalculia influenced by domain-specific versus domain-general abilities? The conclusion is that, though a significant amount has been discovered through existing research, and though this has some important implications for screening and diagnosis of dyscalculia, there is much more research that still needs to be conducted if we are to answer all of these questions fully. In particular, the study of developmental dyscalculia must be more integrated with the study of individual differences in mathematics in the population as a whole.
PubMed: 38929203
DOI: 10.3390/children11060623