scholarly journals EEG signatures of cognitive and social development of preschool children–a systematic review

PLoS ONE ◽  
2021 ◽  
Vol 16 (2) ◽  
pp. e0247223
Author(s):  
Supriya Bhavnani ◽  
Georgia Lockwood Estrin ◽  
Rianne Haartsen ◽  
Sarah K. G. Jensen ◽  
Teodora Gliga ◽  
...  
Keyword(s):  
Systematic Review ◽  
Executive Function ◽  
Preschool Children ◽  
Social Development ◽  
Learning And Memory ◽  
Event Related Potential ◽  
Auditory Attention ◽  
Full Potential ◽  
Alpha Power ◽  
The Impact

Background Early identification of preschool children who are at risk of faltering in their development is essential to ensuring that all children attain their full potential. Electroencephalography (EEG) has been used to measure neural correlates of cognitive and social development in children for decades. Effective portable and low-cost EEG devices increase the potential of its use to assess neurodevelopment in children at scale and particularly in low-resource settings. We conducted a systematic review aimed to synthesise EEG measures of cognitive and social development in 2-5-year old children. Our secondary aim was to identify how these measures differ across a) the course of development within this age range, b) gender and c) socioeconomic status (SES). Methods and findings A systematic literature search identified 51 studies for inclusion in this review. Data relevant to the primary and secondary aims was extracted from these studies and an assessment for risk of bias was done, which highlighted the need for harmonisation of EEG data collection and analysis methods across research groups and more detailed reporting of participant characteristics. Studies reported on the domains of executive function (n = 22 papers), selective auditory attention (n = 9), learning and memory (n = 5), processing of faces (n = 7) and emotional stimuli (n = 8). For papers investigating executive function and selective auditory attention, the most commonly reported measures were alpha power and the amplitude and latency of positive (P1, P2, P3) and negative (N1, N2) deflections of event related potential (ERPs) components. The N170 and P1 ERP components were the most commonly reported neural responses to face and emotional faces stimuli. A mid-latency negative component and positive slow wave were used to index learning and memory, and late positive potential in response to emotional non-face stimuli. While almost half the studies described changes in EEG measures across age, only eight studies disaggregated results based on gender, and six included children from low income households to assess the impact of SES on neurodevelopment. No studies were conducted in low- and middle-income countries. Conclusion This review has identified power across the EEG spectrum and ERP components to be the measures most commonly reported in studies in which preschool children engage in tasks indexing cognitive and social development. It has also highlighted the need for additional research into their changes across age and based on gender and SES.

scholarly journals The Impact of Traumatic Brain Injury on Neurocognitive Outcomes in Children: a Systematic Review and Meta-Analysis

2021 ◽  
pp. jnnp-2020-325066
Author(s):  
Mark Sen Liang Goh ◽  
Dawn Shu Hui Looi ◽  
Jia Ling Goh ◽  
Rehena Sultana ◽  
Sharon Si Min Goh ◽  
...  
Keyword(s):  
Systematic Review ◽  
Traumatic Brain Injury ◽  
Executive Function ◽  
Brain Injury ◽  
Learning And Memory ◽  
Meta Analysis ◽  
Cochrane Central Register ◽  
Neurocognitive Outcomes ◽  
Severe Tbi ◽  
The Impact

ObjectiveTo assess the burden of paediatric traumatic brain injury (TBI) on neurocognition via a systematic review and meta-analysis.MethodsStudies that compared neurocognitive outcomes of paediatric patients with TBI and controls were searched using Medline, Embase, PsycINFO and Cochrane Central Register of Controlled Trials, between January 1988 and August 2019. We presented a random-effects model, stratified by TBI severity, time of assessment post injury and age.ResultsOf 5919 studies, 41 (patients=3717) and 33 (patients=3118) studies were included for the systematic review and meta-analysis, respectively. Studies mostly measured mild TBI (n=26, patients=2888) at 0–3 months postinjury (n=17, patients=2502). At 0–3 months postinjury, standardised mean differences between TBI and controls for executive function were −0.04 (95% CI −0.14 to 0.07; I2=0.00%), −0.18 (95% CI −0.29 to –0.06; I2=26.1%) and −0.95 (95% CI −1.12 to –0.77; I2=10.1%) for mild, moderate and severe TBI, respectively; a similar effect was demonstrated for learning and memory. Severe TBI had the worst outcomes across all domains and persisted >24 months postinjury. Commonly used domains differed largely from workgroup recommendations. Risk of bias was acceptable for all included studies.ConclusionA dose-dependent relationship between TBI severity and neurocognitive outcomes was evident in executive function and in learning and memory. Cognitive deficits were present for TBIs of all severity but persisted among children with severe TBI. The heterogeneity of neurocognitive scales makes direct comparison between studies difficult. Future research into lesser explored domains and a more detailed assessment of neurocognitive deficits in young children are required to better understand the true burden of paediatric TBI.

The impact of preterm birth on the executive functioning of preschool children: A systematic review

2021 ◽  
pp. 1-18
Author(s):  
Carolina Cruvinel Sandoval ◽  
Cláudia Maria Gaspardo ◽  
Maria Beatriz Martins Linhares
Keyword(s):  
Systematic Review ◽  
Preterm Birth ◽  
Preschool Children ◽  
Executive Functioning ◽  
The Impact

scholarly journals Effects of Sport-Based Interventions on Children’s Executive Function: A Systematic Review and Meta-Analysis

2021 ◽  
Vol 11 (6) ◽  
pp. 755
Author(s):  
Falonn Contreras-Osorio ◽  
Christian Campos-Jara ◽  
Cristian Martínez-Salazar ◽  
Luis Chirosa-Ríos ◽  
Darío Martínez-García
Keyword(s):  
Systematic Review ◽  
Working Memory ◽  
Executive Function ◽  
Inhibitory Control ◽  
Cognitive Flexibility ◽  
Meta Analysis ◽  
Scientific Evidence ◽  
Healthy Children ◽  
Meta Analyses ◽  
The Impact

One of the most studied aspects of children’s cognitive development is that of the development of the executive function, and research has shown that physical activity has been demonstrated as a key factor in its enhancement. This meta-analysis aims to assess the impact of specific sports interventions on the executive function of children and teenagers. A systematic review was carried out on 1 November 2020 to search for published scientific evidence that analysed different sports programs that possibly affected executive function in students. Longitudinal studies, which assessed the effects of sports interventions on subjects between 6 and 18 years old, were identified through a systematic search of the four principal electronic databases: Web of Science, PubMed, Scopus, and EBSCO. A total of eight studies, with 424 subjects overall, met the inclusion criteria and were classified based on one or more of the following categories: working memory, inhibitory control, and cognitive flexibility. The random-effects model for meta-analyses was performed with RevMan version 5.3 to facilitate the analysis of the studies. Large effect sizes were found in all categories: working memory (ES −1.25; 95% CI −1.70; −0.79; p < 0.0001); inhibitory control (ES −1.30; 95% CI −1.98; −0.63; p < 0.00001); and cognitive flexibility (ES −1.52; 95% CI −2.20; −0.83; p < 0.00001). Our analysis concluded that healthy children and teenagers should be encouraged to practice sports in order to improve their executive function at every stage of their development.

scholarly journals Proteomics and metabolomics in cow fertility: a systematic review

Reproduction ◽  
2020 ◽  
Vol 160 (5) ◽  
pp. 639-658
Author(s):  
Nicolas Aranciaga ◽  
James D Morton ◽  
Debra K Berg ◽  
Jessica L Gathercole
Keyword(s):  
Oxidative Stress ◽  
Systematic Review ◽  
Large Scale ◽  
Reproductive Tract ◽  
Early Embryo ◽  
Female Reproductive Tract ◽  
Full Potential ◽  
Technical Standards ◽  
The Impact

Cow subfertility is a multi-factorial problem in many countries which is only starting to be unravelled. Molecular biology can provide a substantial source of insight into its causes and potential solutions, particularly through large scale, untargeted omics approaches. In this systematic review, we set out to compile, assess and integrate the latest proteomic and metabolomic research on cow reproduction, specifically that on the female reproductive tract and early embryo. We herein report a general improvement in technical standards throughout the temporal span examined; however, significant methodological limitations are also identified. We propose easily actionable avenues for ameliorating these shortcomings and enhancing the reach of this field. Text mining and pathway analysis corroborate the relevance of proteins and metabolites related to the triad oxidative stress-inflammation-disease on reproductive function. We envisage a breakthrough in cattle reproductive molecular research within the next few years as in vivo sample techniques are improved, omics analysis equipment becomes more affordable and widespread, and software tools for single- and multi-omics data processing are further developed. Additional investigation of the impact of local oxidative stress and inflammation on fertility, both at the local and systemic levels, is key towards realising the full potential of this field.

scholarly journals Decreased P2 Waveform Reflects Impaired Brain Executive Function Induced by 12 h of Low Homeostatic Sleep Pressure: Evidence From an Event-Related Potential Study

2021 ◽  
Vol 15 ◽  
Author(s):  
Lingjing Zeng ◽  
Haijing Wu ◽  
Jialu Li ◽  
Haiteng Wang ◽  
Songyue Xie ◽  
...  
Keyword(s):  
Executive Function ◽  
Response Time ◽  
Visual Processing ◽  
Repeated Measures ◽  
Young Male ◽  
Event Related Potential ◽  
Peak Latency ◽  
Peak Amplitude ◽  
Eeg Data ◽  
The Impact

Homeostatic sleep pressure can cause cognitive impairment, in which executive function is the most affected. Previous studies have mainly focused on high homeostatic sleep pressure (long-term sleep deprivation); thus, there is still little related neuro-psycho-physiological evidence based on low homeostatic sleep pressure (12 h of continuous wakefulness) that affects executive function. This study aimed to investigate the impact of lower homeostatic sleep pressure on executive function. Our study included 14 healthy young male participants tested using the Go/NoGo task in normal resting wakefulness (10:00 am) and after low homeostatic sleep pressure (10:00 pm). Behavioral data (response time and accuracy) were collected, and electroencephalogram (EEG) data were recorded simultaneously, using repeated measures analysis of variance for data analysis. Compared with resting wakefulness, the participants’ response time to the Go stimulus was shortened after low homeostatic sleep pressure, and the correct response rate was reduced. Furthermore, the peak amplitude of Go–P2 decreased significantly, and the peak latency did not change significantly. For NoGo stimulation, the peak amplitude of NoGo–P2 decreased significantly (p &lt; 0.05), and the peak latency was significantly extended (p &lt; 0.05). Thus, the P2 wave is likely related to the attention and visual processing and reflects the early judgment of the perceptual process. Therefore, the peak amplitude of Go–P2 and NoGo–P2 decreased, whereas the peak latency of NoGo–P2 increased, indicating that executive function is impaired after low homeostatic sleep pressure. This study has shown that the P2 wave is a sensitive indicator that reflects the effects of low homeostatic sleep pressure on executive function, and that it is also an important window to observe the effect of homeostatic sleep pressure and circadian rhythm on cognitive function.

scholarly journals Hot Executive Function Assessment Instruments in Preschool Children: A Systematic Review

2021 ◽  
Vol 19 (1) ◽  
pp. 95
Author(s):  
Vannia Mehsen ◽  
Lilian Morag ◽  
Sergio Chesta ◽  
Kristol Cleaton ◽  
Héctor Burgos
Keyword(s):  
Systematic Review ◽  
Executive Function ◽  
Preschool Children ◽  
Assessment Instruments ◽  
Delayed Gratification ◽  
Subcortical Structures ◽  
Systematic Review Methodology ◽  
Conceptual Clarity ◽  
Age Range ◽  
Function Assessment

The study aimed to systematically analyze the empirical evidence that is available concerning batteries, tests or instruments that assess hot executive functions (EFs) in preschoolers, identifying which are the most used instruments, as well as the most evaluated hot EFs. For the review and selection of articles, the systematic review methodology PRISMA was used. The article search considered the EBSCO, Web of Science (WoS), SciELO and PubMed databases, with the keywords “Hot executive function”, “Assessment”, “test”, “evaluation”, using the Boolean operators AND and OR indistinctly, between 2000 and April 2021. Twenty-four articles were selected and analyzed. The most commonly used instruments to assess hot EFs in preschool children were the Delayed Gratification Task, the Child’s Play Task, and the Delayed Reward Task. Amongst those analyzed, 17 instruments were found to assess hot EFs in preschoolers. The accuracy and conceptual clarity between the assessment of cognitive and emotional components in EFs is still debatable. Nevertheless, the consideration of affective temperature and reward stimulus type, could be an important influence when assessing EFs in this age range. Evidence of the possible involvement of cortical and subcortical structures, as well as the limbic system, in preschool executive functioning assessment has also been incorporated.

scholarly journals A-013 The Impact of Anxiety and Depressive Disorders on Late-Life Cognitive Functioning

2020 ◽  
Vol 35 (6) ◽  
pp. 803-803
Author(s):  
Delgadillo M ◽  
Boese A ◽  
Frank M ◽  
Schulte T ◽  
Fairchild J
Keyword(s):  
Executive Function ◽  
Cognitive Functioning ◽  
Psychiatric Disorders ◽  
Learning And Memory ◽  
Cognitive Performance ◽  
Processing Speed ◽  
Late Life ◽  
Psychiatric Diagnoses ◽  
Main Effects ◽  
The Impact

Abstract Objective Research indicates that the presence of psychiatric disorders is predictive of cognitive performance and increases the risk of developing dementia. Some have found that psychiatric disorders decrease cognitive performance while others have found that they increase cognitive performance. The purpose of the present study is to further investigate the relationship between psychiatric disorders and cognitive performance in older Veterans. Method The convenience sample included 216 older Veterans who were screened at the VA Palo Alto Health Care System (94% male, age = 71.8 ± 8.3). Psychiatric disorders (e.g., mood and anxiety disorders) were assessed using the Mini Neuropsychiatric Interview for DSM-IV. Domains of cognitive performance (e.g., Learning and Memory, Executive Function, Processing Speed, Attention, Visuospatial Ability, and Language) were measured using a comprehensive neuropsychological assessment battery. Results Results indicated that 25% of the sample had depression (n = 56) and 16% had anxiety (n = 34). Psychiatric diagnoses largely had no effect on executive function, processing speed, or language. Age was found to moderate the association between depression and learning and memory, though there were no main effects for depression on learning and memory. Anxiety was significantly associated with learning and memory performance, and age was found to further moderate that relationship. Age also moderated the association between depression and attention, though no main effects for depression were seen in the model. Anxiety had no effect on attention. Conclusions Age and psychiatric diagnoses interact to differentially impact cognitive functioning in late life. These findings support prior research on the complex relationship between psychiatric disorders and late-life cognitive impairment.

A-159 Attention and Executive Function Predict Immediate and Delayed Verbal Memory in Healthy Youth: A Structural Equation Modeling Approach

2021 ◽  
Vol 36 (6) ◽  
pp. 1213-1214
Author(s):  
Ryan C Thompson ◽  
Aubrey L Deneen ◽  
Yelena Markiv ◽  
Aidan Hall ◽  
Rayna B Hirst
Keyword(s):  
Executive Function ◽  
Structural Equation Modeling ◽  
Learning And Memory ◽  
Structural Equation ◽  
Verbal Learning ◽  
Equation Modeling ◽  
Childhood And Adolescence ◽  
Adequate Model ◽  
Wide Range ◽  
The Impact

Abstract Objective Previous neuropsychological assessments have sought to understand the interrelatedness of cognitive functions when interpreting neuropsychological test performance (e.g., Delis-Kaplan Executive Function System; DKEFS), given that they rarely function in isolation. Test results may be misinterpreted if not contextualized within individuals’ overall cognitive profiles; therefore, the present study evaluated the impact of attention and executive function (EF) on verbal learning and memory (VLM) in a sample of healthy youth. Method Participants (n = 166, M age = 12.0 years, 79.5% male, M FSIQ = 109.6) completed a two-hour neuropsychological battery, including the Wide Range Assessment of Learning and Memory, 2nd Edition List Learning (LL), DKEFS Trail Making Test (TMT), and Wechsler Intelligence Scale for Children, Fourth Edition Digit Span (DS) and Letter-Number Sequencing (LNS). Structural equation modeling was used to evaluate the impact of attention and EF on immediate and delayed VLM. Results Latent factors were estimated for attention/EF (DS Forward, DS Backward, LNS, and TMT Condition 4) and VLM (LL Trials 1–4), and the model converged with adequate model fit statistics (RMSEA = 0.064; CFI = 0.975; TLI = 0.963, SRMR = 0.039). Attention and EF predicted performance on both immediate and delayed VLM (ps &lt; 0.001) when accounting for age. Conclusions The results demonstrated that attention and EF predicted immediate and delayed VLM in youth, suggesting that participants’ performance on VLM may be impacted by weaknesses in attention and EF. As a result, clinicians are recommended to examine patterns of performances across multiple cognitive domains when interpreting individual test scores. This is especially important in pediatric populations given the developmental changes the brain undergoes during childhood and adolescence.

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