The impact of maternal depression on children’s cognitive development: An analysis based on panel quantile regressions

2015 ◽  
Vol 126 ◽  
pp. 107-109 ◽  
Author(s):  
Linyue Yu ◽  
Virginia Wilcox-Gök
Keyword(s):  
Cognitive Development ◽  
Maternal Depression ◽  
Quantile Regressions ◽  
The Impact

Dissociating the Impact of Auditory Access and Language Access in Deaf Children’s Cognitive Development

2020 ◽  
pp. 98-122
Author(s):  
Matthew L. Hall
Keyword(s):  
Working Memory ◽  
Executive Function ◽  
Cognitive Development ◽  
Implicit Learning ◽  
Educational Practice ◽  
Verbal Working Memory ◽  
Psychological Theory ◽  
Future Research ◽  
Language Access ◽  
The Impact

Deaf and hard of hearing (DHH) children have been claimed to lag behind their hearing peers in various domains of cognitive development, especially in implicit learning, executive function, and working memory. Two major accounts of these deficits have been proposed: one based on a lack of auditory access, and one based on a lack of language access. This chapter reviews these theories in relation to the available evidence and concludes that there is little evidence of direct effects of diminished auditory access on cognitive development that could not also be explained by diminished language access. Specifically, reports of deficits in implicit learning are not broadly replicable. Some differences in executive function do stem from deafness itself but are not necessarily deficits. Where clinically relevant deficits in executive function are observed, they are inconsistent with the predictions of accounts based on auditory access, but consistent with accounts based on language access. Deaf–hearing differences on verbal working memory tasks may indicate problems with perception and/or language, rather than with working memory. Deaf–hearing differences on nonverbal tasks are more consistent with accounts based on language access, but much more study is needed in this area. The chapter concludes by considering the implications of these findings for psychological theory and for clinical/educational practice and by identifying high-priority targets for future research.

Cognitive development in adolescence: cerebral underpinnings, neural trajectories, and the impact of aberrations

2004 ◽  
pp. 69-88 ◽  
Author(s):  
Stephen J. Wood ◽  
Cinzia R. De Luca ◽  
Vicki Anderson ◽  
Christos Pantelis
Keyword(s):  
Cognitive Development ◽  
The Impact

scholarly journals Impact of Cleft lip and Palate on Mother-to-Infant Bonding: a Cross-Sectional Study in the Japan Environment and Children's Study

2019 ◽  
Author(s):  
Shinobu Tsuchiya ◽  
Masahiro Tsuchiya ◽  
Haruki Momma ◽  
Takeyoshi Koseki ◽  
Kaoru Igarashi ◽  
...  
Keyword(s):  
Cohort Study ◽  
Maternal Depression ◽  
Birth Cohort ◽  
Maternal Age ◽  
Cleft Lip ◽  
Advanced Age ◽  
Psychological Status ◽  
Birth Cohort Study ◽  
Increased Risk ◽  
The Impact

Abstract Background Cleft lip and/or palate (CL/P) is among the most prevalent congenital birth defects. They negatively affect maternal psychological status and may consequently result in higher prevalence of child maltreatment. However, the association of CL/P births with bonding disorders still remains unclear. To address this question, we examined the impact of CL/P birth on mother-to-infant bonding, using the nationwide birth cohort study, Japan Environment and Children's Study. Methods This study was conducted as a nationwide birth cohort study of the Japan environment and children’s study (JECS), an ongoing nationwide birth cohort study in Japan. 104,065 of foetuses in fifteen regional centres in JECS were enrolled. Finally, the participants consisted of 79,140 mother-infant pairs, of which 211 mothers with CL/P infants were included in our analyses. Results First, no increased risk of bonding disorders was observed among all the mothers with CL/P births (odds ratio [95% CI]; 0.97 [0.63-1.48], p = 0.880), and advanced maternal age or multiple parity would adversely affect the associations between bonding disorders and CL/P births, respectively. Thus, after stratification with a combination of maternal age and parity, a significant association of CL/P birth with bonding disorders was found only among advanced-age multiparae (OR [95% CI] = 2.51 [1.17-5.37], p = 0.018), but it was weakened after additional adjustment for maternal depression. Conclusion CL/P birth may increase the risk of bonding disorders among advanced-age multiparae possibly through maternal depression. This finding provides valuable information for the provision of multidisciplinary cleft care.

scholarly journals Passive Sensing of Preteens’ Smartphone Use: An Adolescent Brain Cognitive Development (ABCD) Cohort Substudy (Preprint)

2021 ◽  
Author(s):  
Natasha Wade ◽  
Joseph M Ortigara ◽  
Ryan M Sullivan ◽  
Rachel L Tomko ◽  
Florence J Breslin ◽  
...  
Keyword(s):  
Cognitive Development ◽  
Accurate Determination ◽  
Parent Report ◽  
Objective Measurement ◽  
Self Report ◽  
Objective Data ◽  
Passive Sensing ◽  
Smartphone Use ◽  
The Impact ◽  
Screen Use

BACKGROUND Concerns abound regarding childhood smartphone use, but studies to date have largely relied on self-reported screen use. Self-reporting of screen use is known to be misreported by pediatric samples and their parents, limiting the accurate determination of the impact of screen use on social, emotional, and cognitive development. Thus, a more passive, objective measurement of smartphone screen use among children is needed. OBJECTIVE This study aims to passively sense smartphone screen use by time and types of apps used in a pilot sample of children and to assess the feasibility of passive sensing in a larger longitudinal sample. METHODS The Adolescent Brain Cognitive Development (ABCD) study used passive, objective phone app methods for assessing smartphone screen use over 4 weeks in 2019-2020 in a subsample of 67 participants (aged 11-12 years; 31/67, 46% female; 23/67, 34% White). Children and their parents both reported average smartphone screen use before and after the study period, and they completed a questionnaire regarding the acceptability of the study protocol. Descriptive statistics for smartphone screen use, app use, and protocol feasibility and acceptability were reviewed. Analyses of variance were run to assess differences in categorical app use by demographics. Self-report and parent report were correlated with passive sensing data. RESULTS Self-report of smartphone screen use was partly consistent with objective measurement (<i>r</i>=0.49), although objective data indicated that children used their phones more than they reported. Passive sensing revealed the most common types of apps used were for streaming (mean 1 hour 57 minutes per day, SD 1 hour 32 minutes), communication (mean 48 minutes per day, SD 1 hour 17 minutes), gaming (mean 41 minutes per day, SD 41 minutes), and social media (mean 36 minutes per day, SD 1 hour 7 minutes). Passive sensing of smartphone screen use was generally acceptable to children (43/62, 69%) and parents (53/62, 85%). CONCLUSIONS The results of passive, objective sensing suggest that children use their phones more than they self-report. Therefore, use of more robust methods for objective data collection is necessary and feasible in pediatric samples. These data may then more accurately reflect the impact of smartphone screen use on behavioral and emotional functioning. Accordingly, the ABCD study is implementing a passive sensing protocol in the full ABCD cohort. Taken together, passive assessment with a phone app provided objective, low-burden, novel, informative data about preteen smartphone screen use. CLINICALTRIAL

scholarly journals Intersections between Tutorial Engagement, Directive Feedback, and Critical Reflection

2018 ◽  
Vol 28 ◽  
pp. 246-264
Author(s):  
Gail Nash ◽  
Morgan Dawson ◽  
Kaine Gulozer
Keyword(s):  
Student Engagement ◽  
Cognitive Development ◽  
Critical Reflection ◽  
Collaborative Study ◽  
Reciprocal Interaction ◽  
Composition Course ◽  
Sociocultural Model ◽  
Core Composition ◽  
Writing Assignment ◽  
The Impact

A handful of research studies have investigated the effect of writing centre tutorials on subsequent revisions. This classroom-based study adds to that research by reporting results from a collaborative study between a composition professor and a writing centre tutor. The aim of the study was to examine the influence of writing centre tutorials on immediate student revisions as well as final drafts. The analysis was extensively framed by the Vygotskyan sociocultural model of language and cognitive development with an emphasis on tutor-student engagement as reciprocal interaction which include directive feedback and consequential revision. This study employed a qualitative design with students in a sophomore-level core composition course. Participants attended a writing centre session concerning their major writing assignment. Data triangulation included analysis of assignment drafts, observation notes, and tutorial transcripts. Findings revealed that students attended to feedback that was directive and straightforward. Additionally, students did not attend to citation feedback unless it was direct and explicit. Furthermore, students sometimes overgeneralized and misapplied the feedback. The findings highlight the impact of individual learner factors as well as the results of directive feedback on revisions.

scholarly journals MAGDALENA: study protocol of a randomised, placebo-controlled trial on cognitive development at 2 years of age in children exposed to SSRI in utero

BMJ Open ◽  
2018 ◽  
Vol 8 (8) ◽  
pp. e023281 ◽  
Author(s):  
Essi Heinonen ◽  
Barbara Szymanska-von Schultz ◽  
Viktor Kaldo ◽  
Josefine Nasiell ◽  
Ewa Andersson ◽  
...  
Keyword(s):  
Cognitive Development ◽  
Pregnant Women ◽  
Maternal Depression ◽  
Statistical Power ◽  
Controlled Trial ◽  
Randomised Trial ◽  
In Utero ◽  
Primary Objective ◽  
Ethical Review ◽  
Moderate Depression

IntroductionTen per cent of all pregnant women are depressed. Standard therapy of pregnant women with moderate depression is selective serotonin reuptakeinhibitors (SSRI). Observational studies on neurodevelopment after fetal SSRI exposure show conflicting results. Our primary objective is to compare the cognitive development in children exposed to sertraline and maternal depression with those exposed to maternal depression and placebo in utero. We hypothesise that there is a significant neurodevelopmental difference between the groups. As a secondary objective, we study the add-on effect of sertraline to internet-based cognitive behavioural therapy (ICBT) to treat moderate depression during pregnancy.Methods and analysisMAGDALENA is a randomised, placebo-controlled, double-blinded trial in Stockholm Healthcare Region with 2.3 million inhabitants. The women are recruited in weeks 9–21 of pregnancy either through Antenatal Health Clinics or through social media. They are to be diagnosed with moderate depression without ongoing antidepressive therapy or any serious comorbidity. The women in the intervention arm receive sertraline combined with a 12-week period of ICBT; the control arm is treated with placebo and ICBT. We assess the cognitive development in the offspring at the age of 2 years using Bayley Scales of Infant and Toddler Development, third edition (BSID-III). We aim at recruiting 200 women, 100 women in each treatment arm, to ensure statistical power to detect a clinically relevant difference between the groups.Ethics and disseminationThis randomised trial will provide long-sought evidence about the effects of SSRI and maternal depression during pregnancy on the neurodevelopment in the offspring. The study is approved by the Regional Ethical Review Board at Karolinska Institutet in Stockholm and the Swedish Medical Products Agency. It is registered with the European Clinical Trials Database (EudraCT), Number: 2013-004444-31. Results will be disseminated at scientific conferences, published in peer-reviewed journals and made available to the public.Trial registration numberEudraCT2013-004444-31; Pre-results.

scholarly journals The Impact of Cesarean and Vaginal Delivery on Results of Psychological Cognitive Test in 5 Year Old Children

Medicina ◽  
2020 ◽  
Vol 56 (10) ◽  
pp. 554
Author(s):  
Barbora Blazkova ◽  
Anna Pastorkova ◽  
Ivo Solansky ◽  
Milos Veleminsky ◽  
Milos Veleminsky ◽  
...  
Keyword(s):  
Secondary Education ◽  
Cognitive Development ◽  
Cesarean Section ◽  
Vaginal Delivery ◽  
Mode Of Delivery ◽  
Cognitive Test ◽  
Cognitive Tests ◽  
Higher Secondary Education ◽  
University Degree ◽  
The Impact

Background and objectives: The impact of cesarean and vaginal delivery on cognitive development was analyzed in 5 year old children. Materials and Methods: Two cohorts of 5 year old children born in the years 2013 and 2014 in Karvina (Northern Moravia) and Ceske Budejovice (Southern Bohemia) were studied for their cognitive development related to vaginal (n = 117) and cesarean types of delivery (n = 51). The Bender Visual Motor Gestalt Test (BG test) and the Raven Colored Progressive Matrices (RCPM test) were used as psychological tests. Results: In the comparison of vaginal delivery vs. cesarean section, the children delivered by cesarean section scored lower and, therefore, achieved poorer performance in cognitive tests compared to those born by vaginal delivery, as shown in the RCPM (p < 0.001) and in the BG test (p < 0.001). When mothers’ education level was considered, the children whose mothers achieved a university degree scored higher in both the RCPM test (p < 0.001) and the BG test (p < 0.01) compared to the children of mothers with lower secondary education. When comparing mothers with a university degree to those with higher secondary education, there was a significant correlation between level of education and score achieved in the RCPM test (p < 0.001), but not in the BG test. Conclusions: According to our findings, the mode of delivery seems to have a significant influence on performance in psychological cognitive tests in 5 year old children in favor of those who were born by vaginal delivery. Since cesarean-born children scored notably below vaginally born children, it appears possible that cesarean delivery may have a convincingly adverse effect on children’s further cognitive development.

scholarly journals Exploring the determinants of real estate liquidity from an alternative perspective: censored quantile regression in real estate research

2020 ◽  
Vol 90 (7) ◽  
pp. 1057-1086 ◽  
Author(s):  
Marcelo Cajias ◽  
Philipp Freudenreich ◽  
Anna Freudenreich
Keyword(s):  
Real Estate ◽  
Proportional Hazards ◽  
Proportional Hazards Model ◽  
Cox Proportional Hazards ◽  
Cox Proportional Hazards Model ◽  
Quantile Regressions ◽  
The Real Estate ◽  
Censored Quantile Regression ◽  
The Impact ◽  
German Cities

Abstract In this paper, the liquidity (inverse of time on market) of rental dwellings and its determinants for different liquidity quantiles are examined for the seven largest German cities. The determinants are estimated using censored quantile regressions in order to investigate the impact on very liquid to very illiquid dwellings. As market heterogeneity is not only observed between cities but also within a city, each of the seven cities is considered individually. Micro data for almost 500,000 observations from 2013 to 2017 is used to examine the time on market. Substantial differences in the magnitude and direction of the regression coefficients for the different liquidity quantiles are found. Furthermore, both the magnitude and direction of the impact of an explanatory variable on the liquidity, differ between the cities. To the best of the authors’ knowledge this is the first paper, to apply censored quantile regressions to liquidity analysis of the real estate rental market. The model reveals that the proportionality assumption underlying the Cox proportional hazards model cannot be confirmed for all variables across all cities, but for most of them.

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