The Aetiology of High Cognitive Ability in Early Childhood

2002 ◽  
Vol 13 (2) ◽  
pp. 103-114 ◽  
Author(s):  
Angelica Ronald ◽  
Frank M. Spinath ◽  
Robert Plomin
Keyword(s):  
Early Childhood ◽  
Cognitive Ability ◽  
High Cognitive Ability

High cognitive ability in infancy and early childhood.

2009 ◽  
pp. 23-42 ◽  
Author(s):  
John Colombo ◽  
D. Jill Shaddy ◽  
Otilia M. Blaga ◽  
Christa J. Anderson ◽  
Kathleen N. Kannass
Keyword(s):  
Early Childhood ◽  
Cognitive Ability ◽  
Infancy And Early Childhood ◽  
High Cognitive Ability

Gestational Age and Cognitive Ability in Early Childhood: a Population-based Cohort Study

2013 ◽  
Vol 27 (4) ◽  
pp. 371-379 ◽  
Author(s):  
Gry Poulsen ◽  
Dieter Wolke ◽  
Jennifer J Kurinczuk ◽  
Elaine M Boyle ◽  
David Field ◽  
...  
Keyword(s):  
Early Childhood ◽  
Cohort Study ◽  
Cognitive Ability ◽  
Gestational Age ◽  
Population Based

scholarly journals Dissecting Biological Pathways of Psychopathology using Cognitive Genomics

2021 ◽  
Author(s):  
Max Lam ◽  
Chia-Yen Chen ◽  
W. David Hill ◽  
Charley Xia ◽  
Ruoyu Tian ◽  
...  
Keyword(s):  
Early Childhood ◽  
Correlation Analysis ◽  
Cognitive Ability ◽  
Genetic Correlation ◽  
Cognitive Deficits ◽  
Cognitive Skills ◽  
Biological Pathways ◽  
General Cognitive Ability ◽  
Gene Sets ◽  
Cognitive Dimensions

Cognitive deficits are known to be related to most forms of psychopathology. Here, we perform local genetic correlation analysis as a means of identifying independent segments of the genome that show biologically interpretable pleiotropic associations between cognitive dimensions and psychopathology. We identified collective segments of the genome, which we call "meta-loci", that showed differential pleiotropic patterns for psychopathology relative to either General Cognitive Ability (GCA) or Non-Cognitive Skills (NCS). We observed that neurodevelopmental gene sets expressed during the prenatal-early childhood predominated in GCA-relevant meta-loci, while post-natal synaptic gene sets were more involved in NCS-relevant meta-loci. Notably, we found that GABA-ergic, cholinergic, and glutamatergic genes drove pleiotropic relationships within dissociable NCS meta-loci.

scholarly journals Peer Effects on Engagement and Disengagement: Differential Contributions From Friends, Popular Peers, and the Entire Class

2021 ◽  
Vol 12 ◽  
Author(s):  
Nina Steenberghs ◽  
Jeroen Lavrijsen ◽  
Bart Soenens ◽  
Karine Verschueren
Keyword(s):  
Cognitive Ability ◽  
Peer Effects ◽  
School Engagement ◽  
School Success ◽  
Self Esteem ◽  
Emotional Engagement ◽  
Moderating Effects ◽  
The Social ◽  
High Cognitive Ability ◽  
Engagement And Disengagement

School engagement and disengagement are important predictors of school success that are grounded in the social context of the classroom. This study used multilevel analysis to examine the contributions of the descriptive norms of friends, popular students and classmates regarding engagement and disengagement to the development of Students’ own behavioral and emotional engagement and disengagement among Flemish 7th-graders (N = 3,409). Moderating effects of Students’ self-esteem and cognitive ability were examined. The results showed effects from friends’ and classmates’ (dis)engagement on all dimensions of (dis)engagement. Popular Students’ engagement only affected individual Student’s behavioral disengagement and emotional engagement. Self-esteem and high cognitive ability did not make students more or less susceptible to peer effects.

scholarly journals A Meta-Analysis of Stressors from the Total Environment Associated with Children’s General Cognitive Ability

2020 ◽  
Vol 17 (15) ◽  
pp. 5451
Author(s):  
Frances M. Nilsen ◽  
Jazmin D.C. Ruiz ◽  
Nicolle S. Tulve
Keyword(s):  
Early Childhood ◽  
Cognitive Development ◽  
Cognitive Ability ◽  
Meta Analysis ◽  
Life Stage ◽  
Early Life Stage ◽  
Toxic Substances ◽  
General Cognitive Ability ◽  
Childhood Cognitive Ability ◽  
Total Environment

General cognitive ability, often referred to as ‘general intelligence’, comprises a variety of correlated abilities. Childhood general cognitive ability is a well-studied area of research and can be used to predict social outcomes and perceived success. Early life stage (e.g., prenatal, postnatal, toddler) exposures to stressors (i.e., chemical and non-chemical stressors from the total (built, natural, social) environment) can impact the development of childhood cognitive ability. Building from our systematic scoping review (Ruiz et al., 2016), we conducted a meta-analysis to evaluate more than 100 stressors related to cognitive development. Our meta-analysis identified 23 stressors with a significant increase in their likelihood to influence childhood cognitive ability by 10% or more, and 80 stressors were observed to have a statistically significant effect on cognitive ability. Stressors most impactful to cognition during the prenatal period were related to maternal health and the mother’s ability to access information relevant to a healthy pregnancy (e.g., diet, lifestyle). Stressors most impactful to cognition during the early childhood period were dietary nutrients (infancy), quality of social interaction (toddler), and exposure to toxic substances (throughout early childhood). In conducting this analysis, we examined the relative impact of real-world exposures on cognitive development to attempt to understand the inter-relationships between exposures to both chemical and non-chemical stressors and early developmental life stages. Our findings suggest that the stressors observed to be the most influential to childhood cognitive ability are not permanent and can be broadly categorized as activities/behaviors which can be modified to improve childhood cognition. This meta-analysis supports the idea that there are complex relationships between a child’s total environment and early cognitive development.

Developmental Pragmatics

2014 ◽  
Author(s):  
Pamela Rosenthal Rollins
Keyword(s):  
Early Childhood ◽  
Young Child ◽  
Cognitive Ability ◽  
Social Cognitive ◽  
Mental States ◽  
Shared Intentionality ◽  
Communicative Intention ◽  
The Social ◽  
Early Interaction

This chapter traces the development of communicative intention, conversation, and narrative in early interaction from infancy to early childhood. True communicative intention commences once the infant acquires the social cognitive ability to share attention and intention with another. The developing child’s pragmatic understanding is reflective of his/her underlying motivations for cooperation and shared intentionality. As children begin to understand others’ mental states, they can take others’ perspectives and understand what knowledge is shared and with whom, moving from joint perceptual focus to more decontextualized communicative intentions. With adult assistance, the young child is able to engage in increasingly more sophisticated conversational exchanges and co-constructed narratives which influence the child’s autonomous capabilities.

Multiple Switching and Data Quality in the Multiple Price List

2020 ◽  
pp. 1-15
Author(s):  
Chi Wai Yu ◽  
Y. Jane Zhang ◽  
Sharon Xuejing Zuo
Keyword(s):  
Decision Making ◽  
Data Quality ◽  
Conceptual Framework ◽  
Cognitive Ability ◽  
Risky Choice ◽  
Switching Behavior ◽  
Price List ◽  
High Cognitive Ability ◽  
Multiple Switching ◽  
Quality Decision

A substantial proportion of individuals who complete the widely used multiple price list (MPL) instrument switch back and forth between the safe and the risky choice columns, behavior that is believed to indicate lowquality decision making. We develop a conceptual framework to formally define decision-making quality, test explanations for the nature of low-quality decision making, and introduce a novel “nudge” treatment that reduced multiple switching behavior and increased decision-making quality. We find evidence in support of task-specific miscomprehension of the MPL and that nonmultiple switchers and relatively high-cognitive-ability individuals are not immune to low-quality decision making.

scholarly journals Dietary patterns in early childhood and child cognitive and psychomotor development: the Rhea mother–child cohort study in Crete

2016 ◽  
Vol 115 (8) ◽  
pp. 1431-1437 ◽  
Author(s):  
Vasiliki Leventakou ◽  
Theano Roumeliotaki ◽  
Katerina Sarri ◽  
Katerina Koutra ◽  
Mariza Kampouri ◽  
...  
Keyword(s):  
Early Childhood ◽  
Cognitive Ability ◽  
Dietary Patterns ◽  
Verbal Ability ◽  
Preschool Age ◽  
Psychomotor Development ◽  
Linear Regression Models ◽  
Posterior Cortex ◽  
Cross Sectional ◽  
The Impact

AbstractEarly-life nutrition is critical for optimal brain development; however, few studies have evaluated the impact of diet as a whole in early childhood on neurological development with inconsistent results. The present analysis is a cross-sectional study nested within an ongoing prospective birth cohort, the Rhea study, and aims to examine the association of dietary patterns with cognitive and psychomotor development in 804 preschool (mean age 4·2 years) children. Parents completed a validated FFQ, and dietary patterns were identified using principal component analysis. Child cognitive and psychomotor development was assessed by the McCarthy Scales of Children’s Abilities (MSCA). Multivariable linear regression models were used to investigate the associations of dietary patterns with the MSCA scales. After adjustment for a large number of confounding factors, the ‘Snacky’ pattern (potatoes and other starchy roots, salty snacks, sugar products and eggs) was negatively associated with the scales of verbal ability (β=−1·31; 95 % CI −2·47, −0·16), general cognitive ability (β=−1·13; 95 % CI −2·25, −0·02) and cognitive functions of the posterior cortex (β=−1·20; 95 % CI −2·34, −0·07). Further adjustment for maternal intelligence, folic acid supplementation and alcohol use during pregnancy attenuated the observed associations, but effect estimates remained at the same direction. The ‘Western’ and the ‘Mediterranean’ patterns were not associated with child neurodevelopmental scales. The present findings suggest that poorer food choices at preschool age characterised by foods high in fat, salt and sugar are associated with reduced scores in verbal and cognitive ability.

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