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.

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.

Intervention with Adolescent Mother–Child Dyads and Cognitive Development in Early Childhood: a Meta-Analysis

2016 ◽  
Vol 18 (1) ◽  
pp. 116-130 ◽  
Author(s):  
Claire Baudry ◽  
George M. Tarabulsy ◽  
Leslie Atkinson ◽  
Jessica Pearson ◽  
Audrey St-Pierre
Keyword(s):  
Early Childhood ◽  
Cognitive Development ◽  
Meta Analysis ◽  
Adolescent Mother

scholarly journals Meta-analysis of fish early life stage tests-Association of toxic ratios and acute-to-chronic ratios with modes of action

2018 ◽  
Vol 37 (4) ◽  
pp. 955-969 ◽  
Author(s):  
Stefan Scholz ◽  
Rene Schreiber ◽  
James Armitage ◽  
Philipp Mayer ◽  
Beate I. Escher ◽  
...  
Keyword(s):  
Early Life ◽  
Meta Analysis ◽  
Life Stage ◽  
Early Life Stage ◽  
Modes Of Action

scholarly journals A Common Polymorphism in SCN2A Predicts General Cognitive Ability through Effects on PFC Physiology

2015 ◽  
Vol 27 (9) ◽  
pp. 1766-1774 ◽  
Author(s):  
Matthew A. Scult ◽  
Joey W. Trampush ◽  
Fengyu Zheng ◽  
Emily Drabant Conley ◽  
Todd Lencz ◽  
...  
Keyword(s):  
Cognitive Ability ◽  
Meta Analysis ◽  
Neural Mechanism ◽  
Resting State Fmri ◽  
Interindividual Variation ◽  
General Cognitive Ability ◽  
Gene Encoding ◽  
Common Polymorphism ◽  
Gender And Age ◽  
Higher Cognitive Functions

Here we provide novel convergent evidence across three independent cohorts of healthy adults (n = 531), demonstrating that a common polymorphism in the gene encoding the α2 subunit of neuronal voltage-gated type II sodium channels (SCN2A) predicts human general cognitive ability or “g.” Using meta-analysis, we demonstrate that the minor T allele of a common polymorphism (rs10174400) in SCN2A is associated with significantly higher “g” independent of gender and age. We further demonstrate using resting-state fMRI data from our discovery cohort (n = 236) that this genetic advantage may be mediated by increased capacity for information processing between the dorsolateral PFC and dorsal ACC, which support higher cognitive functions. Collectively, these findings fill a gap in our understanding of the genetics of general cognitive ability and highlight a specific neural mechanism through which a common polymorphism shapes interindividual variation in “g.”

scholarly journals White matter maturation profiles through early childhood predict general cognitive ability

2014 ◽  
Vol 221 (2) ◽  
pp. 1189-1203 ◽  
Author(s):  
Sean C. L. Deoni ◽  
Jonathan O’Muircheartaigh ◽  
Jed T. Elison ◽  
Lindsay Walker ◽  
Ellen Doernberg ◽  
...  
Keyword(s):  
Early Childhood ◽  
White Matter ◽  
Cognitive Ability ◽  
General Cognitive Ability ◽  
White Matter Maturation

scholarly journals Meta-Analysis of Genetic Variation in DTNBP1 and General Cognitive Ability

2010 ◽  
Vol 68 (12) ◽  
pp. 1126-1133 ◽  
Author(s):  
Jian-Ping Zhang ◽  
Katherine E. Burdick ◽  
Todd Lencz ◽  
Anil K. Malhotra
Keyword(s):  
Genetic Variation ◽  
Cognitive Ability ◽  
Meta Analysis ◽  
General Cognitive Ability

Unemployment and general cognitive ability: A review and meta-analysis

2021 ◽  
Vol 87 ◽  
pp. 102430
Author(s):  
María Vélez-Coto ◽  
Sandra Rute-Pérez ◽  
Miguel Pérez-García ◽  
Alfonso Caracuel
Keyword(s):  
Cognitive Ability ◽  
Meta Analysis ◽  
General Cognitive Ability

scholarly journals Effective Learning Activities To Improve Early Childhood Cognitive Development

2018 ◽  
Vol 4 (1) ◽  
pp. 103-111
Author(s):  
Eka Rizki Amalia ◽  
Salis Khoiriyati
Keyword(s):  
Early Childhood ◽  
Cognitive Development ◽  
Cognitive Ability ◽  
Critical Period ◽  
Learning Activities ◽  
Early Age ◽  
Older Person ◽  
Critical Aspect ◽  
Effective Learning ◽  
Children And Parents

Children in their critical period or commonly known as golden age are in their optimal stage where they grow and develop rapidly and absorb anything which is exposed to them. Therefore, this is the period when the parents and older person have the opportunity to give the appropriate influence thus the children’s development can result optimally in all areas. The first and most critical aspect is the cognitive ability. Cognitive ability can become the basis of all input to be processed in the children’s mind, thus its development will affect the children’s ability to absorb anything from their surroundings. This article will discuss about learning activities which are effective to improve early childhood cognitive development. The discussion reveals that children in their early age are more active and effective in activities which are designed as games and will result more in their development as they are engaged in social interaction. Some games are proposed as alternatives for the children and parents to conduct and to be involved in.

scholarly journals MENINGKATKAN KEMAMPUAN INTELEKTUAL ANAK USIA DINI MELALUI PERMAINAN DOMINO STIK PADA KELOMPOK B DI TK TRIALINGGA KINDERSCHOOL KOTA CIMAHI

2018 ◽  
Vol 1 (2) ◽  
pp. 58
Author(s):  
Neni Melawati ◽  
Tresnawulan Tresnawulan
Keyword(s):  
Early Childhood ◽  
Cognitive Development ◽  
Early Childhood Education ◽  
Cognitive Ability ◽  
Learning Activities ◽  
Social Education ◽  
Geometric Shapes ◽  
Childhood Education ◽  
Rules Of The Game ◽  
Newborn Children

Early childhood education is an effort to stimulate, guide, nurture and provide learning activities that will result in the abilities and skills of the child. Early childhood education is an education done in newborn children up to eight years old. Education at this stage focuses on physica, intelligence / cognitive, emotional and social education .. Cognitive ability is one of the abilities that must be developed in early childhood. Through this domino sticks are expected to be a fun means so as to attract interest in playing and learning as well. Cognitive or intellectual is a process of thinking in the form of ability or power to connect another event and the ability to assess and considereverything observed from the data around. Important processes in children's cognitive development include assimilation schemes, accommodation, organization, balance and balancing. In this game has the purpose of which is the child can classify objects based on the shape of color or size can understand the rules in a game understand and do the rules of the game disentra, can recognize geometric shapes. With the game domino sticks children can develop the power of thinking, creativity and improve the cognitive development of children

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