Developmental Neuropsychology最新文献

In this cross-sectional, observational study, the association between lethargy and vagal tone was analyzed in thirteen low-risk preterm infants. Infants underwent behavioral assessment and vagal tone measurement indexed by high-frequency heart-rate variability (HF-HRV). A lower vagal tone cluster was associated with greater lethargy (p = .05), reduced handling (p = .003), excitability (p = .006), higher skin stress indicators (p = .13), and central nervous system stress indicators (p = .10) than cluster with a higher vagal tone cluster. A lower vagal tone could indicate autonomic nervous system dysregulation or immaturity, leading to neurobehavioral challenges, such as lethargy and further neurodevelopmental difficulties.

Researches on motor skills in intellectually gifted children (IGC) are Insufficient to establish a clear profile of their motor functioning and understanding their potential needs. This study aimed to characterize motor skills in 30 IGC (Intelligence Quotient ≥130) compared with 35 typically developing children (TDC) with an intelligence level in the average range, aged from 6 to 16 years. A thorough theory-driven exploratory examination of motor skills was carried out to explore distinct components described in the cognitive models of apraxia. Results of IGC were compared with those of TDC for neuropsychological performance-based and rating measures, and the presence of neurological soft signs (NSS). IGC did not differ from TDC on most of neuropsychological measures, except those of handwriting skills (at school age) where they demonstrated a weaker performance in quality. For the IGC concerned, these are generally associated with more NSS and motor complaints in daily life than the TDC. Superior performances were evidenced in measures requiring planning ability. This study did not find clear evidence for differences in motor skills between IGC and TDC. While a few IGC may develop handwriting problems as a group, they do not seem to be at risk for motor/praxis difficulties.

Children with Attention-Deficit/Hyperactivity Disorder (ADHD) often struggle with writing composition, possibly due to deficits in executive functions and processing speed. This study examined 518 children with ADHD and 851 controls to assess these effects. Multiple mediation tested whether executive functions (i.e., working memory, inhibition) and processing speed partially mediated the association between inattention and writing composition, controlling for transcription. Results showed inattention negatively predicted writing composition. Executive function accounted for nearly 10%, and processing speed nearly 17%, of the variance in this association. Findings highlight the contributions of executive functions and processing speed to writing difficulties in ADHD.

This study used Latent Profile Analysis (LPA) to identify different creativity profiles among 182 secondary school students (Mage = 13.34), based on verbal and figural creative dimensions (PIC-J) which were related to Executive functions measured using Nesplora Ice Cream (VR-based), and intelligence with the WISC-V. Three profiles emerged showed a similar levels of figural creativity, but differed in verbal creativity (low, medium, high). IQ differed between low and medium verbal groups, while EF did not significantly differ across profiles. Although no overall gender differences were found, boys were slightly more represented in the high-verbal group. Findings highlight implications for educational and cognitive interventions.

The Social Cognition Battery (SCB) was validated as an inclusive tool for assessing social cognition (SC) in hearing and deaf children, addressing cross-cultural gaps. Participants included 154 hearing (M age = 8.10, SD = 1.56) and 30 deaf children (M age = 9.80, SD = 1.97) from Latin America. Exploratory Factor Analysis revealed a unifactorial SC structure (RMSEA = 0.069, CFI = 0.962) with high reliability (ω = 0.753). Age predicted SC in hearing children, while school year better explained SC in deaf children. ROC analysis (AUC = 0.8126) confirmed strong discriminative ability. The SCB is a reliable, culturally adapted tool for diverse populations.

The factor structure of the Concussion Clinical Profiles Screen (CP Screen) has not been empirically evaluated. In this study, 323 patients (59% male; 74% sport-related) completed CP Screen, ImPACT, and Vestibular/Ocular-Motor Screening (VOMS) at initial clinical visit within 30 days of concussion (M = 7.58±/-6.10 days). A second-order model best fit the data, with cognitive-fatigue, migraine, and ocular factors comprising a second-order factor. Loadings were all significant/substantial. Vestibular, ocular, and cognitive-fatigue factors all significantly (βs = .15-.44 ps ≤ .01) predicted assessments in similar domains, supporting concurrent validity. This study provides initial psychometric support for the structure of the CP-screen.

The aim of this study is to investigate whether there are differences in terms of cognitive disengagement syndrome (CDS) symptoms and some psychiatric symptoms between obese children and healthy controls. Participants were 60 cases diagnosed with obesity and 60 healthy children who were not obese/overweight aged 6-12 years. The obese group had significantly higher CDS symptom scores comparing to the control group. In the obese group, there were statistically significant associations found between the symptoms of CDS and attention, conduct issues, emotional instability, and excessive daytime sleepiness. Clinicians who work with obese children should also be aware of CDS symptoms.

The ability to recognize emotions in others is crucial for social interaction and develops during childhood. We studied the effects of age on emotional facial recognition in schoolchildren using ERP components. Children aged 6, 8, and 10 completed identity, sex, and emotion recognition (happiness, anger, sadness) tasks. The oldest group had the highest accuracy and fastest reaction times. Only the LPP component showed age-related differences, with lower amplitudes in older children. LPP showed higher amplitude during emotion recognition, which may be associated with motivational evaluation. ERP accounted for the temporal dynamics of facial processing, which involve cognitive and emotional processes.

Children with ADHD suffer from impaired attentional, executive, and emotional processing. This study aimed to compare attentional and executive processing using (non)emotional stimuli in children with and without ADHD. Eighty-five children with ADHD and 72 matched typically developing children performed the Stroop, continuous performance, and Go/No-Go tasks using (non)emotional stimuli. Greater performance in selective attention, inhibitory control, and sustained attention was found in emotional stimuli compared to non-emotional stimuli in both groups. Emotional stimuli facilitated attentional and executive functions in children with and without ADHD. Impaired attentional and executive functions in children with ADHD are not valence-sensitive.

The N400 event-related potential (ERP), a marker of lexical-semantic processing, can assess the neural basis of reading difficulties. This study examines 1) semantic processes in typically developing (TD) children and children with reading disabilities (RD) using N400 and Set-for-Variability (SfV) profiles and 2) correlations between N400 and SfV. Fifty-one children read congruent and incongruent sentences during EEG. Results showed RD children lacked an N400 effect and had delayed SfV. A negative correlation between SfV and N400 latency in the RD group indicated distinct semantic processing delays in these children.