Editorial: Advancing Research on Child and Adolescent Psychopathology

Frick, Paul J.

doi:10.1007/s10802-017-0376-4

Cited by 5 publications

(6 citation statements)

References 7 publications

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“…Details of the tasks and coding are in prior articles and available from the second author (e.g., Jonas & Kochanska, 2018; Kochanska, Murray, & Harlan, 2000; Kochanska, Philibert, & Barry, 2009; Kim & Kochanska, 2012). At age 2, the tasks included: Snack Delay (the same task was administered in both sessions), waiting to unwrap a gift, waiting to retrieve a gift from a bag, and Tower.…”

Section: Methodsmentioning

confidence: 99%

Evidence for childhood origins of conscientiousness: Testing a developmental path from toddler age to adolescence.

Kim¹,

Kochanska²

2019

Developmental Psychology

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We tested empirically a theoretical model of early origins of conscientiousness, proposed by Eisenberg, Duckworth, Spinrad, and Valiente (2014), which posited a developmental interplay between children’s early effortful control (EC) and internalized or committed compliance with parents as leading to future conscientiousness. We followed a community sample of 102 community mothers, fathers, and children from toddlerhood to adolescence. Observers coded children’s EC in batteries of behavioral tasks (age 2–3) and committed compliance in lengthy discipline interactions with each parent, observed from preschool to early school age (age 4.5, 5.5, and 6.5). Parents rated adolescents’ conscientiousness using an established personality questionnaire (age 14). We supported several components of the theoretical model. Mediation analyses, conducted at family level (across mother-child and father-child dyads) and separate analyses for mother-child and father-child dyads all supported the mediated path, from child EC to committed compliance to conscientiousness. Analyses for mother-child dyads additionally revealed that the indirect effect was present only for children with relatively low EC scores but not those with relatively high EC scores (moderated mediation), also as anticipated in the theoretical model.

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Section: Methodsmentioning

confidence: 99%

Evidence for childhood origins of conscientiousness: Testing a developmental path from toddler age to adolescence.

Kim¹,

Kochanska²

2019

Developmental Psychology

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“…This process affected 1.6% (ADHD group) to 0.9% (Non-ADHD group) of data points. Global-local data for a subset of the current sample was included in the aggregate estimate of set shifting abilities reported in Kofler et al (2018). Global-global and local-local data have not been reported previously for any children in the current sample.…”

Section: Resultsmentioning

confidence: 99%

“…Moreover, children with all ADHD current presentation specifiers were included based on previous work, which included a subset of the current sample, demonstrating no differences in parent- and teacher-reported inattentive or hyperactive/impulsive symptoms as a function of children’s set shifting abilities (Kofler et al, 2018). At the same time, meta-analytic evidence supports the concurrent, predictive, and discriminant validity of inattentive versus hyperactive/impulsive symptoms and suggests that ADHD symptom domains may differentially relate to other neurocognitive functions implicated in ADHD (Willcutt et al, 2012).…”

Section: Discussionmentioning

confidence: 99%

“…Forty-three children met all of the following criteria and were included in the ADHD group ( n =43, 40% girls): (1) DSM-5 diagnosis of ADHD Combined ( n =27), Inattentive ( n =12), or Hyperactive/Impulsive Presentation ( n =4) by the directing clinical psychologist based on K-SADS; (2) borderline/clinical elevations on at least one parent and one teacher ADHD subscale; and (3) current impairment based on parent report. Children with all ADHD current presentation specifiers were eligible given the instability of ADHD subtypes (Lahey et al, 2005; Valo & Tannock, 2010; Willcutt et al, 2012) and recent evidence from a portion of the current sample indicating that ADHD inattentive and hyperactive/impulsive symptom domains do not covary with impairments in set shifting abilities (Kofler et al, 2018). To improve generalizability (Wilens et al, 2002), children with comorbidities were included.…”

Section: Methodsmentioning

confidence: 99%

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Do children with attention-deficit/hyperactivity disorder (ADHD) have set shifting deficits?

Irwin¹,

Kofler²,

Soto³

et al. 2019

Neuropsychology

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Objective: Set shifting, or cognitive flexibility, is a core executive function involving the ability to quickly and efficiently shift back-and-forth between mental sets. Meta-analysis suggests medium-magnitude shifting impairments in ADHD. However, this conclusion may be premature because the evidence-base relies exclusively on tasks that have been criticized for poor construct validity and may better reflect general neuropsychological functioning rather than shifting specifically. Method: A well-characterized sample of 77 children ages 8-13 (M=10.46, SD=1.54; 32 girls; 66% Caucasian/Non-Hispanic) with ADHD (n=43) and without ADHD (n=34) completed the criterion global-local set shifting task and two counterbalanced control tasks that were identical in all aspects except the key processes. Results: The experimental manipulation was successful at evoking set shifting demands during the global-local vs. both non-shift control tasks (p<.001; ω2 =.12-.14). Mixed-model ANOVAs revealed that the ADHD group did not demonstrate disproportional decrements in speed shift costs on the shifting vs. non-shift control tasks (p=.30; ω2=.002), suggesting no evidence of impaired set shifting abilities in ADHD. In contrast, the ADHD group made disproportionately more shifting errors than the Non-ADHD group (p=.03; ω2=0.03) that were more parsimoniously attributable to prerequisite (non-shifting) processes necessary for successful performance on the global-local task. Conclusions: Children with ADHD’s impaired performance on shifting tasks may be attributable to difficulties maintaining competing rule sets and/or inhibiting currently active rule sets prior to shifting. However, when these higher-order processes are executed successfully, there is no significant evidence to suggest a unique set shifting deficit in ADHD.

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“…Data were collected by the research assistants based on interview of the parents, and by testing the child; through self-report questionnaires completed at the public health clinics; and self-report questionnaires completed at home. Details regarding data collection and the questionnaires have been described elsewhere [ 25 , 27 ]…”

Section: Methodsmentioning

confidence: 99%

Maternal Iodine Status is Associated with Offspring Language Skills in Infancy and Toddlerhood

et al. 2018

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Inadequate iodine status affects the synthesis of the thyroid hormones and may impair brain development in fetal life. The aim of this study was to explore the association between maternal iodine status in pregnancy measured by urinary iodine concentration (UIC) and child neurodevelopment at age 6, 12 and 18 months in a population-based cohort. In total, 1036 families from nine locations in Norway were enrolled in the little in Norway cohort. The present study includes n = 851 mother-child pairs with singleton pregnancies, no use of thyroid medication in pregnancy, no severe genetic disorder, data on exposure (UIC) in pregnancy and developmental outcomes (Bayley Scales of Infant and Toddler Development, third edition). Data collection also included general information from questionnaires. We examined associations between UIC (and use of iodine-containing supplements) and repeated measures of developmental outcomes using multivariable mixed models. The median UIC in pregnancy was 78 µg/L (IQR 46–130), classified as insufficient iodine intake according to the WHO. Eighteen percent reported use of iodine-containing multisupplements. A UIC below ~100 was associated with reduced receptive (p = 0.025) and expressive language skills (p = 0.002), but not with reduced cognitive or fine- and gross motor skills. Maternal use of iodine-containing supplements was associated with lower gross motor skills (b = −0.18, 95% CI = −0.33, −0.03, p = 0.02), but not with the other outcome measures. In conclusion, an insufficient iodine intake in pregnancy, reflected in a UIC below ~100 µg/L, was associated with lower infant language skills up to 18 months. The use of iodine-containing supplements was not associated with beneficial effects.

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Editorial: Advancing Research on Child and Adolescent Psychopathology

Cited by 5 publications

References 7 publications

Evidence for childhood origins of conscientiousness: Testing a developmental path from toddler age to adolescence.

Evidence for childhood origins of conscientiousness: Testing a developmental path from toddler age to adolescence.

Do children with attention-deficit/hyperactivity disorder (ADHD) have set shifting deficits?

Maternal Iodine Status is Associated with Offspring Language Skills in Infancy and Toddlerhood

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