Neural dynamics of executive function in cognitively able kindergarteners with autism spectrum disorders as predictors of concurrent academic achievement / So Hyun KIM in Autism, 24-3 (April 2020)  

Public ISBD [article]  inAutism > 24-3 (April 2020) . - p.780-794 Titre : Neural dynamics of executive function in cognitively able kindergarteners with autism spectrum disorders as predictors of concurrent academic achievement Type de document : texte imprimé Auteurs : So Hyun KIM, Auteur ; George A. BUZZELL, Auteur ; Susan FAJA, Auteur ; Yeo Bi CHOI, Auteur ; Hannah R. THOMAS, Auteur ; Natalie H. BRITO, Auteur ; Lauren C. SHUFFREY, Auteur ; William P. FIFER, Auteur ; Frederick D. MORRISON, Auteur ; Catherine LORD, Auteur ; Nathan FOX, Auteur Article en page(s) : p.780-794 Langues : Anglais (eng) Mots-clés : academic achievement  autism spectrum disorder  executive function Index. décimale : PER Périodiques Résumé : Although electrophysiological (electroencephalography) measures of executive functions (e.g. error monitoring) have been used to predict academic achievement in typically developing children, work investigating a link between error monitoring and academic skills in children with autism spectrum disorder is limited. In this study, we employed traditional electrophysiological and advanced time-frequency methods, combined with principal component analyses, to extract neural activity related to error monitoring and tested their relations to academic achievement in cognitively able kindergarteners with autism spectrum disorder. In total, 35 cognitively able kindergarteners with autism spectrum disorder completed academic assessments and the child-friendly "Zoo Game" Go/No-go task at school entry. The Go/No-go task successfully elicited an error-related negativity and error positivity in children with autism spectrum disorder as young as 5 years at fronto-central and posterior electrode sites, respectively. We also observed increased response-related theta power during errors relative to correct trials at fronto-central sites. Both larger error positivity and theta power significantly predicted concurrent academic achievement after controlling for behavioral performance on the Zoo Game and intelligence quotient. These results suggest that the use of time-frequency electroencephalography analyses, combined with traditional event-related potential measures, may provide new opportunities to investigate neurobiological mechanisms of executive function and academic achievement in young children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361319874920 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422 [article] Neural dynamics of executive function in cognitively able kindergarteners with autism spectrum disorders as predictors of concurrent academic achievement [texte imprimé] / So Hyun KIM, Auteur ; George A. BUZZELL, Auteur ; Susan FAJA, Auteur ; Yeo Bi CHOI, Auteur ; Hannah R. THOMAS, Auteur ; Natalie H. BRITO, Auteur ; Lauren C. SHUFFREY, Auteur ; William P. FIFER, Auteur ; Frederick D. MORRISON, Auteur ; Catherine LORD, Auteur ; Nathan FOX, Auteur . - p.780-794. Langues : Anglais (eng) in Autism > 24-3 (April 2020) . - p.780-794 Mots-clés : academic achievement  autism spectrum disorder  executive function Index. décimale : PER Périodiques Résumé : Although electrophysiological (electroencephalography) measures of executive functions (e.g. error monitoring) have been used to predict academic achievement in typically developing children, work investigating a link between error monitoring and academic skills in children with autism spectrum disorder is limited. In this study, we employed traditional electrophysiological and advanced time-frequency methods, combined with principal component analyses, to extract neural activity related to error monitoring and tested their relations to academic achievement in cognitively able kindergarteners with autism spectrum disorder. In total, 35 cognitively able kindergarteners with autism spectrum disorder completed academic assessments and the child-friendly "Zoo Game" Go/No-go task at school entry. The Go/No-go task successfully elicited an error-related negativity and error positivity in children with autism spectrum disorder as young as 5 years at fronto-central and posterior electrode sites, respectively. We also observed increased response-related theta power during errors relative to correct trials at fronto-central sites. Both larger error positivity and theta power significantly predicted concurrent academic achievement after controlling for behavioral performance on the Zoo Game and intelligence quotient. These results suggest that the use of time-frequency electroencephalography analyses, combined with traditional event-related potential measures, may provide new opportunities to investigate neurobiological mechanisms of executive function and academic achievement in young children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361319874920 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422

Within-person changes in basal cortisol and caregiving modulate executive attention across infancy / Annie BRANDES-AITKEN in Development and Psychopathology, 34-4 (October 2022)  

Public ISBD [article]  inDevelopment and Psychopathology > 34-4 (October 2022) . - p.1386-1399 Titre : Within-person changes in basal cortisol and caregiving modulate executive attention across infancy Type de document : texte imprimé Auteurs : Annie BRANDES-AITKEN, Auteur ; Stephen H. BRAREN, Auteur ; Sarah C. VOGEL, Auteur ; Rosemarie E. PERRY, Auteur ; Natalie H. BRITO, Auteur ; Clancy BLAIR, Auteur Article en page(s) : p.1386-1399 Langues : Anglais (eng) Mots-clés : Attention  Humans  Hydrocortisone/metabolism  Hypothalamo-Hypophyseal System/metabolism  Infant  Pituitary-Adrenal System/metabolism  Saliva/metabolism  Stress, Psychological/metabolism  caregiving  cortisol Index. décimale : PER Périodiques Résumé : One pathway by which environments of socioeconomic risk are thought to affect cognitive development is through stress physiology. The biological systems underpinning stress and attention undergo a sensitive period of development during infancy. Psychobiological theory emphasizes a dynamic pattern of context-dependent development, however, research has yet to examine how basal cortisol and attention dynamically covary across infancy in ecologically valid contexts. Thus, to address these gaps, we leveraged longitudinal, multilevel analytic methods to disentangle between- from within-person associations of hypothalamic-pituitary-adrenal (HPA) axis activity and executive attention behaviors across infancy. We use data from a large longitudinal sample (N = 1,292) of infants in predominantly low-income, nonurban communities at 7-, 15-, and 24-months of age. Using multilevel models, we investigated longitudinal associations of infant attention and basal cortisol levels and examined caregiving behaviors as moderators of this relationship. Results indicated a negative between- and within-person association between attention and cortisol across infancy and a within-person moderation by caregiver responsiveness. In other words, on the within-person level, higher levels of cortisol were concomitantly associated with lower infant attention across the first 2 years of life. However, variation in the caregiver's level of responsiveness either buffered or sensitized the executive attention system to the negative effects of physiological stress. En ligne : http://dx.doi.org/10.1017/s0954579421000262 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=488 [article] Within-person changes in basal cortisol and caregiving modulate executive attention across infancy [texte imprimé] / Annie BRANDES-AITKEN, Auteur ; Stephen H. BRAREN, Auteur ; Sarah C. VOGEL, Auteur ; Rosemarie E. PERRY, Auteur ; Natalie H. BRITO, Auteur ; Clancy BLAIR, Auteur . - p.1386-1399. Langues : Anglais (eng) in Development and Psychopathology > 34-4 (October 2022) . - p.1386-1399 Mots-clés : Attention  Humans  Hydrocortisone/metabolism  Hypothalamo-Hypophyseal System/metabolism  Infant  Pituitary-Adrenal System/metabolism  Saliva/metabolism  Stress, Psychological/metabolism  caregiving  cortisol Index. décimale : PER Périodiques Résumé : One pathway by which environments of socioeconomic risk are thought to affect cognitive development is through stress physiology. The biological systems underpinning stress and attention undergo a sensitive period of development during infancy. Psychobiological theory emphasizes a dynamic pattern of context-dependent development, however, research has yet to examine how basal cortisol and attention dynamically covary across infancy in ecologically valid contexts. Thus, to address these gaps, we leveraged longitudinal, multilevel analytic methods to disentangle between- from within-person associations of hypothalamic-pituitary-adrenal (HPA) axis activity and executive attention behaviors across infancy. We use data from a large longitudinal sample (N = 1,292) of infants in predominantly low-income, nonurban communities at 7-, 15-, and 24-months of age. Using multilevel models, we investigated longitudinal associations of infant attention and basal cortisol levels and examined caregiving behaviors as moderators of this relationship. Results indicated a negative between- and within-person association between attention and cortisol across infancy and a within-person moderation by caregiver responsiveness. In other words, on the within-person level, higher levels of cortisol were concomitantly associated with lower infant attention across the first 2 years of life. However, variation in the caregiver's level of responsiveness either buffered or sensitized the executive attention system to the negative effects of physiological stress. En ligne : http://dx.doi.org/10.1017/s0954579421000262 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=488

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