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Alpha electroencephalogram (EEG) asymmetry among toddlers in foster care / Kellyn N. BLAISDELL in Development and Psychopathology, 32-5 (December 2020)
[article]
Titre : Alpha electroencephalogram (EEG) asymmetry among toddlers in foster care Type de document : Texte imprimé et/ou numérique Auteurs : Kellyn N. BLAISDELL, Auteur ; Tyson V. BARKER, Auteur ; Ryan J. GIULIANO, Auteur ; Philip A. FISHER, Auteur Article en page(s) : p.1743-1753 Langues : Anglais (eng) Mots-clés : Child Child, Preschool *Electroencephalography *Foster Home Care Frontal Lobe Humans *alpha asymmetry *child maltreatment *early adversity *foster care Index. décimale : PER Périodiques Résumé : The majority of children living in foster care in the United States have a history of maltreatment and/or disrupted caregiving. Maltreatment in early childhood adversely affects development at many levels, including neurobiology and behavior. One neurobiological measure associated with maltreatment is alpha electroencephalogram (EEG) asymmetry. Prior research has found greater right frontal asymmetry among children with a history of maltreatment. However, little research has been extended developmentally downward to examine alpha asymmetry and its behavioral correlates among toddlers in foster care; this was the purpose of the present study. Differences in EEG asymmetry were examined between a sample of foster toddlers (mean age = 3.21 years, n = 38) and a community comparison, low-income sample without a history of foster care (mean age = 3.04 years, n = 16). The toddlers in the foster care group exhibited greater right alpha asymmetry, primarily driven by differences in parietal asymmetry. Neither frontal nor parietal asymmetry were clearly related to internalizing or externalizing behaviors, measured concurrently or at previous time points. These findings reveal differences in alpha EEG asymmetry among toddlers in foster care, and highlight the need to better understand associations between neurobiological and behavioral functioning following early adversity. En ligne : http://dx.doi.org/10.1017/s0954579420001212 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437
in Development and Psychopathology > 32-5 (December 2020) . - p.1743-1753[article] Alpha electroencephalogram (EEG) asymmetry among toddlers in foster care [Texte imprimé et/ou numérique] / Kellyn N. BLAISDELL, Auteur ; Tyson V. BARKER, Auteur ; Ryan J. GIULIANO, Auteur ; Philip A. FISHER, Auteur . - p.1743-1753.
Langues : Anglais (eng)
in Development and Psychopathology > 32-5 (December 2020) . - p.1743-1753
Mots-clés : Child Child, Preschool *Electroencephalography *Foster Home Care Frontal Lobe Humans *alpha asymmetry *child maltreatment *early adversity *foster care Index. décimale : PER Périodiques Résumé : The majority of children living in foster care in the United States have a history of maltreatment and/or disrupted caregiving. Maltreatment in early childhood adversely affects development at many levels, including neurobiology and behavior. One neurobiological measure associated with maltreatment is alpha electroencephalogram (EEG) asymmetry. Prior research has found greater right frontal asymmetry among children with a history of maltreatment. However, little research has been extended developmentally downward to examine alpha asymmetry and its behavioral correlates among toddlers in foster care; this was the purpose of the present study. Differences in EEG asymmetry were examined between a sample of foster toddlers (mean age = 3.21 years, n = 38) and a community comparison, low-income sample without a history of foster care (mean age = 3.04 years, n = 16). The toddlers in the foster care group exhibited greater right alpha asymmetry, primarily driven by differences in parietal asymmetry. Neither frontal nor parietal asymmetry were clearly related to internalizing or externalizing behaviors, measured concurrently or at previous time points. These findings reveal differences in alpha EEG asymmetry among toddlers in foster care, and highlight the need to better understand associations between neurobiological and behavioral functioning following early adversity. En ligne : http://dx.doi.org/10.1017/s0954579420001212 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437 Prediction of social behavior in autism spectrum disorders: Explicit versus implicit social cognition / Cara M. KEIFER in Autism, 24-7 (October 2020)
[article]
Titre : Prediction of social behavior in autism spectrum disorders: Explicit versus implicit social cognition Type de document : Texte imprimé et/ou numérique Auteurs : Cara M. KEIFER, Auteur ; Amori Yee MIKAMI, Auteur ; James P. MORRIS, Auteur ; Erin J. LIBSACK, Auteur ; Matthew D LERNER, Auteur Article en page(s) : p.1758-1772 Langues : Anglais (eng) Mots-clés : *autism spectrum disorder *electroencephalography *event-related potential *partial least squares regression *social cognition *social perception interest. Amori Mikami declares that she has no conflict of interest. James Morris declares that he has no conflict of interest. Erin Libsack declares that she has no conflict of interest. Matthew Lerner declares that he has no conflict of interest. Index. décimale : PER Périodiques Résumé : Difficulties with social communication and interaction are a hallmark feature of autism spectrum disorder. These difficulties may be the result of problems with explicit social cognition (effortful and largely conscious processes) such as learning and recalling social norms or rules. Alternatively, social deficits may stem from problems with implicit social cognition (rapid and largely unconscious processes) such as the efficient integration of social information. The goal of this study was to determine how problems in explicit and implicit social cognition relate to social behavior in 34 youth with autism spectrum disorder. We measured aspects of implicit and explicit social cognition abilities in the laboratory using behavioral, cognitive, and brain (electrophysiological) measures. We then used those measures to predict "real-world" social behavior as reported by parents, clinicians, and independent observers. Results showed that overall better aspects of implicit and explicit social cognition predicted more competent social behavior. In addition, the ability to fluidly integrate social information (implicit social cognition) was more frequently related to competent social behavior that merely knowing what to do in social situations (explicit social cognition). These findings may help with the development of interventions focusing on improving social deficits. En ligne : http://dx.doi.org/10.1177/1362361320922058 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431
in Autism > 24-7 (October 2020) . - p.1758-1772[article] Prediction of social behavior in autism spectrum disorders: Explicit versus implicit social cognition [Texte imprimé et/ou numérique] / Cara M. KEIFER, Auteur ; Amori Yee MIKAMI, Auteur ; James P. MORRIS, Auteur ; Erin J. LIBSACK, Auteur ; Matthew D LERNER, Auteur . - p.1758-1772.
Langues : Anglais (eng)
in Autism > 24-7 (October 2020) . - p.1758-1772
Mots-clés : *autism spectrum disorder *electroencephalography *event-related potential *partial least squares regression *social cognition *social perception interest. Amori Mikami declares that she has no conflict of interest. James Morris declares that he has no conflict of interest. Erin Libsack declares that she has no conflict of interest. Matthew Lerner declares that he has no conflict of interest. Index. décimale : PER Périodiques Résumé : Difficulties with social communication and interaction are a hallmark feature of autism spectrum disorder. These difficulties may be the result of problems with explicit social cognition (effortful and largely conscious processes) such as learning and recalling social norms or rules. Alternatively, social deficits may stem from problems with implicit social cognition (rapid and largely unconscious processes) such as the efficient integration of social information. The goal of this study was to determine how problems in explicit and implicit social cognition relate to social behavior in 34 youth with autism spectrum disorder. We measured aspects of implicit and explicit social cognition abilities in the laboratory using behavioral, cognitive, and brain (electrophysiological) measures. We then used those measures to predict "real-world" social behavior as reported by parents, clinicians, and independent observers. Results showed that overall better aspects of implicit and explicit social cognition predicted more competent social behavior. In addition, the ability to fluidly integrate social information (implicit social cognition) was more frequently related to competent social behavior that merely knowing what to do in social situations (explicit social cognition). These findings may help with the development of interventions focusing on improving social deficits. En ligne : http://dx.doi.org/10.1177/1362361320922058 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431