Статті в журналах: "Cognition in children"

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Jurayeva, Mokhinur S. "CHILDREN OF PRESCHOOL AGE DEVELOP COGNITIVE PROCESSES AND CRITICAL COGNITION AND DEVELOP EFFECTIVE REFLEXIVE ACTIVITIES." Oriental Journal of Education 02, no. 01 (May 1, 2022): 130–36. http://dx.doi.org/10.37547/supsci-oje-02-01-20.

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In ontogenesis, the period from 3 to 7 years is the age period of the kindergarten. Taking into account that there are very rapid qualitative changes in the psychology of preschool children, it is possible to divide the pre-school age into 3 periods (3-4 years), the junior preschool period (4-5 years), the junior kindergarten period (6-7 years), and the senior kindergarten period into 6-7 years. The child in the process of development begins a relationship with the world of subjects and phenomena created by the generation of personality. The child actively mastered and mastered all the achievements that humanity has achieved. Basically, from this period, the independent activity of the child begins to intensify. The education given to children of kindergarten age is a period of mastering their complex movements, formation of elementary hygiene, cultural and labor skills, development of speech and formation of the R with the first bud of social morality and aesthetic taste.

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Parke, Elyse M., Megan L. Becker, Stacey J. Graves, Abigail R. Baily, Michelle G. Paul, Andrew J. Freeman, and Daniel N. Allen. "Social Cognition in Children With ADHD." Journal of Attention Disorders 25, no. 4 (December 13, 2018): 519–29. http://dx.doi.org/10.1177/1087054718816157.

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Objective: Despite evidence of social skill deficits in children with ADHD, there is no consensus regarding a social cognitive profile and whether these skills predict behavior. Therefore, a comprehensive battery was used to investigate the relationship between social cognition and behavioral functioning. Method: Children ages 7 to 13 with ADHD ( n = 25) and controls ( n = 25) completed tests assessing social cognitive domains (affect recognition and theory of mind [ToM]). Parents completed measures of social cognition (pragmatic language ability and empathy), behavioral symptoms, and adaptive functioning. Results: Children with ADHD performed significantly worse on measures of cognitive ToM and affect recognition and received lower ratings of pragmatic language and cognitive empathy than typically developing peers. These domains, particularly pragmatic language, predicted parent ratings of problematic and adaptive behaviors. Conclusion: Results establish a relationship between specific social cognitive abilities and daily functioning, which has implications for treatment.

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Westfall, Daniel R., Nicole E. Logan, Naiman A. Khan, and Charles H. Hillman. "Cognitive Assessments in Hydration Research Involving Children: Methods and Considerations." Annals of Nutrition and Metabolism 74, Suppl. 3 (2019): 19–24. http://dx.doi.org/10.1159/000500341.

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The effects of optimal and insufficient hydration on human health have received increasing investigation in recent years. Specifically, water is an essential nutrient for human health, and the importance of hydration on cognition has continued to attract research interest over the last decade. Despite this focus, children remain a relatively understudied population relative to the effects of hydration on cognition. Of those studies investigating children, findings have been inconsistent, resulting from utilizing a wide variety of cognitive domains and cognitive assessments, as well as varied hydration protocols. Here, our aim is to create a primer for assessing cognition during hydration research in children. Specifically, we review the definition of cognition and the domains of which it is composed, how cognition has been measured in both field- and laboratory-based assessments, results from neuroimaging methods, and the relationship between hydration and academic achievement in children. Lastly, future research considerations are discussed.

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O’Neill, Rachel. "Deaf children and cognition." Deafness & Education International 24, no. 2 (April 3, 2022): 97–99. http://dx.doi.org/10.1080/14643154.2022.2067465.

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5

James, Clara E., Sascha Zuber, Elise Dupuis-Lozeron, Laura Abdili, Diane Gervaise, and Matthias Kliegel. "How Musicality, Cognition and Sensorimotor Skills Relate in Musically Untrained Children." Swiss Journal of Psychology 79, no. 3-4 (December 2020): 101–12. http://dx.doi.org/10.1024/1421-0185/a000238.

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Abstract. Whereas a growing corpus of research has investigated the impact of music practice on several domains of cognition, studies on the relationships between musicality and other abilities and skills in musically untrained children are scarce. The present study examined the associations between musicality, cognition, and sensorimotor skills in 69 musically untrained primary school children of around 10 years of age, using a test battery of musical, cognitive, and sensorimotor abilities. We analyzed the results using nonparametric correlations and an exploratory factor analysis. It was our anticipation that basic cognitive resources (short-term and working memory, attention, processing speed) would relate to both higher-order cognition and musicality. Results indicated that, in musically untrained children, the interconnections between musical and cognitive abilities restrain to auditory short-term and working memory. Direct associations between musicality and higher-order cognitive processes did not occur. An interesting secondary finding comprised associations between sensorimotor function, as measured by the Purdue Pegboard test, and higher-order cognition. Specifically, we found an association between bimanual coordination of fine finger dexterity and matrix reasoning. This outcome suggests that higher-order cognitive function benefits from an efficient mastering of procedural aspects of sensorimotor skills.

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Johnston, Judith R., Linda B. Smith, and Peggy Box. "Cognition and Communication." Journal of Speech, Language, and Hearing Research 40, no. 5 (October 1997): 964–74. http://dx.doi.org/10.1044/jslhr.4005.964.

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Ten children with specific language impairment and 10 children with normal language development were asked to describe objects so that a listener could select them. Each trial targeted two out of a group of three toys. The targeted objects were identical or were similar in size or color. Children in the two groups did not differ in referential success, although children in both groups found the size items more difficult. Content analysis of the messages did reveal differences in the referential strategies used most frequently. Children with specific language impairment were more likely to mention the attributes of each object separately, rather than to describe the characteristics common to a pair of objects. Children in both groups talked about separate objects more often when talking about size than about color or object type. Use of this strategy could indicate the effects of attentional capacity on children's solutions to communication tasks.

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Connolly, K. J., and J. D. Kvalsvig. "Infection, nutrition and cognitive performance in children." Parasitology 107, S1 (January 1993): S187—S200. http://dx.doi.org/10.1017/s0031182000075612.

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SUMMARYThe paper considers briefly the nature of cognition and its relationship to intelligence. The information processing model of human cognition is outlined and IQ and DQ are explained. The literature dealing with the effects of malnutrition and parasitic infection on cognitive performance and development in children is selectively reviewed. A speculative hypothesis concerning the psychological effects of parasitic infection is sketched and brief consideration is given to models and measures in research on development.

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Olson, Kristina R., Aidan C. Key, and Nicholas R. Eaton. "Gender Cognition in Transgender Children." Psychological Science 26, no. 4 (March 5, 2015): 467–74. http://dx.doi.org/10.1177/0956797614568156.

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Davidoff, Jules, and Peter Mitchell. "The colour cognition of children." Cognition 48, no. 2 (August 1993): 121–37. http://dx.doi.org/10.1016/0010-0277(93)90027-s.

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Sadeghi, Saeid, Sajad Ayoubi, and Serge Brand. "Parenting Styles Predict Future-Oriented Cognition in Children: A Cross-Sectional Study." Children 9, no. 10 (October 20, 2022): 1589. http://dx.doi.org/10.3390/children9101589.

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Parenting is a crucial environmental factor in children’s social and cognitive development. This study investigated the association between parenting styles and future-oriented cognition skills in elementary school-aged children. Cross-sectional data were collected from parents of 200 Iranian elementary school aged children (6–13 years), 139 boys and 61 girls. Baumrind’s Parenting Styles Questionnaire and Children’s Future Thinking Questionnaire (CFTQ) were administered to parents. There was a significant positive association between authoritative parenting and children’s abilities in prospective memory, episodic foresight, planning, delay of gratification, and future-oriented cognition total score. In contrast, authoritarian parenting was negatively correlated with children’s abilities in planning, delay of gratification, and future-oriented cognition. Increases in authoritative parenting scores predicted better future-oriented cognition abilities in children.

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Santos, Samantha Nunes, Denise Miranda, Gúbio Soares Campos, Silvia Inês Sardi, Marina Martorelli Pinho, Nayara Argollo, and Eduardo Pondé de Sena. "Cognition of infants exposed to Zika virus in pregnancy: a systematic review / Cognição de bebês expostos ao vírus zika na gestação: revisão sistemática." Brazilian Journal of Development 8, no. 4 (April 26, 2022): 30763–78. http://dx.doi.org/10.34117/bjdv8n4-521.

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This article aimed to systematically review the literature on the cognition of children exposed to Zika virus infection (ZIKV) during pregnancy. After searching the main electronic databases, PubMed, Capes, Web of Science, Scopus, Cochrane and BVS, the keywords “Zika virus”, “ZIKV infection”, “pregnancy”, “congenital”, “congenital syndrome”, “development”, “Cognition”, “neurodevelopment”, “child”, “infants”, “neuropsychology”, “developmental disorders”, “Bayley”, “Denver” were used for systematic data search. After applying the eligibility criteria for inclusion, 20 articles related to the cognitive assessment of children exposed to intrauterine ZIKV published until 2019 November, were selected. The systematic review identified the following as the main results: delayed cognition, motor skills, language and personal social domain, with worse performance in children with microcephaly or other severe brain injuries. Most normocephalic children exposed to ZIKV showed performance compatible with age. However, a smaller number of normocephalic children had a low score in at least one evaluated cognitive domain, characterizing specific developmental deficits. This review highlights the high risk of intrauterine ZIKV exposure to neurodevelopment and suggests investigating the cognitive development of all children exposed to ZIKV for long-term cognitive profiling, allowing early access to multidisciplinary rehabilitation programs.

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Cortina, Melissa, Helen E. Jack, Rebecca Pearson, Kathleen Kahn, Stephen Tollman, Tintswalo Hlungwani, Rhian Twine, Alan Stein, and Mina Fazel. "Relationship between children’s cognitions and later educational progress in rural South Africa: a longitudinal study." Journal of Epidemiology and Community Health 73, no. 5 (March 6, 2019): 422–26. http://dx.doi.org/10.1136/jech-2018-211361.

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BackgroundChildren in low-income and middle-income countries (LMICs) who remain in school have better health and employment outcomes. South Africa, like many LMICs, has a secondary school completion rate under 50%, leaving room for improvement if we can identify factors that affect educational attainment. This is the first longitudinal study to examine the effects of childhood mental health and cognitions on educational outcomes in LMIC.MethodsUsing the Strengths and Difficulties Questionnaire (SDQ) and Cognitive Triad Inventory for Children (CTI-C), we assessed the psychological functioning and cognition of children aged 10–12 in rural South Africa. We linked that data with measures of educational progress collected 5 years later and examined associations between educational progress and (1) behavioural and emotional problems and (2) cognitive interpretations, adjusting for possible confounders.ResultsEducational data were available for 443 individuals. 92% (n=408) of individuals had advanced three or fewer grades in 7 years. Having more positive cognitions (CTIC-C) was positively associated with progressing at least three grade levels (adjusted OR 1.43, 95% CI 1.14 to 1.79). There was no evidence for an association between emotional and behavioural problems (SDQ) and educational progress (OR 0.90, 95% CI 0.72 to 1.11).ConclusionIf children in LMICs can develop more positive perspectives, they may be able to stay in school longer. Cognitions can be modified, and future studies should test interventions that work to improve cognition in childhood, guided, for example, by principles of cognitive–behavioural therapy.

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Claxton, Reid P., and Roger P. McIntyre. "Need for Cognition: Exploratory Relationships with Sibship Structure and Cognitive Style." Psychological Reports 75, no. 3 (December 1994): 1131–35. http://dx.doi.org/10.2466/pr0.1994.75.3.1131.

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Statistical evidence indicates that need for cognition scores may be linked to the number of male children in the family. Responses from 33 female and 46 male university students indicated that the independent variable of number of male children in the family was related to need for cognition scores. The number of female children was not related. The concept of cognitive style as related to Jungian psychological type theory is discussed as a partial explanation.

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Fang, Jo-Ting, and Jen-Jia Lin. "School travel modes and children’s spatial cognition." Urban Studies 54, no. 7 (February 10, 2016): 1578–600. http://dx.doi.org/10.1177/0042098016630513.

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This study broadens understanding of how children’s travel modes influence the development of their spatial cognition, specifically the development of their spatial representation of home–school routes. Data were collected using a questionnaire survey and a cognitive mapping process at an elementary school in northern Taiwan. The sample, which comprised 521 Grades 1–6 children aged 7–12 years, was analysed through linear regressions. Empirical results indicate that the use of independent, active or non-motorised transportation modes improved the children’s spatial cognition regarding their home–school routes. This study not only provides new knowledge about the relationships between travel modes and the spatial cognition of children, but also identifies policy directions in relation to school transportation and the development of spatial cognition in children.

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Mantey, AA, HE Lutterodt, P. Twumasi, and RA Annan. "Effect of 12 weeks consumption of palm weevil larvae and orange-fleshed sweet potato fortified biscuit on nutritional status and cognitive performance of school children in Kumasi, Ghana." African Journal of Food, Agriculture, Nutrition and Development 22, no. 113 (October 18, 2022): 21397–417. http://dx.doi.org/10.18697/ajfand.113.21620.

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Micronutrients are important for improving the physical growth and cognition of school-aged children. Food fortification strategies using locally available and consumed micronutrient rich foods such as edible insects can be cost effective and sustainable in improving nutritional and cognitive outcomes in school children. The study evaluated the impact of biscuits fortified with palm weevil larvae and orange-fleshed sweet potato on cognitive performance and nutritional status of school children from low income families in an urban setting in Ghana. A 12-week randomized, blinded controlled trial was conducted. 102 school children aged 6-11 years were assigned to consume either the fortified biscuits or non-fortified biscuits. Raven’s cognition test, anthropometrics, hematological and biochemical parameters were assessed at baseline and at the end of the study. After 12 weeks of intervention, there were no statistically significant differences in the means of the nutritional outcomes and cognitive performance between the treatment and control groups (p>0.05). However, significant increase in mean levels of serum ferritin (Baseline: 26.15 ± 18.42 µg/L, Endline: 42.63 ± 19.54 µg/L, mean increase: +16.48 µg/L, p=0.001), weight-for-age (Baseline: -0.37 ± 0.97, Endline: -0.11 ± 0.91, mean increase: +0.26, p<0.0001), and Raven’s cognition test score (Baseline: 14.22 ± 4.93, Endline: 16.35 ± 4.40, mean increase: +2.13, p<0.0001) were observed within the treatment group compared to the control group where significant increase was observed in only the Ravens cognition test score (Baseline: 14.79 ± 4.57, Endline: 15.95 ± 5.32, mean increase: +1.16, p<0.029). Moreover, the mean increase in cognition score was higher in intervention (+2.13) than control (+1.16) children. Results from binary logistic regression showed that although statistically insignificant, children in the treatment group had lower odds of iron deficiency (AOR= 0.7, p = 0.545, 95%CI= 0.2-2.4). In conclusion, consumption of the fortified biscuit significantly improved serum ferritin and weight-for-age in the school-aged children within the treatment group. Improvement in cognitive test score was also higher in the treatment group than the control group. Key words: Fortified biscuit, cognition, micronutrients, school children, palm weevil larvae, insects

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Temple, Elise. "The developmental cognitive neuroscience approach to the study of developmental disorders." Behavioral and Brain Sciences 25, no. 6 (December 2002): 771. http://dx.doi.org/10.1017/s0140525x02420134.

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Functional magnetic resonance imaging studies of developmental disorders and normal cognition that include children are becoming increasingly common and represent part of a newly expanding field of developmental cognitive neuroscience. These studies have illustrated the importance of the process of development in understanding brain mechanisms underlying cognition and including children in the study of the etiology of developmental disorders.

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Hooke, Mary C., Daniel Hatch, Marilyn J. Hockenberry, Susan Whitman, Ida Moore, David Montgomery, Kari Marano, et al. "The Longitudinal Parallel Process Analysis of Biomarkers of Oxidative Stress, Symptom Clusters, and Cognitive Function in Children With Leukemia." Journal of Pediatric Oncology Nursing 37, no. 4 (March 6, 2020): 244–54. http://dx.doi.org/10.1177/1043454220909785.

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Background: During treatment for acute lymphoblastic leukemia (ALL), children report co-occurring symptoms of fatigue, sleep disturbance, pain, nausea, and depression as a symptom cluster. Central nervous system–directed ALL therapies also put children at risk for cognitive impairments. Cancer therapies can cause an increase in oxidative stress, which may contribute to treatment-related symptoms. This study examined the longitudinal relationships between biomarkers of oxidative stress in the cerebrospinal fluid, the Childhood Cancer Symptom Cluster–Leukemia (CCSC-L), and cognition, in children over the first year of ALL treatment. Methods: Glutathione (GSH) biomarkers of oxidative stress were measured in cerebrospinal fluid collected during treatment lumbar punctures. GSH biomarkers, symptoms, and cognitive function of 132 children aged 3 to 18 years were evaluated at four time points during the first year of leukemia treatment. Participants, 7 years and older, completed self-report measures, and parents reported for younger children. Cognitive function measurements for all participants were completed by parents. A longitudinal parallel-process model was used to explore the influence of the initial measurement and the subsequent change over four time points of the GSH biomarkers on the CCSC-L and cognition. Results: GSH biomarkers increased over the four time points indicating decreasing oxidative stress. When GSH biomarkers were higher (less oxidative stress) at the initial measurement, the CCSC-L severity was lower, cognition was better, and cognition improved over the four measurements. Screening children for high levels of oxidative stress would be a foundation for future intervention studies to address symptom distress and cognitive impairments.

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Kauliņa, Anda. "Cognitive Analysis of 9 to 11-Year-Old Children With Intellectual Development Disorders." Journal of Pedagogy and Psychology "Signum Temporis" 9, no. 1 (December 20, 2017): 16–22. http://dx.doi.org/10.1515/sigtem-2017-0006.

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Abstract Cognitive development significantly influences efficiency and results of child’s understanding and comprehension of the world. Attention and cognition play a significant role to ensure academic achievement and success. Attention is essential for purposeful planning of action and systematic work. Attention is necessary to follow the study material and for physical survival in everyday life. Cognition is significant in decision making and evaluating possible outcomes, being especially important in children with cognitive development disorders. The aim of the present study was to find out the peculiarities of the cognitive processes in 9 to 11-year-old children with cognitive development disorders. Previous literature suggests that children with intellectual development disorders are at increased risk of general cognitive disorders. To test this assumption and establish cognitive abilities in children with intellectual development disorders, the following subtests of the Vienna Test System (VTS) were used: CPM/S2 (Raven's Coloured Progressive Matrices), B19 (Double Labyrinth Test) and WAFF (Perception and Attention Functions: Focused Attention). VTS is one of the leading computer-based psychophysiological testing systems in Europe. In addition to testing, behavioural observations were also carried out. Study results reveal that children with a shared diagnosis are not as similar when it comes to cognition and attention. Not all children within the sample group exhibited reduced attention and concentration, although the whole participant sample was diagnosed with intellectual development disorder. Meanwhile, risk factors hindering normal cognitive development were identified.

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Loskutova, Ekaterina, Kajal Shah, Ian D. Flitcroft, Annalisa Setti, John S. Butler, Yvonne Nolan, Nabin Paudel, and James Loughman. "Lutein and zeaxanthin: The possible contribution, mechanisms of action and implications of modern dietary intake for cognitive development in children." HRB Open Research 2 (April 26, 2019): 8. http://dx.doi.org/10.12688/hrbopenres.12903.1.

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Background:Studies suggest that lutein and zeaxanthin may be important for cognitive development in children, but a comprehensive evidence synthesis is lacking. The purpose of this evidence synthesis was to analyse the available data regarding the role of lutein and zeaxanthin for cognition in children and propose a theoretical basis for future studies.Methods:The PubMed, Scopus, the ISRCTN registry and Cochrane Library databases were searched for studies that evaluated the relationship between lutein and zeaxanthin and cognitive function in children. Reference list and ancestry searches were performed on relevant articles. A total of 543 articles were identified, of which six cross-sectional studies were included.Results:The literature search revealed that the evidence concerning the effect of lutein and zeaxanthin on cognition in children is sparse. However, there is some preliminary evidence indicating a positive association between lutein and zeaxanthin and cognition in childhood.Conclusions:The cross-sectional nature of the few studies available and the lack of RCT data indicates a need for further investigation before any firm conclusions can be drawn.

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Carvalho, Luciane Bizari Coin de, Lucila Bizari Fernandes do Prado, Luciana Silva, Marilaine Medeiros de Almeida, Tatiana Almeida e. Silva, Célia Maria Alcântara Machado Vieira, Álvaro Nagib Atallah, and Gilmar Fernandes do Prado. "Cognitive dysfunction in children with sleep disorders." Arquivos de Neuro-Psiquiatria 62, no. 2a (June 2004): 212–16. http://dx.doi.org/10.1590/s0004-282x2004000200004.

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Sleep is basic for physical and cognitive development and some studies have suggested that there may be an association between sleep disorders (SD) and cognitive dysfunction (CD) in children. Little is known, however, about SD and cognition in 7-10-year-old children, a fact that motivated the present study. METHOD: We applied an SD questionnaire in 1180 children, 547 with SD and 633 without SD (CG), to assess cognition with a screening test (Bender Visual Motor Gestalt Test - BT). RESULTS: We observed a similar frequency of CD in the children with SD (39%) and that ot the CG (40%). The 8-year-old children with SD presented a lower prevalence of CD than the CG (SD=6%, n=6; CG=13%, n=16; p=0.04). CONCLUSION: The frequency of children with CD was equal in the study and control groups when considering the total sample (7- to 10-year-old children). In contrast to our expectations, the SD group of 8-year-old children presented a lower frequency of CD than the control group.

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Cole, Kevin N., Truman E. Coggins, and Cheryl Vanderstoep. "The Influence of Language/Cognitive Profile on Discourse Intervention Outcome." Language, Speech, and Hearing Services in Schools 30, no. 1 (January 1999): 61–67. http://dx.doi.org/10.1044/0161-1461.3001.61.

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Children with communication needs are often allocated intervention services as a result of the relationship between their cognitive ability and language performance. Children with higher cognitive skills relative to language skills are considered promising candidates for language services. In contrast, children who are delayed in both cognitive and language abilities are considered poor candidates for intervention and are often excluded from services, or given a lower priority for services. This study examines the effects of intervention on one aspect of pragmatic development (discourse skills) following intervention for two groups of young children with delayed language development: one group with measured cognitive performance above language performance, and the other group with similar delays in both language and cognitive performance. Repeated measures analyses of variance indicated significant differences between groups for two of 15 measures derived from language samples. Both favored the children with equivalent delays in language and cognition. These findings do not support the notion that children with equivalent delays in cognition and language development are poor candidates for language intervention. Service delivery and policy implications are discussed.

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Kalyoncu, Tuğba, Burcu Özbaran, Sezen Köse, and Hüseyin Onay. "Variation in the Oxytocin Receptor Gene Is Associated With Social Cognition and ADHD." Journal of Attention Disorders 23, no. 7 (May 6, 2017): 702–11. http://dx.doi.org/10.1177/1087054717706757.

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Objective: Children with ADHD show substantial deficits in social cognitive abilities. Oxytocin, mediated through its specific receptor (OXTR), is involved in the regulation of social behavior and social cognition. Method: The entire coding sequence of the human OXT and OXTR genes were sequenced to identify mutations and single nucleotide polymorphisms (SNPs) in 151 children with ADHD (ADHD-combined, n = 51; inattentive subtype, n = 50; ADHD-C plus conduct disorder [CD], n = 50; 11-18 years) and 100 healthy controls. Results: We examined the association of three detected SNPs of OXTR with social cognition deficits. A significant association was shown between the children with ADHD and children with CT/TT genotypes of rs4686302 (χ2 = 3.695; p = .037). ADHD children with CT/TT genotype for the OXTR rs4686302 performed significantly lower on the facial emotion recognition task than those with CC genotype. Conclusion: OXTR rs4686302 polymorphism was shown to be a genetic marker in social cognition deficits in ADHD children.

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Polido, Graziela Jorge, Mariana Mangini Vaz de Miranda, Nelson Carvas Junior, Rodrigo de Holanda Mendonça, Fátima Aparecida Caromano, Umbertina Conti Reed, Edmar Zanoteli, and Mariana Callil Voos. "Cognitive performance of children with spinal muscular atrophy: A systematic review." Dementia & Neuropsychologia 13, no. 4 (December 2019): 436–43. http://dx.doi.org/10.1590/1980-57642018dn13-040011.

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ABSTRACT Spinal muscular atrophy (SMA) is genetic and progressive, caused by large bi-allelic deletions in the SMN1 gene, or the association of a large deletion and a null variant. Objective: To evaluate the evidence about cognitive outcomes in spinal muscular atrophy (SMA). Methods: Searches on the PUBMED/Medline, Web of Knowledge and Scielo databases retrieved 26 studies (1989 to 2019, descriptors “spinal muscular atrophy” and “cognition”). Nine studies were selected according to the eligibility criteria: (1) cognition tested in individuals with SMA; (2) written in English or Spanish. The Risk of Bias in Non-Randomized Studies of Interventions was used to describe design, bias, participants, evaluation protocol and main findings. This study was registered on the International prospective register of systematic reviews (PROSPERO). Results: Three studies described normal cognition. In another three studies, cognitive outcomes were above average. Cognitive impairment was found in three studies. Poor cognitive performance was more frequently reported in studies that were recent, included children with SMA type I and that employed visual/auditory attention and executive function tests. Protocols and cognitive domains varied, precluding metanalysis. Conclusion: The severity of motor impairment may be related to cognitive outcomes: studies that included a higher number/percentage of children with SMA type I found cognitive impairment. The establishment of gold-standard protocols is necessary. Further studies should compare the cognitive outcomes of subjects with SMA types I to IV.

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Sandvik, Ulrika, Tomas Adolfsson, Dan N. Jacobson, and Kristina Tedroff. "Cognition in Children with Arachnoid Cysts." Journal of Clinical Medicine 9, no. 3 (March 20, 2020): 850. http://dx.doi.org/10.3390/jcm9030850.

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Background: This study aims to evaluate if children with temporal arachnoid cysts (AC) have cognitive symptoms and if neurosurgery improves these. Methods: A prospective case series study including consecutive pediatric patients with temporal AC. The children underwent neuroradiology, neuroopthalmologic evaluation, and a standard electroencephalography (EEG). Additionally, a neuropsychologist performed a standardized set of evaluations, with a one-year follow-up consisting of Weschler Intelligence Scale for Children version IV (WISC-IV), FAS (for verbal fluency), Boston Naming Test (BNT, for visual naming ability) and NEPSY-II (Developmental NEuroPSYchological Assessment) for verbal memory. Results: Fifteen children, 9 boys and 6 girls, were evaluated and 11 underwent surgery. The Full Scale IQ subscore (FSIQ) improved from M = 84.8 to M = 93.0 (p = 0.005). The preoperative Verbal Comprehension Index (VCI) was in the low average range (M = 86.7), improving to a level within the average range (M = 94.7, p = 0.001). Preoperative Perceptual Speed Index (PSI) was in the below average range (M = 81.5), improving to a level within the average range (M = 92.5, p = 0.004). Conclusion: ACs are a common finding in a pediatric neurosurgical setting. Our data suggest that some temporal AC have a negative effect on general cognitive ability and that this impairment can be improved by surgery. We suggest a standardized evaluation, including comprehensive and validated neuropsychological assessment tools, to thoroughly assess symptoms as well as the postoperative outcome.

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Sastre i Riba, Sylvia. "Goswami, U (1998) : cognition in Children." Contextos Educativos. Revista de Educación, no. 2 (May 14, 1999): 307. http://dx.doi.org/10.18172/con.415.

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GILLIES, MURIEL, and PAUL LIGHT. "Spatial cognition in language-impaired children." International Journal of Language & Communication Disorders 32, no. 2s (April 1997): 159–66. http://dx.doi.org/10.1111/j.1460-6984.1997.tb01629.x.

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Lockman, J. "Cognition in Children, by Usha Goswami." Trends in Cognitive Sciences 3, no. 4 (April 1, 1999): 164. http://dx.doi.org/10.1016/s1364-6613(99)01280-2.

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MAHONEY, DIANA. "Exercise Improves Cognition in Obese Children." Family Practice News 35, no. 18 (September 2005): 59. http://dx.doi.org/10.1016/s0300-7073(05)71779-5.

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Hori(Saito), Yuri. "Cognition and evaluation to praise children." Proceedings of the Annual Convention of the Japanese Psychological Association 83 (September 11, 2019): 3B—078–3B—078. http://dx.doi.org/10.4992/pacjpa.83.0_3b-078.

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Green, Jennifer A. K., and Usha Goswami. "Synesthesia and number cognition in children." Cognition 106, no. 1 (January 2008): 463–73. http://dx.doi.org/10.1016/j.cognition.2007.01.013.

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Kendall, Philip C., and Tamar Ellsas Chansky. "Considering cognition in anxiety-disordered children." Journal of Anxiety Disorders 5, no. 2 (January 1991): 167–85. http://dx.doi.org/10.1016/0887-6185(91)90027-q.

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Chutko, L. S., S. Yu Surushkina, and E. A. Yakovenko. "Disorders of social cognition in children." Zhurnal nevrologii i psikhiatrii im. S.S. Korsakova 123, no. 1 (2023): 34. http://dx.doi.org/10.17116/jnevro202312301134.

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Thal, Donna, Elizabeth Bates, and Ursula Bellugi. "Language and Cognition in Two Children with Williams Syndrome." Journal of Speech, Language, and Hearing Research 32, no. 3 (September 1989): 489–500. http://dx.doi.org/10.1044/jshr.3203.489.

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In this study, aspects of language, single-gesture retrieval, combinatorial play, and visual-spatial cognition are reported in two children with Williams syndrome who were in the single-word stage of language acquisition. Williams syndrome children are of particular interest because, when older (10–15 years), they display an unusual profile of abilities that may include superior linguistic performance compared with other aspects of cognition. The two children in the present study are compared to a group of normal children in the single-word stage of language acquisition with a mean age of 14.8 months, a group of single-word stage children who are 6–18 months delayed, and a group of older normal children with a mean age of 23.5 months. Results are compatible with the unusual cognitive profile displayed by older Williams syndrome children. We discuss the possibility that this profile involves mechanisms that extend beyond the boundaries of language proper.

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Clayton, Nicola S. "EPS Mid-Career Award 2013: Ways of thinking: From crows to children and back again." Quarterly Journal of Experimental Psychology 68, no. 2 (February 2015): 209–41. http://dx.doi.org/10.1080/17470218.2014.943673.

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This article reviews some of the recent work on the remarkable cognitive capacities of food-caching corvids. The focus will be on their ability to think about other minds and other times, and tool-using tests of physical problem solving. Research on developmental cognition suggests that young children do not pass similar tests until they are at least four years of age in the case of the social cognition experiments, and eight years of age in the case of the tasks that tap into physical cognition. This developmental trajectory seems surprising. Intuitively, one might have thought that the social and planning tasks required more complex forms of cognitive process, namely Mental Time Travel and Theory of Mind. Perhaps the fact that children pass these tasks earlier than the physical problem-solving tasks is a reflection of cultural influences. Future research will hope to identify these cognitive milestones by starting to develop tasks that might go some way towards understanding the mechanisms underlying these abilities in both children and corvids, to explore similarities and differences in their ways of thinking.

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Koshy, Beena, Manikandan Srinivasan, Sowmiya Gopalakrishnan, Venkata Raghava Mohan, Rebecca Scharf, Laura Murray-Kolb, Sushil John, Rachel Beulah, Jayaprakash Muliyil, and Gagandeep Kang. "Are early childhood stunting and catch-up growth associated with school age cognition?—Evidence from an Indian birth cohort." PLOS ONE 17, no. 3 (March 2, 2022): e0264010. http://dx.doi.org/10.1371/journal.pone.0264010.

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Background Millions of children worldwide especially in the Asian subcontinent are vulnerable to early childhood stunting. There are contradictory reports of the association between catch-up growth in childhood and school age cognition. Methods A community-based birth cohort recruited between 2010 and 2012 from urban slums in Vellore, India was followed up until 9 years of age. From regular anthropometric measurements, stunting status for each individual child was calculated at 2, 5 and 9 years. Cognition was assessed at 9 years of age using the Malin’s Intelligence Scale for Indian Children (MISIC). Children were divided into groups based on stunting at each time point as well as catch-up growth, and a regression model was utilised to evaluate their association with cognition at 9 years. Results Among 203 children included in this analysis, 94/203 (46.31%) children were stunted at 2 years of age, of whom 39.36% had a catch-up growth at 5 years of age, and 38.30% at 9 years. Around 10% of the cohort remained stunted at all time points. In the multivariable analysis, children who were stunted at 2, 5 and 9 years had a significantly lower verbal and total intelligence quotient (IQ) scores by 4.6 points compared to those who were never stunted. Children with catch up growth following stunting at 2 years had higher cognition scores than those who were persistently stunted throughout the childhood. Conclusions This study showed persistent stunting in childhood was associated with lowering of 4–5 IQ points in childhood cognition at 9 years of age. Recovery from early life stunting in children with catch up growth prevented further lowering of cognition scores in these children compared to persistently stunted children. Nutritional supplementation during late infancy and early toddlerhood in addition to continuing nutritional supplementation programmes for preschool and school children can improve childhood stunting and cognitive abilities in vulnerable populations.

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Dohmen, Maud, Ella Braat-Eggen, Astrid Kemperman, and Maarten Hornikx. "The Effects of Noise on Cognitive Performance and Helplessness in Childhood: A Review." International Journal of Environmental Research and Public Health 20, no. 1 (December 24, 2022): 288. http://dx.doi.org/10.3390/ijerph20010288.

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Environmental noise affects our daily functioning in many ways, and the cognitive, motivational, and emotional effects of noise are intertwined. Our task performance under noisy conditions depends on our ability to cope with the noise and our cognitive resources. The process of (failed) coping may wear us out cognitively, lead to learned helplessness, and, consequently, alter the motivation to persist in a task. The direct effect of irrelevant sounds on cognitive functioning in children is relatively well-established, however, the research on the framework of learned helplessness is limited when it comes to children. Learned helplessness can give more insight into effects of environmental noise on learning and child development and how the effects of short-term and long-term exposure interact. A systematic literature review is performed to assess to what extent the current evidence addresses the (interaction) effects of the sound environment on cognition and learned helplessness as measured by motivation in children and young adults up to the age of 21. The search resulted in 8 included papers that addressed both cognition and learned helplessness in their research. The included papers study children between 8–13 years old and show evidence for a relation between environmental noise, cognition, and helplessness individually, but none study a possible interaction. Based on the individual study designs, it could be hypothesized that cognitive fatigue may play a role in the interaction. Studies that conducted motivation tasks after cognitive tasks found stronger effects than those that conducted tasks in a random order. More research is needed using the same methods in different age groups to further assess the interaction between cognition and learned helplessness in relation to the sound environment.

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Moll, Henrike, and Michael Tomasello. "Cooperation and human cognition: the Vygotskian intelligence hypothesis." Philosophical Transactions of the Royal Society B: Biological Sciences 362, no. 1480 (February 12, 2007): 639–48. http://dx.doi.org/10.1098/rstb.2006.2000.

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Nicholas Humphrey's social intelligence hypothesis proposed that the major engine of primate cognitive evolution was social competition. Lev Vygotsky also emphasized the social dimension of intelligence, but he focused on human primates and cultural things such as collaboration, communication and teaching. A reasonable proposal is that primate cognition in general was driven mainly by social competition, but beyond that the unique aspects of human cognition were driven by, or even constituted by, social cooperation. In the present paper, we provide evidence for this Vygotskian intelligence hypothesis by comparing the social-cognitive skills of great apes with those of young human children in several domains of activity involving cooperation and communication with others. We argue, finally, that regular participation in cooperative, cultural interactions during ontogeny leads children to construct uniquely powerful forms of perspectival cognitive representation.

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Blair, Clancy. "How similar are fluid cognition and general intelligence? A developmental neuroscience perspective on fluid cognition as an aspect of human cognitive ability." Behavioral and Brain Sciences 29, no. 2 (April 2006): 109–25. http://dx.doi.org/10.1017/s0140525x06009034.

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This target article considers the relation of fluid cognitive functioning to general intelligence. A neurobiological model differentiating working memory/executive function cognitive processes of the prefrontal cortex from aspects of psychometrically defined general intelligence is presented. Work examining the rise in mean intelligence-test performance between normative cohorts, the neuropsychology and neuroscience of cognitive function in typically and atypically developing human populations, and stress, brain development, and corticolimbic connectivity in human and nonhuman animal models is reviewed and found to provide evidence of mechanisms through which early experience affects the development of an aspect of cognition closely related to, but distinct from, general intelligence. Particular emphasis is placed on the role of emotion in fluid cognition and on research indicating fluid cognitive deficits associated with early hippocampal pathology and with dysregulation of the hypothalamic-pituitary-adrenal axis stress-response system. Findings are seen to be consistent with the idea of an independent fluid cognitive construct and to assist with the interpretation of findings from the study of early compensatory education for children facing psychosocial adversity and from behavior genetic research on intelligence. It is concluded that ongoing development of neurobiologically grounded measures of fluid cognitive skills appropriate for young children will play a key role in understanding early mental development and the adaptive success to which it is related, particularly for young children facing social and economic disadvantage. Specifically, in the evaluation of the efficacy of compensatory education efforts such as Head Start and the readiness for school of children from diverse backgrounds, it is important to distinguish fluid cognition from psychometrically defined general intelligence.

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Shin, M. S., H. J. Jeon, J. R. Park, J. Lee, and H. W. Shin. "The Effect of Cognition Enhancement Program Using Toy-robot for Children." European Psychiatry 41, S1 (April 2017): s130. http://dx.doi.org/10.1016/j.eurpsy.2017.01.1944.

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ObjectivesThe purpose of this study was to verify the effect of Cognition Enhancement Program (CEP) using toy-robot for children aged 5–10 years. We thought that CEP using toy-robot might be a more kids-friendly method for improving cognitive ability than traditional programs. The enhancement of cognitive functions such as attention, response inhibition, memory, and working memory after the cognition training were the focus of the study.MethodsOne hundred and twenty children aged 5 to 10 were ramdomly assigned to 3 groups: (1) experimental group receiving CEP training using toy-robot, (2) control group receiving previously developed internet-based cognitive training, (3) waiting list. The children of experiment and control groups received individual 8 training sessions. The effect of the program was measured with Smart Toyweb's cognitive assessment tools we had developed (smart device based assessment) as well as traditional neuropsychological tests throughout 3 times (pre-training, post-training, and 1-month follow-up).ResultsThe training is in progress since it started in October 2016. We observed some of children on the CEP training tend to show improvement of cognitive function. The final assessment is planned for February 2017.ConclusionsThe CEP using toy-robot could be very promising and useful in that it is a non-invasive and non-pharmacological treatment for children with attention or memory problem in home and clinical settings.Disclosure of interestThe authors have not supplied their declaration of competing interest.

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McDermott, Helen R., Patricia A. Prelock, and Ashley R. Brien. "Mental State Expression During Peer Play: A Comparison of Typically Developing Children and Children With Autism Spectrum Disorder." Focus on Autism and Other Developmental Disabilities 35, no. 2 (January 24, 2020): 108–17. http://dx.doi.org/10.1177/1088357620902483.

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This study examined the relationship between mental state term use in children with autism spectrum disorder (ASD) and typically developing (TD) children engaged in play. Expression of mental state terms was used as an indicator of theory of mind (ToM) skills. Archived data were used to compare mental state term use for five ASD-TD dyads engaged in various play contexts. During imaginative play, children with ASD used fewer cognition mental state terms than TD children but used a similar number of emotion mental state terms. In combination play, both groups used similar numbers of cognition and emotion mental state terms. Play context implicates use of mental state terms in expression in children with ASD. Scaffolding use of mental state terms during play may provide an opportunity for children to use more advanced levels of ToM, including cognitive mental state term expression, when engaged with peers.

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Isaacs, E., and J. Oates. "Nutrition and cognition: assessing cognitive abilities in children and young people." European Journal of Nutrition 47, S3 (August 2008): 4–24. http://dx.doi.org/10.1007/s00394-008-3002-y.

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Attanasio, Orazio, Costas Meghir, and Emily Nix. "Human Capital Development and Parental Investment in India." Review of Economic Studies 87, no. 6 (June 18, 2020): 2511–41. http://dx.doi.org/10.1093/restud/rdaa026.

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Abstract We estimate production functions for cognition and health for children aged 1–12 in India, based on the Young Lives Survey. India has over 70 million children aged 0–5 who are at risk of developmental deficits. The inputs into the production functions include parental background, prior child cognition and health, and child investments, which are taken as endogenous. Estimation is based on a nonlinear factor model, based on multiple measurements for both inputs and child outcomes. Our results show an important effect of early health on child cognitive development, which then becomes persistent. Parental investments affect cognitive development at all ages, but more so for younger children. Investments also have an impact on health at early ages only.

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Wallace, Alexander L., Ann M. Swartz, Chi C. Cho, Christine M. Kaiver, Ryan M. Sullivan, and Krista M. Lisdahl. "Stand-Biased Desks Impact on Cognition in Elementary Students Using a Within-Classroom Crossover Design." International Journal of Environmental Research and Public Health 19, no. 9 (May 7, 2022): 5684. http://dx.doi.org/10.3390/ijerph19095684.

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Background: There is emerging literature that standing desk interventions may help to improve cognitive performance in school-aged children. The current study examines how desks that promote standing affect cognition over the course of a school year in third, fourth, and sixth graders. Methods: Nighty-nine students between the ages of 8 and 12 (M = 10.23; 58% Male) were assigned to either stand-biased desks or traditional sitting desks. A within-classroom design was used with students switching desks after 9 weeks. Cognitive assessments and teacher behavioral ratings were administered at baseline and readministered before students switched desks and at the conclusion of the study. Results: There were no significant effects on cognition or behavioral ratings from standing-biased desk intervention. Grade significantly moderated the relationship between stand-biased desks and cognition in that third graders showed increased cognitive control (p = 0.02, f2 = 0.06). Further, sex moderated the relationship in that females at stand-biased desks showed increased cognitive control (p = 0.03, f2 = 0.04). Conclusions: These results suggest that stand-biased desks impact cognition depending on grade and sex, indicating a complex relationship that should be teased out further in future research. Stand-biased desks showed moderate improvements in cognition and no deleterious effects, suggesting that they may be a helpful classroom intervention for children in elementary school.

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Prakash, Satya, Abhishek Vaish, Natalie Coul, SaravanaKumar G, T. N. Srinidhi, and Jayaprasad Botsa. "Child Security in Cyberspace Through Moral Cognition." International Journal of Information Security and Privacy 7, no. 1 (January 2013): 16–29. http://dx.doi.org/10.4018/jisp.2013010102.

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The increasing number of threats in cyberspace has meant that every internet user is at a greater risk than ever before. Children are no exception to this exploitation, incurring psychological and financial stress. Technology is on a persistent pursuit of offering exquisite solution to address the problems associated with children on the cyberspace. With every new product for parental control to secure children, comes a new technique to trespass the same. Consequently it summons an approach to look beyond technology; this paper aims to explore the relevance of moral cognition to decision making capability of children on the internet & the possibility of minimizing related risks using the observation. The authors establish a correlation between cognitive moral development and the cyber vulnerability level of children of age between 12 and 16 years, based on an empirical research using a comprehensive set of questionnaires and standard tests. The findings also paves path for future researchers to further analyze and implant features in the parental control software that would stimulate moral cognition, thereby redefining parental control software as parental care software.

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Stojek, Monika M. K., Amanda K. Montoya, Christopher F. Drescher, Andrew Newberry, Zain Sultan, Celestine F. Williams, Norman K. Pollock, and Catherine L. Davis. "Fitness, Sleep-Disordered Breathing, Symptoms of Depression, and Cognition in Inactive Overweight Children: Mediation Models." Public Health Reports 132, no. 2_suppl (November 2017): 65S—73S. http://dx.doi.org/10.1177/0033354917731308.

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Objectives: We used mediation models to examine the mechanisms underlying the relationships among physical fitness, sleep-disordered breathing (SDB), symptoms of depression, and cognitive functioning. Methods: We conducted a cross-sectional secondary analysis of the cohorts involved in the 2003-2006 project PLAY (a trial of the effects of aerobic exercise on health and cognition) and the 2008-2011 SMART study (a trial of the effects of exercise on cognition). A total of 397 inactive overweight children aged 7-11 received a fitness test, standardized cognitive test (Cognitive Assessment System, yielding Planning, Attention, Simultaneous, Successive, and Full Scale scores), and depression questionnaire. Parents completed a Pediatric Sleep Questionnaire. We used bootstrapped mediation analyses to test whether SDB mediated the relationship between fitness and depression and whether SDB and depression mediated the relationship between fitness and cognition. Results: Fitness was negatively associated with depression ( B = –0.041; 95% CI, –0.06 to –0.02) and SDB ( B = –0.005; 95% CI, –0.01 to –0.001). SDB was positively associated with depression ( B = 0.99; 95% CI, 0.32 to 1.67) after controlling for fitness. The relationship between fitness and depression was mediated by SDB (indirect effect = –0.005; 95% CI, –0.01 to –0.0004). The relationship between fitness and the attention component of cognition was independently mediated by SDB (indirect effect = 0.058; 95% CI, 0.004 to 0.13) and depression (indirect effect = –0.071; 95% CI, –0.01 to –0.17). Conclusions: SDB mediates the relationship between fitness and depression, and SDB and depression separately mediate the relationship between fitness and the attention component of cognition.

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Scourfield, Jane, Neilson Martin, Glyn Lewis, and Peter McGuffin. "Heritability of social cognitive skills in children and adolescents." British Journal of Psychiatry 175, no. 6 (December 1999): 559–64. http://dx.doi.org/10.1192/bjp.175.6.559.

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BackgroundSocial cognitive skills are those which enable understanding of social situations; they are relevant to a variety of psychiatric disorders including autism, schizophrenia and externalising behaviour problems in children.AimsTo examine the heritability of social cognitive skills.MethodUsing a population-based sample of twins aged 5–17, the genetic and environmental influences on social cognitive skills were examined.ResultsMale scores were higher than female scores (P < 0.001), indicating poorer social cognition among males. A heritability of 0.68 (95% CI 0.43–0.78) was found, with shared environmental influences accounting for only 0.05 of the variance (95% CI 0.00–0.28). This could be removed from the model without worsening the fit. There were no significant differences in genetic effects between the genders, but age-related changes were found, with younger twins showing greater genetic influence on social cognition.ConclusionsSocial cognition appears to be under considerable genetic influence in the population and shows significant male–female differences. No gender differences in genetic influences on the variance of scores were found, but the effects of age were significant.

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van der Wurff, Inge S. M., Barbara J. Meyer, and Renate H. M. de Groot. "Effect of Omega-3 Long Chain Polyunsaturated Fatty Acids (n-3 LCPUFA) Supplementation on Cognition in Children and Adolescents: A Systematic Literature Review with a Focus on n-3 LCPUFA Blood Values and Dose of DHA and EPA." Nutrients 12, no. 10 (October 12, 2020): 3115. http://dx.doi.org/10.3390/nu12103115.

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Omega-3 long chain polyunsaturated fatty acids (n-3 LCPUFA) supplementation in the cardiovascular field is effective if a certain Omega-3 index (O3I) is achieved or the daily n-3 LCPUFA dose is high enough. Whether this applies to studies on cognition in children and adolescents is unclear. The aims of the current review were to investigate whether: (1) a certain O3I level and (2) a minimum daily n-3 LCPUFA dose are required to improve cognition in 4–25 year olds. Web of Science and PubMed were searched. Inclusion criteria: placebo controlled randomized controlled trial; participants 4–25 years; supplementation with docosahexaenoic acid (DHA) and/or eicosapentaenoic acid (EPA); assessing cognition; in English and ≥10 participants per treatment arm. Thirty-three studies were included, 21 in typically developing participants, 12 in those with a disorder. A positive effect on cognitive measures was more likely in studies with an increase in O3I to >6%. Half of the studies in typically developing children with daily supplementation dose ≥450 mg DHA + EPA showed improved cognition. For children with a disorder no cut-off value was found. In conclusion, daily supplementation of ≥450 mg DHA + EPA per day and an increase in the O3I to >6% makes it more likely to show efficacy on cognition in children and adolescents.

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Ohls, Robin K., Jean Lowe, Ronald A. Yeo, Shrena Patel, Sarah Winter, Richard A. Campbell, Shawna Baker, and John Phillips. "Longitudinal Assessment of Preterm Infants Treated with Erythropoiesis Stimulating Agents." Current Pediatric Reviews 19, no. 4 (November 2023): 417–24. http://dx.doi.org/10.2174/1573396319666221219114704.

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Objective: We previously reported improved neurodevelopment at 2 and 4 years among preterm infants treated with erythropoietin or darbepoetin, known as erythropoiesis-stimulating agents (ESAs). We now characterize longitudinal outcomes through 6 years. Methods: Children randomized to ESAs or placebo were evaluated at 6 years. Healthy-term chil-dren served as controls. Tests of cognition and executive function (EF) were performed. Results: Cognitive/EF scores remained similar between 4 and 6 years within each group (ESA: 43 children; placebo: 17 children; term: 21 children). ESA recipients scored higher than placebo on Full-Scale IQ (94.2 ± 18.6 vs. 81.6 ± 16.7, p = 0.022), and Performance IQ (97.3 ± 16.2 vs. 81.7 ± 15.2, = 0.005). Aggregate EF trended better for the ESA group. Term controls scored better than placebo on all measures. ESA and term controls scored similarly on cognitive and EF tests. Conclusions: ESA recipients had better outcomes than placebo recipients, and were similar to term children. ESAs may improve long-term cognition and executive function in preterm infants.

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Ishihara, Toru, Eric S. Drollette, Sebastian Ludyga, Charles H. Hillman, and Keita Kamijo. "Baseline Cognitive Performance Moderates the Effects of Physical Activity on Executive Functions in Children." Journal of Clinical Medicine 9, no. 7 (July 1, 2020): 2071. http://dx.doi.org/10.3390/jcm9072071.

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Findings regarding the effects of regular physical activity on cognition in children have been inconsistent due to a number of demographic factors and experimental considerations. The present study was designed to examine baseline cognitive performance and executive function demands, as possible factors underlying the lack of consensus in the literature, by investigating the moderating role of those factors on the effects of physical activity on cognition. We reanalyzed data from three randomized controlled trials, in which the effects of regular physical activity intervention on cognition were examined using executive function tasks that included at least two task conditions requiring variable executive function demands, with a cumulative total of 292 participants (9–13 years). The results indicate that cognitive improvements resulting from physical activity intervention were greater in children with lower baseline cognitive performance. The main analysis revealed that beneficial effects of physical activity intervention on cognitive performance were generally observed across executive function conditions. However, secondary analyses indicated that these general effects were moderated by baseline performance, with disproportionately greater effects for task conditions with higher executive function demands. These findings suggest that baseline cognitive performance is an individual difference variable that moderates the beneficial effects of physical activity on executive functions.

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Haapala, Eero A., Aino-Maija Eloranta, Taisa Venäläinen, Ursula Schwab, Virpi Lindi, and Timo A. Lakka. "Associations of diet quality with cognition in children – the Physical Activity and Nutrition in Children Study." British Journal of Nutrition 114, no. 7 (August 14, 2015): 1080–87. http://dx.doi.org/10.1017/s0007114515001634.

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Evidence on the associations of dietary patterns with cognition in children is limited. Therefore, we investigated the associations of the Baltic Sea Diet Score (BSDS) and the Dietary Approaches to Stop Hypertension (DASH) score with cognition in children. The present cross-sectional study sample included 428 children aged 6–8 years (216 boys and 212 girls). The BSDS and the DASH score were calculated using data from 4 d food records, higher scores indicating better diet quality. Cognition was assessed by the Raven's Coloured Progressive Matrices (CPM) score, a higher score indicating better cognition. Among all children, the BSDS (standardised regression coefficient β = 0·122,P =0·012) and the DASH score (β = 0·121,P =0·015) were directly associated with the Raven's CPM score. Among boys, a lower BSDS (β = 0·244,P< 0·001) and a lower DASH score (β = 0·202,P= 0·003) were related to a lower Raven's CPM score. Boys in the lowest quartile of the BSDS (22·5v. 25·3,P= 0·029) and the DASH score (22·4v. 25·7,P= 0·008) had a lower Raven's CPM score than those in the highest quartile of the corresponding score. Among girls, the BSDS or the DASH score were not associated with cognition. In conclusion, a poorer diet quality was associated with worse cognition in children, and the relationship was stronger in boys than in girls.

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