[Formula: see text] Environmental predictors of children's executive functioning development.

IF 1.6 3区心理学 Q3 CLINICAL NEUROLOGY

Child Neuropsychology Pub Date : 2024-05-01 Epub Date: 2023-08-24 DOI:10.1080/09297049.2023.2247603

James D Lynch, Yingying Xu, Kimberly Yolton, Jane C Khoury, Aimin Chen, Bruce P Lanphear, Kim M Cecil, Joseph M Braun, Jeffery N Epstein

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Abstract

Executive functioning (EF) abilities develop through childhood, but this development can be impacted by various psychosocial environmental influences. Using longitudinal data from the Health Outcome and Measures of the Environment (HOME) Study, a prospective pregnancy and birth cohort study, we examined if psychosocial environmental factors were significant predictors of EF development. Study participants comprised 271 children and their primary caregivers (98.5% mothers) followed from birth to age 12. We identified four distinct EF developmental trajectory groups comprising a consistently impaired group (13.3%), a descending impairment group (27.7%), an ascending impairment group (9.95%), and a consistently not impaired group (49.1%). Higher levels of maternal ADHD and relational frustration appear to be risk factors for increased EF difficulty over time, while higher family income may serve as a protective factor delaying predisposed EF impairment. Important intervention targets might include teaching positive and effective parenting strategies to mothers whose children are at risk for EF dysfunction.

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儿童执行功能发展的环境预测因素。

执行功能（EF）能力是在童年时期发展起来的，但这种发展会受到各种社会心理环境影响。我们利用健康结果和环境测量（HOME）研究（一项前瞻性怀孕和出生队列研究）的纵向数据，研究了社会心理环境因素是否是预测执行功能发展的重要因素。研究参与者包括 271 名儿童及其主要照顾者（98.5% 为母亲），他们从出生一直跟踪到 12 岁。我们发现了四个不同的幼儿心智发展轨迹组，包括持续受损组（13.3%）、下降受损组（27.7%）、上升受损组（9.95%）和持续未受损组（49.1%）。随着时间的推移，母亲患有较高程度的多动症和人际关系挫折似乎是导致幼儿心智障碍增加的风险因素，而较高的家庭收入则可能成为延迟易患的幼儿心智障碍的保护因素。重要的干预目标可能包括向其子女有EF功能障碍风险的母亲传授积极有效的育儿策略。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Child Neuropsychology 医学-临床神经学

CiteScore

4.10

自引率

9.10%

发文量

审稿时长

>12 weeks

期刊介绍： The purposes of Child Neuropsychology are to: publish research on the neuropsychological effects of disorders which affect brain functioning in children and adolescents, publish research on the neuropsychological dimensions of development in childhood and adolescence and promote the integration of theory, method and research findings in child/developmental neuropsychology. The primary emphasis of Child Neuropsychology is to publish original empirical research. Theoretical and methodological papers and theoretically relevant case studies are welcome. Critical reviews of topics pertinent to child/developmental neuropsychology are encouraged. Emphases of interest include the following: information processing mechanisms; the impact of injury or disease on neuropsychological functioning; behavioral cognitive and pharmacological approaches to treatment/intervention; psychosocial correlates of neuropsychological dysfunction; definitive normative, reliability, and validity studies of psychometric and other procedures used in the neuropsychological assessment of children and adolescents. Articles on both normal and dysfunctional development that are relevant to the aforementioned dimensions are welcome. Multiple approaches (e.g., basic, applied, clinical) and multiple methodologies (e.g., cross-sectional, longitudinal, experimental, multivariate, correlational) are appropriate. Books, media, and software reviews will be published.