Journal of Child Psychology and Psychiatry最新文献

{"title":"Dissociable neural correlates of tonic and phasic irritability during reward processing in young children.","authors":"Jamilah Silver, Annika Quam, Alyssa Parker, Jillian Lee Wiggins, Lea R Dougherty","doi":"10.1111/jcpp.70227","DOIUrl":"https://doi.org/10.1111/jcpp.70227","url":null,"abstract":"<p><strong>Background: </strong>Irritability is a common and impairing feature of childhood psychopathology and is increasingly conceptualized as comprising tonic (persistent irritable mood) and phasic (reactive temper outbursts) components. Although these dimensions show partially distinct behavioral correlates, it remains unknown whether they map onto separable neural mechanisms. This study examined whether tonic and phasic irritability show differential associations with neural activation and connectivity during reward processing in early childhood. Early childhood is a critical period for investigation because impairing irritability can first be reliably identified and tonic and phasic components are already distinguishable.</p><p><strong>Methods: </strong>Participants were 160 children (mean age = 6.17 years, SD = 0.50; 52.5% female) recruited from the community using an irritability-enriched screening design. Caregiver-reported tonic and phasic irritability were assessed at screening using the Tonic and Phasic Irritability Scale (TAPIS). Children completed a developmentally adapted reward task during functional magnetic resonance imaging (fMRI). Whole-brain activation and generalized psychophysiological interaction connectivity analyses examined interactions among tonic irritability, phasic irritability, and task condition (reward vs. no reward; hit vs. miss), controlling for demographic covariates.</p><p><strong>Results: </strong>Tonic and phasic irritability interacted to predict neural activation and connectivity across frontostriatal and limbic networks during reward anticipation and feedback. Tonic irritability was associated with greater reward-related neural differentiation primarily when phasic irritability was low, whereas this differentiation was attenuated at higher phasic irritability. Independent effects also emerged, with tonic irritability linked to altered ventral striatal connectivity during nonreward and performance failure contexts, and phasic irritability associated with increased amygdala-prefrontal and striatal-cingulate differentiation between reward and nonreward conditions.</p><p><strong>Conclusions: </strong>Findings provide novel evidence that tonic and phasic irritability correspond to partially dissociable neural processes as early as early childhood. Parsing irritability into chronic versus reactive components may refine neurodevelopmental models and inform more targeted intervention approaches.</p>","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":" ","pages":""},"PeriodicalIF":6.6,"publicationDate":"2026-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148899939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Hunger as an uncontroversial predictor of poor adolescent mental health: evidence from a multiverse analysis of 410,213 adolescents across 79 countries","authors":"Mirela Zaneva,&nbsp;Tsvetomira Dumbalska,&nbsp;Aaron Reeves,&nbsp;Lucy Bowes","doi":"10.1111/jcpp.70176","DOIUrl":"10.1111/jcpp.70176","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Hunger has established detrimental impacts on physical health, with emerging evidence indicating negative impacts on mental health. However, there is a pronounced knowledge gap outside high-income settings and for adolescents. Previous research also provides differing estimates of hunger's impacts, potentially underpinned by a wide range of researcher degrees of freedom.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We investigated the relationship between hunger and mental health (proxied by single-item indicator for worrying and three items for suicidality) in the Global School-based Student Health Survey, combining datasets from 79 countries and in a pooled sample of 410,213 adolescents (mean age 14.72 ± 1.56 years; 52% girls). We used a principled multiverse analysis, exploring 15,360 model specifications.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Our results show a consistently stable negative relationship between hunger and adolescent mental health (worrying, median beta = .12; suicidality, median beta = .07). This reflects 12 and 7 percentage point increases in the <i>prevalence</i> for worry and suicidality, respectively, when experiencing hunger. This relationship is significant across a variety of analytical choices including sample selection, covariate choice (including country-level controls for wealth and inequality), predictor and outcome manipulation, among others. In a further multiverse analysis, we find evidence of a dose–response relationship, such that more frequently experiencing hunger is associated with greater reported levels of worrying and suicidality.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Our work attests to the experience of hunger as one of the most clearly uncontroversial predictors of poor mental health. Addressing food insecurity and the equitable and efficient distribution of food globally is a crucial consideration for adolescent mental health protection and suicide prevention. Emphasis should be placed on appropriate population-level interventions, such as universal free school or community meal programs.</p>\u0000 </section>\u0000 </div>","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":"67 10","pages":"1741-1751"},"PeriodicalIF":6.6,"publicationDate":"2026-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcpp.70176","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148142132","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Student–teacher relationships as a mediator of children's education-linked genetics: results from the Norwegian Mother, Father and Child Cohort Study","authors":"Chloe Austerberry,&nbsp;Elizabeth C. Corfield,&nbsp;Alexandra Havdahl,&nbsp;Dinka Smajlagic,&nbsp;Ragnhild Eek Brandlistuen,&nbsp;Mari Vaage Wang,&nbsp;Laurel Fish,&nbsp;Marialivia Bernardi,&nbsp;Jessica van de Grint-Stoop,&nbsp;Mona Bekkhus,&nbsp;Pasco Fearon","doi":"10.1111/jcpp.70179","DOIUrl":"10.1111/jcpp.70179","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Genetic differences are robustly associated with educational outcomes, but how they become linked is poorly understood. A plausible hypothesis, yet to be thoroughly empirically tested, is that the school environment mediates the association.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Using structural equation models, we tested whether the student–teacher relationship at age 5 (teacher-reported Student–Teacher Relationship Scale) mediated the association between children's education-linked genetic propensities (PGS_edu) and mother-rated reading and math performance at ages 6–8. We performed these analyses in 63,032 children from the Norwegian Mother, Father and Child Cohort Study, a longitudinal, population-based, pregnancy cohort.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Higher PGS_edu were significantly associated with lower student–teacher conflict (β = −0.08, <i>p</i> &lt; .001) and positive teacher responses (β = 0.07, <i>p</i> = .001), but not student–teacher closeness (β = 0.01, <i>p</i> = .616). Associations between PGS_edu and educational performance were significantly partially mediated via conflict (β = 0.01, <i>p</i> &lt; .001) and positive teacher responses (β = 0.01, <i>p</i> = .019) but not closeness (β = 1 × 10⁻³, <i>p</i> = .619).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Student–teacher conflict and positive teacher responses may be mechanisms involved in the cascade of pathways linking children's genetics to their educational outcomes.</p>\u0000 </section>\u0000 </div>","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":"67 10","pages":"1729-1740"},"PeriodicalIF":6.6,"publicationDate":"2026-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcpp.70179","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148040602","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Within-person longitudinal associations between depressive symptoms and interpersonal problems in adolescent girls","authors":"Leehyun Yoon,&nbsp;Kelsey E. Magee,&nbsp;Stephanie D. Stepp,&nbsp;Erika E. Forbes,&nbsp;Kate E. Keenan,&nbsp;Alison E. Hipwell,&nbsp;Amanda E. Guyer","doi":"10.1111/jcpp.70171","DOIUrl":"10.1111/jcpp.70171","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Adolescence, particularly for girls, is a period of heightened risk for depressive symptoms and increased interpersonal stress. Although depressive symptoms and interpersonal problems are known to co-occur, prior work has predominantly examined between-person associations, leaving within-person processes unclear. This study addressed this gap by testing longitudinal within-person associations between depressive symptoms and interpersonal problems in adolescent girls over 4 years, evaluating whether links were reciprocal or unidirectional.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Participants included 543 adolescent girls from the Pittsburgh Girls Study. Across four waves (mean ages = 16.5–19.3 years), girls self-reported depressive symptoms and eight types of interpersonal problems: domineering, vindictive, cold, socially avoidant, nonassertive, exploitable, overly nurturant, and intrusive. For each interpersonal problem, we fit both constrained and unconstrained random intercept cross-lagged panel models and selected the constrained model unless it demonstrated a significantly poorer fit than the unconstrained model, prioritizing parsimony.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The selected models demonstrated good fit for all eight interpersonal problems. Within-person increases in depressive symptoms predicted subsequent within-person increases in overly nurturant and socially avoidant problems, whereas these interpersonal problems did not predict subsequent within-person increases in depressive symptoms. By contrast, depressive symptoms and domineering problems reciprocally predicted one another over time.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>This study clarifies how depressive symptoms and interpersonal problems influence one another over time within individuals in adolescent girls. Findings highlight domineering problems as a potential intervention target for breaking cycles of mutual reinforcement with depressive symptoms. Moreover, addressing depressive symptoms may yield social benefits by reducing subsequent overly nurturant and socially avoidant problems.</p>\u0000 </section>\u0000 </div>","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":"67 10","pages":"1701-1713"},"PeriodicalIF":6.6,"publicationDate":"2026-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13327848/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148004090","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Conduct problems and callous-unemotional traits in pre-schoolers: Psychosocial profiles in a Brazilian birth cohort","authors":"Luciana Rodrigues Perrone,&nbsp;Andreas Bauer,&nbsp;Rebecca Waller,&nbsp;Marlos Domingues,&nbsp;Pedro Curi Hallal,&nbsp;Joseph Murray","doi":"10.1111/jcpp.70164","DOIUrl":"10.1111/jcpp.70164","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Callous-unemotional (CU) traits in early childhood are risk markers for persistent antisocial behaviour, with marked adverse life outcomes. However, associations of CU traits with broader psychosocial characteristics are not well understood, particularly in early childhood.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>To examine developmental and psychosocial profiles of pre-school children according to their levels of CU traits and conduct problems (CPs) in a large, population-based cohort from southern Brazil.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The 2015 Pelotas Birth Cohort includes 4,275 children followed from birth. At age 4 years, CU traits and CP were assessed via parent-report questionnaires, and 19 other psychosocial characteristics were examined mostly in task-based assessments regarding: neurodevelopment, language, executive functioning, emotion recognition, theory of mind, social information processing and empathy/prosocial behaviours. These 19 psychosocial characteristics were compared across four groups of children with varying levels of CU/CP, and regression models were used to test for independent associations with CU traits and CP, adjusting for sociodemographic factors at birth.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>At age 4 years, 14.8% of children had elevated CU traits only, 14.2% had CP only, and 16.3% had both high CU + CP. Compared to children without CU traits or CP, children with higher CU traits had poorer performance across multiple domains of development, including language, motor development, emotion recognition and prosocial behaviour. In contrast, children with CP-only showed more circumscribed deficits, mainly in self-control and emotional functioning. In regression analyses, CU traits were associated with broader neurodevelopmental impairments, whereas CP was more specifically linked to behaviour regulation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Elevated CU traits in early childhood are associated with broad developmental difficulties, whereas CPs relate more specifically to emotional and self-regulation challenges. These findings underscore the need for holistic approaches to understanding early manifestations of CU traits and interventions in the context of CP behaviours.</p>\u0000 </section>\u0000 </div>","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":"67 10","pages":"1639-1648"},"PeriodicalIF":6.6,"publicationDate":"2026-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcpp.70164","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147947284","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Associations between prenatal alcohol exposure and parent-reported sleep disturbances in 10,336 adolescents: an Adolescent Brain Cognitive Development study","authors":"Emma K. Devine,&nbsp;ReJoyce Green,&nbsp;Rachel Visontay,&nbsp;Hollie Byrne,&nbsp;Julia Riches,&nbsp;Elizabeth J. Elliott,&nbsp;Nicola C. Newton,&nbsp;Lindsay M. Squeglia,&nbsp;Louise Mewton,&nbsp;Lexine A. Stapinski","doi":"10.1111/jcpp.70165","DOIUrl":"10.1111/jcpp.70165","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>This study investigated the associations between prenatal alcohol exposure (PAE), including low and moderate levels of exposure, and parent-reported sleep disturbances during adolescence. This is an area that remains understudied despite evidence linking PAE, particularly heavy PAE, to poor sleep in younger children and the growing recognition of harms associated with low levels of PAE.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Participants were 10,336 adolescents (aged 12–13) from the fourth assessment wave of the Adolescent Brain Cognitive Development Study. Cross-sectional generalised linear mixed models and generalised additive mixed models were used to assess the impact of prenatal alcohol exposure, conceptualised as the presence or absence of PAE, total drinks consumed during pregnancy (i.e. dose) and patterns of PAE (i.e. abstainers, light reducing, light stable, heavy reducing), on parent-reported adolescent sleep disturbances, while controlling for important birth related, environmental and medical factors.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Adolescents with any PAE experienced worse overall parent-reported sleep disturbances compared to those without, with sleep–wake transitions, excessive somnolence and sleep breathing being the domains most impacted. There was limited support for a dose–response relationship between low-level PAE and sleep problems in adolescence. However, those with a pattern of PAE before knowledge of pregnancy, compared to abstainers, experienced greater problems with sleep–wake transitions and sleep breathing.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>These findings contribute to the growing evidence that there are no safe levels of alcohol consumption during pregnancy, as even low to moderate PAE negatively impacts adolescent sleep. Identifying sleep–wake transitions, excessive somnolence and sleep breathing as the most affected domains provides targets for both screening and intervention.</p>\u0000 </section>\u0000 </div>","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":"67 10","pages":"1680-1691"},"PeriodicalIF":6.6,"publicationDate":"2026-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcpp.70165","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147979688","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Methodological provocations for detecting context-dependent ADHD-risk coupling: a commentary on Goueta et al. (2025)","authors":"Lili Yi,&nbsp;Huisheng Yao","doi":"10.1111/jcpp.70173","DOIUrl":"10.1111/jcpp.70173","url":null,"abstract":"<p>Goueta et al. (<i>Journal of Child Psychology and Psychiatry</i>, 2025, 66, 1209) utilized a Random Intercept Cross-Lagged Panel Model (RI-CLPM) to investigate reciprocal links between ADHD symptoms and adolescent risky behavior. Their finding that stable between-person differences, rather than within-person fluctuations, primarily drive this association challenges common clinical assumptions. While commending their methodological rigor, this commentary proposes five refinements to better capture the dynamic ADHD-risk nexus. First, aggregating diverse risk behaviors may mask distinct symptom-coupled fluctuations, requiring multivariate models to separate impulsivity from social deviance. Second, relying exclusively on parent reports introduces bias; future studies should incorporate multi-informant designs, ecological momentary assessment (EMA), and passive sensing. Third, standard time metrics overlook critical developmental milestones; event-contingent sampling around salient transitions can address process non-stationarity. Fourth, integrating time-varying mediators, such as sleep and parental monitoring, can reveal precise windows of heightened risk for targeted interventions. Finally, dimensional scoring might obscure non-linear threshold effects and pharmacological impacts. By addressing behavioral heterogeneity, reporter variance, developmental contexts, and non-linearities, future research can clarify exactly when, for whom, and under what conditions ADHD symptom fluctuations forecast adolescent risk.</p>","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":"67 10","pages":"1788-1789"},"PeriodicalIF":6.6,"publicationDate":"2026-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcpp.70173","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147969049","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Learning-based cognitive control in ADHD: a multicentric study","authors":"Lisa Toffoli,&nbsp;Giulia Stefanelli,&nbsp;Fiorella Del Popolo Cristaldi,&nbsp;Gian Marco Duma,&nbsp;Massimiliano Pastore,&nbsp;Vincenza Tarantino,&nbsp;Malida Franzoi,&nbsp;Marilena Vecchi,&nbsp;Alberto Danieli,&nbsp;Federica Martinez,&nbsp;Agnes Blaye,&nbsp;Corentin Gonthier,&nbsp;CALM-1 Team,&nbsp;Giovanni Mento","doi":"10.1111/jcpp.70162","DOIUrl":"10.1111/jcpp.70162","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Learning-based cognitive control (CC), the ability to adapt control strategies based on contextual regularities, has been studied in typically developing (TD) children but remains underexplored in children with attention deficit hyperactivity disorder (ADHD). This study investigates whether children with ADHD show intact learning-based CC and how it is affected by increased cognitive demands.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>In a multicentric study, 7–14 years old children (145 ADHD [20F, mean = 10.4 ± 2.0], 97 TD [51F, mean = 10.4 ± 2.0]) completed two experimental tasks: a modified Flanker task and a cued go-noGo task. Both included a List-Wide Proportion Congruency (LWPC) manipulation to create different contextual predictability (mostly congruent/valid vs. half congruent/valid blocks). Reaction times (RTs) and accuracy were analyzed across blocks, and we also examined associations between task adaptation and neuropsychological (NPS) as well as questionnaire-based measures of CC, including inhibition, cognitive flexibility, working memory, and behavioral difficulties.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Children with ADHD showed similar LWPC effects to TD peers in the Flanker task, suggesting preserved learning-based CC in low-demand contexts. In the cued go-noGo task, which involved greater attentional and inhibitory demands, children with ADHD displayed less efficient modulation of RTs and reduced speed-accuracy trade-off adaptation compared to TD peers. A composite NPS score predicted task adaptation. No associations were found with parental questionnaires.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Learning-based CC appears preserved in children with ADHD in simple contexts but is hindered under complex, multi-demand conditions. Neuropsychological performance may be a key mechanism underlying these group differences. These findings emphasize the need for ecologically valid paradigms and tailored interventions targeting complex CC challenges in ADHD.</p>\u0000 </section>\u0000 </div>","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":"67 10","pages":"1624-1638"},"PeriodicalIF":6.6,"publicationDate":"2026-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcpp.70162","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147831535","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Attention and social problems are uniquely associated with academic achievement beyond overall psychopathology: multicohort replication in 3,800 participants","authors":"George Tragoudas,&nbsp;Zehra E. Ünal,&nbsp;David C. Geary,&nbsp;Vinod Menon","doi":"10.1111/jcpp.70168","DOIUrl":"10.1111/jcpp.70168","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Understanding which specific behavioral and emotional problems are uniquely associated with achievement and thus potential targets for developing educational interventions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Child Behavior Checklist syndrome scales and standardized measures of mathematics and reading achievement were analyzed using structural equation modeling in a community California cohort (<i>N</i> = 252) and the clinically diverse Healthy Brain Network cohort (<i>N</i> = 3,583).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Attention and social problems were uniquely associated with lower achievement beyond overall psychopathology levels defined by the covariances among syndrome scores. Attention problems were consistently related to poorer mathematics and reading achievement across clinical status, development, and sex. Social problems showed age- and sex-specific patterns and were associated with lower achievement throughout development for girls but only during adolescence for boys. Models examining achievement-to-psychopathology relationships resulted in poorer fits than psychopathology-to-achievement models in typically developing children and adolescents. However, bidirectional relationships emerged in clinical samples, particularly between attention problems and mathematics achievement and between social problems and reading achievement.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Specific behavioral problems, rather than overall psychopathology, are consistently associated with academic difficulties. Educational screening and interventions should prioritize attention regulation across all developmental stages and implement sex-differentiated social skill support, beginning earlier for girls and during adolescence for boys. These findings replicate across independent samples, demonstrating robust relationships with direct implications for school-based educational and mental health services.</p>\u0000 </section>\u0000 </div>","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":"67 10","pages":"1664-1679"},"PeriodicalIF":6.6,"publicationDate":"2026-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147969046","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"What makes a lonely child: environmental, health, and multimodal neuroimaging correlates of prospective loneliness in the ABCD study","authors":"Ting Yat Wong,&nbsp;Ting Sam Wong,&nbsp;Wai Kai Hou,&nbsp;Angel Nga Man Leung,&nbsp;Jie Xiao,&nbsp;Kenneth S. L. Yuen,&nbsp;Simon S. Y. Lui,&nbsp;Anqi Qiu,&nbsp;Tyler M. Moore,&nbsp;Ruben C. Gur","doi":"10.1111/jcpp.70178","DOIUrl":"10.1111/jcpp.70178","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Loneliness in childhood is a growing public health concern, yet early multilevel candidate risk and protective factors remain insufficiently mapped. Systematic investigation is essential to guide prevention and intervention during sensitive developmental periods. This study identifies environmental, health, and neurobiological factors associated with prospective loneliness in children.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A population-based longitudinal cohort study used data from children aged 9–10 years and their caregivers enrolled in the Adolescent Brain Cognitive Development (ABCD) Study between 2016 and 2022. A total of 9,602 children with complete baseline and follow-up loneliness and demographic data were included after exclusions for exposure completeness and quality assurance. Baseline measures included 347 environmental exposures, 61 health indicators, and 558 MRI features capturing gray matter volume, white matter microstructure, and resting-state functional connectivity. The primary outcome was prospective loneliness reported from ages 10–14. Linear mixed-effects models assessed associations with environmental and health variables. Linear discriminant analysis was applied to neuroimaging features to distinguish children with and without prospective loneliness.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Among 9,602 children (mean [SD] age, 119.01 [7.52] months; 48% girls; 55% White, 14% Black, 31% other races/ethnicities), 12% (<i>n</i> = 1,158) reported loneliness at baseline, and 71.6% (<i>n</i> = 829) of those re-experienced loneliness over 3 years. Prospective loneliness was significantly associated with 40 environmental variables (|<i>d</i>| = 0.069–0.388), most strongly parental psychopathology, developmental history, and family income. Twenty-six health indicators were also associated (|<i>d</i>| = 0.061–0.390), with general mental health showing the largest effect. Neuroimaging features associated with prospective loneliness converged in brain systems involved in socioemotional processing.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Prospective loneliness was associated with modifiable environmental and health factors, as well as neurobiological differences. Early identification and targeted interventions that support socioemotional development, particularly within family, neighborhood, and school contexts, may help mitigate loneliness and its long-term impact.</p>\u0000 </section>\u0000 </div>","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":"67 10","pages":"1714-1728"},"PeriodicalIF":6.6,"publicationDate":"2026-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcpp.70178","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148012828","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}