Executive functions (EFs) emerge in the first years of life and are essential for many areas of child development. However, intraindividual developmental trajectories of EF during toddlerhood and their associations with ongoing development of language skills remain poorly understood. The present three-wave study examined these trajectories and their associations with language skills. Child EF and vocabulary were assessed around 13, 19, and 28 months of age in a sample of 145 toddlers (51% boys) from mostly White families. At each time point, mothers reported on child receptive and expressive vocabulary, and EF were assessed with three behavioral tasks targeting inhibitory control, cognitive flexibility, and working memory. Multilevel growth models revealed that toddlerhood is a period of significant developmental growth in child inhibitory control, cognitive flexibility, and working memory. The findings also provide evidence for a sustained relation between toddlers' language skills and their ongoing acquisition of inhibitory control and cognitive flexibility. This study offers novel insight into intraindividual developmental changes in EF during toddlerhood and the role of language in these meaningful, though neglected, changes.

With raising rates of mental health problems, mind-body interventions are increasingly being integrated in schools to support children and adolescents' mental health and well-being. The aim of this study was to explore young adolescents' experiences of yoga and mindfulness and the acceptability of delivery within the school curriculum in an area of high deprivation.

Qualitative group interviews with young adolescents embedded within a larger feasibility study exploring the universal (class-wide) delivery of yoga and mindfulness interventions.

After participation in separate 10-week yoga or mindfulness interventions, 45 adolescents (12-13 years old; 66.7% male) took part in semi-structured group interviews exploring perceptions, acceptability, and experiences of each intervention. Data was analysed using inductive thematic analysis.

Two overarching themes were identified, evident across both mindfulness and yoga groups. "Facilitators and barriers to engagement" outlined key factors impacting acceptability, including prior perceptions. Teacher qualities of non-reactivity and respect, an invitational approach to teaching, and interactive sessions were highly valued. Secondly, participants described a range of "psychosocial impacts", including increased emotional regulation, positive mindset and self-confidence, and greater focus and concentration. Physical benefits were also reported in the yoga group.

This is the first study to explore the acceptability and impact of universal yoga and mindfulness interventions with an ethnically diverse sample of disadvantaged young adolescents in the United Kingdom. The findings suggest mind-body interventions can help children and adolescents develop skills to better manage challenges in their everyday lives, but they require further integration into the curriculum for optimal benefit.

The home learning environment (HLE) is an important context for fostering early development. Literature supports four subdomains of the HLE: home literacy, numeracy, executive function, and science environments. The current study examined the factor structure of the HLE with all four domain-specific established scales. Participants (N = 913) were caregivers (primarily White; 78.1%) of children aged 2 to 6 years (M = 4.28 years, SD = 1.25). Data were collected from an online platform. Results suggested that the most appropriate structure was a seven-factor model (code-based and oral language literacy, informal and formal numeracy, core and practice science, and executive function). Caregivers reported engaging in literacy practices the most and engaging in science and numeracy activities the least. This study demonstrates that the HLE is a multidimensional structure.

Little is known about the short- and long-term effects of prenatal opioid exposure on infant neurodevelopment. Infants with neonatal opioid withdrawal syndrome (NOWS) are often admitted to neonatal intensive care units (NICU) where the development of coregulation between mothers and infants is easily disrupted. Understanding early mother-infant coregulation is needed to guide intervention strategies for these high-risk mother-infant dyads.

Explore the impact of prenatal opioid exposure on mother-infant coregulation, as an indicator of early infant neurodevelopment, in response to a standardized stress experiment, the Still Face Paradigm (SFP).

A prospective cohort design was used to enroll opioid-exposed (N = 11) and non-exposed (N = 13) mother-infant dyads, when infants discharged from the NICU were 6 to 9 months. Dyadic heart rate variability (HRV) data were used as a measure of coregulation and were recorded using heart rate monitors during the 3 phases of the SFP: (a) baseline, (b) still-face, or flat affect, and (c) reunion. We conducted analyses to determine differences within the HRV dyad profiles.

HRV profiles differed between the 2 study groups. In the opioid-exposed group: (a) infants exhibited more irregular autonomic processes, (b) mothers had higher HRV baselines, and (c) there was an overall dysregulation between mothers and infants compared to the non-opioid exposed group.

These differences may suggest that prenatal opioid exposure contributes to difficulty with dyadic co-regulation which may negatively impact early infant neurodevelopment. Additional research is needed to better understand the role of prenatal opioid exposure in infant neurodevelopment.

Children with high fantasy orientation (HFO) can quickly switch between reality and fantasy, facilitating their processing of fantastical information. This study examined the effects of viewing a high fantastical video (HFV) and a low fantastical video (LFV) on the executive function (EF) of 102 Chinese kindergarteners at the ages of 5 and 6 by their fantasy orientation level (HFO vs. LFO). Each child's viewing was recorded by an eye tracker. Results showed that after viewing the HFV, HFO group demonstrated a significantly shorter inhibitory control reaction time than LFO group, whereas, after watching the LFV programme, HFO group's inhibitory control was significantly less accurate than the LFO group. The average pupil size of the HFO group was significantly larger than that of the LFO group, regardless of the fantastical video type. This study is the first to assess the effects of viewing two types of fantastical videos on Chinese children's EF by their FO level. It provides direct behavioural and physiological evidence associated with the post-viewing EF changes.

Detrimental impacts of early ecological adversity on children's development are known, but our understanding of their mechanisms and factors contributing to multifinality of developmental trajectories triggered by adversity is incomplete. We examined longitudinal pathways from ecological adversity parents experienced when children were infants, measured as a cumulative index of fine-grained scores on several ecological risks, to children's future self-regulation (SR) in 200 U.S. Midwestern community families (96 girls). Parents' observed power-assertive styles were modeled as mediators, and their negative internal working models (IWMs) of the child, coded from interviews - as moderators. Both were assessed twice, at 16 months and at 3 years, to inform our understanding of their developmental timing. Children's SR was reported by parents and observed at 4.5 years. Path analyses revealed moderated mediation in mother-child relationships: A path from higher early ecological adversity to elevated power assertion to children's poorer SR was significant only for mothers with highly negative IWMs of the child. Maternal negative IWMs assessed early, at 16 months, moderated the link between ecological adversity and power assertion. Once elevated, maternal power assertion was stable through age 3 and not moderated by IWM at age 3. There were no significant effects in father-child relationships.

This study investigated the effects of postural loading during static posture holding on the performance of concurrent executive function tasks. Three executive function tasks, the letter memory, number-letter, and Stroop tasks, were employed for updating, shifting, and inhibition, respectively. Static posture holding involved three levels of postural loading (PL1, PL2, and PL3), corresponding to OWAS classes 1, 2, and 4, respectively. Increased postural loading resulted in decreased performance across tasks. At PL2 and PL3, compared to PL1, total score in the letter memory task decreased by 4.56% and 13.68%, switch trial reaction time in the number-letter task increased by 1.47% and 15.63%, and incongruent trial reaction time in the Stroop task increased by 4.15% and 13.44%. These findings contribute to a more comprehensive understanding of the relationship between postural loading and executive functions, and offer valuable insights into how managing postural demands may enhance cognitive task performance.

Season of birth/conception has been used to study neurodevelopmental risk in hundreds of studies, however the translational impact of this work remains limited. We propose a new model to study season-of- conception effects on neurodevelopment using maternal fall-winter seasonality as a key moderating variable, and provide initial empirical data to support this new approach. In an ongoing pregnancy cohort study we evaluated associations between season-of conception and maternal history of fall-winter Seasonal Affective Disorder (SAD) on child executive functioning in 520 children at age 54 months. Executive functioning was measured using computerized administration of the Flanker test (a measure of attention) and the Dimensional Change Card Sort (a measure of cognitive flexibility). Results indicated that sixty-four mothers (12.3 %) met criteria for historical fall-winter SAD. MANCOVA found a significant season of conception (fall-winter vs. spring-summer) by maternal SAD (yes/no) by sex (female/male) interaction predicting the two child outcomes (F = 4.11, df= 2,509, p=.017). In the subgroup of children in the SAD group, girls conceived in the fall-winter vs. spring-summer months had significantly lower scores on the Dimensional Change Card Sort. No significant effects related to season of conception and/or maternal SAD were found in boys. Similar results were found after controlling for maternal depressive symptoms during pregnancy. In summary, season-of-conception was associated with impaired child executive functioning at age 54 months, but only in girls of mothers with a history of fall-winter SAD. The use of maternal seasonality and sex as moderating variables may be critical to early neuro- developmental research based on pregnancy timing, particularly at more northern latitudes.

Although there are several guidelines in the literature on "recurrent abortion", there is no comprehensive guideline on "threatened abortion". The overall purpose of this guideline is to provide healthcare providers with the best available evidence for examination and treatment of pregnant women with threatened abortion.

The scope of the guideline and the first version of the questions were prepared by the Perinatology and High Risk Pregnancies Association (PERİDER) guideline development group in January 2024. Meetings were held to discuss key questions and redefine them. A final list of 8 key questions was created. Keywords were defined for each question and ranked in order of importance and used in searches for all English-language publications in PubMed/Medline and Cochrane libraries. These databases were thoroughly scanned for publications that were published until February 1, 2024. Literature reviews were conducted as an iterative process. In the first step, systematic reviews and meta-analyses were collected. If no results were found, the research was expanded to randomized controlled trials and then to cohort studies and case reports, following the hierarchy of evidence levels.

This guideline was presented to the board of directors of the Turkish Gynecology and Obstetrics Society (TJOD). With their suggestions, guideline was finalized, and it was decided to be published as a joint guideline of PERİDER-TJOD.

This guideline provides an overview of threatened abortion and the recommended treatments. In addition, by recognizing the deficiencies in the literature, suggestions were made regarding research that could help clinicians' decisions in the future.

Associations among self-control, substance use (e.g., tobacco and cannabis use), and violence perpetration have been documented during the adolescent years, but the direction of these associations is not well understood. Using five assessments (covering 9 years) from a prospective-longitudinal study, we examined self-control as a precursor and subsequent mechanism of associations between adolescent substance use and physical violence perpetration. Data came from a large, ethnically diverse sample (n = 1,056). Youth reported their self-control at ages 11, 13, 15, 17, and 20; and their tobacco and cannabis use, and physical violence perpetration at ages 13, 15, 17, and 20. Cross-lagged panel analyses examined associations between these constructs over time. More self-control in late childhood and early adolescence was associated with less future tobacco and cannabis use and physical violence perpetration. Tobacco use was partially associated with more physical violence over time; these associations were not mediated by self-control. Tobacco use in early adolescence was associated with future cannabis use; during late adolescence, tobacco and cannabis use were reciprocally associated over time. Cannabis use was not associated with future physical violence perpetration. Early adolescent self-control plays an important role in later substance use and violence perpetration, and tobacco use has unique links with both later cannabis use and violence perpetration. Supporting the capacities for self-control in late childhood and early adolescence and preventing the initiation and use of entry-level substances could play an important role in preventing both substance use and violence perpetration and their many costs to society.

Prolonged sitting can acutely reduce working memory (WM) in individuals with overweight and obesity (OW/OB) who show executive function deficits. Interrupting prolonged sitting with brief PA bouts may counter these effects. However, the benefits of such interventions on behavioral and neuroelectric indices of WM and whether neurocognitive responses are associated with postprandial glycemic responses in young and middle-aged adults with OW/OB remain unknown. To address this gap, this study examined the acute effects of interrupting three-hour prolonged sitting every 30 min with 3.5-min moderate-intensity physical activity (MPA) bouts (MPA + SIT condition) relative to sedentary social interaction condition (SOC + SIT) on behavioral measures of WM and the P3b component of event-related potentials (ERP) in young and middle-aged adults with OW/OB.

Nineteen adults with OW/OB (63 % females; 29.9 ± 7.5 years; BMI = 30.0 ± 3.64 kg*m-2) were included in the SITLess pilot randomized crossover trial. Choice RT and WM were measured before, after, and four times during each condition with 1- and 2-back letter tasks. They were expressed as the incremental area under the curve (iAUC). Choice RT was expressed as d-prime, target, and nontarget accuracy, and RT on the 1-back and nontarget RT on the 2-back task. WM was expressed as d-prime, target accuracy, and RT on the 2-back task. The amplitude of the P3b-ERP component was used to measure attentional resource allocation during both tasks; the P3b-ERP fractional area latency measured cognitive processing before and after each condition. Two-hour postprandial glycemic responses (expressed as iAUC) were measured using an oral glucose tolerance test (OGTT). Time (pre, post) x Condition (MPA + SIT vs. SOC + SIT) interactions and the main effect of Condition (iAUCs) were tested using Linear Mixed Models.

No significant intervention effects on glucose were noted (p = 0.74). Compared to SOC + SIT, MPA + SIT resulted in shorter 1-back target P3b latency (F(1, 17.0) = 5.14, p = 0.037; Mdiff = -9.77, SE = 4.31 ms, 95%CI: -18.9, -0.68) at post-test. No effects on behavioral measures were noted (ps ≥ 0.06). However, the between-condition difference in 1-back P3b latency correlated positively with the between-condition difference in RTs on 1-back;shorter P3b latency was related to shorter RTs in the MPA + SIT relative to SOC + SIT (r = 0.65 and 0.55 for target and nontarget trials, ps ≤ 0.02).

Interrupting sitting with short MPA bouts can enhance some aspects of cognitive processing in adults with OW/OB. Future studies are needed to better understand behavioral responses to interrupting prolonged sitting with MPA bouts and the underlying mechanisms.

Background: Executive function (EF) skills are important treatment targets for people with Down syndrome (DS); however, few EF measures have been evaluated for use with young children in this population. Methods: The present study evaluated preliminary psychometric properties of a measure of the EF component of inhibition. Participants were 73 children with DS between 2.5 and 8.67 years old who completed an adapted ability to delay task using a desirable toy. Results: Across two separate trials, latencies to touch the toys were significantly correlated. Latencies increased overall with chronological and mental age, with caveats for the youngest and oldest participants. Conclusion: Findings suggest that an adapted prohibition task is an appropriate method of measuring inhibition for children with DS between 4 and 7 years old, though many children in this chronological age range are at early stages of acquiring this skill set.

Executive control (EC) emerges in the first year of life, with the ability to inhibit prepotent responses (inhibitory control [IC]) and to flexibly readapt (cognitive flexibility [CF]) steadily improving. Simultaneously, electrophysiological brain activity undergoes profound reconfiguration, which has been linked to individual variability in EC. However, most studies exploring this relationship have used relative/absolute power and tasks that combine different executive processes. In addition, brain activity conflates aperiodic and oscillatory activity, which hinders the interpretation of the relationship between power and cognition. In the current study, we used the Early Childhood Inhibitory Touchscreen Task (ECITT) to examine the development of EC skills from 9 to 16 months in a longitudinal sample, and related performance of the task to resting-state EEG (rs-EEG) power, separating oscillatory and aperiodic activity. Our results showed improvement in IC but not in CF with age. In addition, alpha and theta oscillatory activity were concurrent (9-mo.) and longitudinal predictors of CF in toddlerhood, whereas the aperiodic exponent of the EEG signal did not contribute to EC. These findings demonstrate the relevance of oscillatory brain activity for cognitive development and provide an early brain marker for the early development of EC.

In past decades, the positive role of self-control in students' academic success has attracted plenty of scholarly attention. However, fewer studies have examined the link between adolescents' neural development of the inhibitory control system and their academic achievement, especially using a longitudinal approach. Moreover, less is known about the role of parents in this link. Using large-scale longitudinal data from the Adolescent Brain Cognitive Development (ABCD) study (N = 9574; mean age = 9.94 years at baseline, SD = .63; 50% girls), the current study took an integrative biopsychosocial approach to explore the longitudinal link between early adolescents' fronto-striatal connectivity and their academic achievement, with attention to the moderating role of parental warmth. Results showed that weaker intrinsic connectivity between the frontoparietal network and the striatum was associated with early adolescents' worse academic achievement over 2 years during early adolescence. Notably, parental warmth moderated the association between fronto-striatal connectivity and academic achievement, such that weaker fronto-striatal connectivity was only predictive of worse academic achievement among early adolescents who experienced low levels of parental warmth. Taken together, the findings demonstrate weaker fronto-striatal connectivity as a risk factor for early adolescents' academic development and highlight parental warmth as a protective factor for academic development among those with weaker connectivity within the inhibitory control system.

Failures of self-control can manifest as externalizing behaviors (e.g., aggression, rule-breaking) that have far-reaching negative consequences. Researchers have long been interested in measuring children's genetic risk for externalizing behaviors to inform efforts at early identification and intervention. Drawing on data from the Environmental Risk Longitudinal Twin Study (N = 862 twins) and the Millennium Cohort Study (N = 2,824 parent-child trios), two longitudinal cohorts from the UK, we leveraged molecular genetic data and within-family designs to test for genetic associations with externalizing behavior that are not affected by common sources of environmental influence. We found that a polygenic index (PGI) calculated from genetic variants discovered in previous studies of self-controlled behavior in adults captures direct genetic effects on externalizing problems in children and adolescents when evaluated with rigorous within-family designs (β's = 0.13-0.19 across development). The externalizing behavior PGI can usefully augment psychological studies of the development of self-control.

Diet quality has been found to be related to cognitive health in school-aged children. However, this relationship remains understudied among Hispanic preschool-aged children, who are vulnerable to poor dietary habits and low cognitive development due to socioeconomic, cultural, and structural disparities.

This longitudinal study evaluated whether the diet quality of preschool-aged children would be associated with executive functions (EFs) in later childhood.

This is a secondary analysis of a longitudinal study of Hispanic preschool-aged children (age 4 and 5 years) at baseline (Time 1) and 18 months (Time 2).

This study included 185 mother-child dyads with complete data at Time 1, recruited through Head Start centers in Houston, TX, beginning in 2011.

Mothers reported on their child's dietary intake via 3 24-hour recalls, which was used to calculate Healthy Eating Index (HEI)-2010 component and total scores. Laboratory tasks assessed cold EFs (tapping and Flexible Item Selection Tasks) and hot EFs (delay of gratification and gift-wrapping tasks). Whereas higher scores on tapping, Flexible Item Selection Task, and delay of gratification tasks represent a high EF, higher scores in gift-wrapping task represent a low EF.

Hierarchical linear regression analyses assessed the relationship between diet quality, as measured by HEI-2010 total and component scores, at Time 1 (independent variables) and EF outcomes (dependent variables) at Time 2, controlling for child sex, age, body mass index z score, and EF at Time 1.

HEI-2010 component score for fatty acids (b = -.13; P = .04) and seafood and plant proteins (b = .09; P = .05), were respectively related to later cold and hot EFs of Hispanic preschool-aged children. Other HEI components or the overall score did not predict EFs.

This study shows that specific HEI components support cold and hot EFs development among Hispanic preschool-aged children, but total HEI-2010 score does not. Experimental research is needed to assess the influence of dietary interventions on cognitive development of Hispanic preschool-aged children.

Using an experimental design and a multi-measure and multi-informant approach, the current study sought to evaluate the impact of the early developmental prevention program "ZARPAR"-an intervention designed as a social and cognitive skills training program, that seeks to promote children's behavioral adjustment. A sample of elementary school children (experimental group n = 37; control group n = 66), attending Portuguese schools, was assessed before and 6 months after the intervention on the program's key-dimensions: behavioral problems, social skills, and executive functioning. Based on parent and teacher reports, the results largely suggested that the intervention had no effect or, for some dimensions, even the existence of negative outcomes. Possible reasons for these results are discussed. The current study highlights that, despite the overwhelmingly positive message about developmental prevention programs, not all interventions work, thus reinforcing the need for rigorous evaluations, in order to enhance the success of future interventions.

During the preschool years, children experience rapid development of inhibitory control (IC). This period is also crucial to foster the establishment of the foundations of physical fitness (PF) and motor competence (MC), which are essential for long-term health outcomes. This study aimed to investigate the predictive roles of PF and MC in IC in preschool children.

A total of 139 children (78 boys and 61 girls) participated in the study, with a mean age of 5.76 ± 0.30 years and a body mass index (BMI) of 16.15 ± 1.94 kg/m². Children performed the Go/No-Go test, Körperkoordinationstest für Kinder (KTK3+) test, static and dynamic balance tests, a pro-agility and countermovement jumping (CMJ) test.

The findings showed that there was a positive association between MCT and accuracy number (AC) (go) (β = 0.079, 95%CI: 0.051-0.107), AC (no go) (β = 0.022, 95%CI: 0.003-0.041). However, between MCT and reaction time (RT), there was a negative relationship (β = [Formula: see text]0.497, 95%CI: [Formula: see text]0.988 - [Formula: see text]0.006). MCT scores showed a significant positive relationship with AC (go), with a beta coefficient of 0.309 (95% CI: 0.181, 0.436). This finding further underscores the robustness of this relationship. The PF indicator agility showed a negative relationship with AC (go) (β = -3.638 [-5.590, -1.687]) and static balance was negatively related to RT (β = -34.767, 95% CI [0.018, 0.165]).

Overall, this study indicates that MC, rather than general PF, is strongly associated with the concurrent level of IC during the preschool period. These findings highlight the potential importance of promoting MC through targeted interventions that may support cognitive function in young children. Further longitudinal research is recommended to explore the causal relationships and long-term effects of these interventions.

Research protocol number: 2022.214.11.15.

Previous research has documented the importance of early childhood home visiting programs in promoting healthy parent and child functioning among families living in poverty. However, it remains unclear which aspects of home visiting are most critical in driving change. This study helps fill that gap by examining the extent to which five key therapeutic mechanisms accounted for differences between families who participated in the Recipe 4 Success preventive intervention, which was embedded within Early Head Start, compared to families who continued to receive usual practice Early Head Start home visits. The sample included 242 families with 2-year-old toddlers, most of whom were living in poverty (37% white, 25% Black, 19% Latiné, 17% Multiracial, and 2% Asian; median income = $1,555 per month). Three sessions of home visits across both study conditions were audio recorded and coded to assess therapeutic mechanisms. Findings from mediation path analysis models revealed that enhancements to therapeutic mechanisms representing the parent-home visitor working alliance, home visitor facilitation skills, and parent engagement appeared to account for much of the intervention effect on multiple indicators of parents' sensitive scaffolding and responsive food parenting practices. This study highlights the value of a carefully structured and sequenced curriculum in enhancing critical therapeutic mechanisms to improve the overall effectiveness of home visits, so participating families have a greater opportunity to thrive.

Cognitive control development across childhood is critical for later academic achievement. Despite recent advances in the comprehension of how the context influences cognitive control development, no study has ever addressed whether one of the most frequent contextual features of children's lives (i.e., the presence of another person) impacts control engagement. Here, 123 Chinese children aged 5 and 9 years-old performed, either in the presence of an experimenter or alone, an AX-CPT, a task assessing reactive and proactive control. We found that children were overall negatively affected by the experimenter presence in terms of latencies but not of accuracy. Further, when analysing the trial types separately, we observed that this effect mainly concerned trials requiring children to engage more proactive control and was greater for younger than older children. These results indicate that direct social factors such as the presence of an unfamiliar experimenter seem to modulate cognitive control performance. Future research should continue to examine these effects in the light of the numerous existing social presence theories in order to unravel what are the cognitive mechanisms affected by social presence in childhood.

The reward responsivity hypothesis of self-control proposes that irrespective of self-control success, exercising self-control is aversive and engenders negative affect. To countermand this discomfort, reward-seeking behavior may be amplified after bouts of self-control, bringing individuals back to a mildly positive baseline state. Previous studies indicated that effort-an integral component of self-control-can increase reward responsivity. We sought to test and extend the reward responsivity hypothesis by asking if exercising self-control increases a neural marker of reward responsivity [Reward Positivity (RewP)] differentially for hedonic rewards or eudaimonic rewards. We instructed participants (N = 114) to complete a speeded reaction time task where they exercised self-control (incongruent Stroop trials) or not (congruent Stroop trials) and then had the opportunity to win money for themselves (hedonic rewards) or a charity (eudaimonic rewards) while electroencephalography was recorded. Consistent with the reward responsivity hypothesis, participants evinced a larger RewP after exercising self-control (vs. not exercising self-control). Participants also showed a larger RewP for hedonic over eudaimonic rewards. Self-control and reward type did not interactively modulate RewP, suggesting that self-control increases reward responsivity in a domain-general manner. The findings provide a neurophysiological mechanism for the reward responsivity hypothesis of self-control and promise to revitalize the relevant literature.

The effects of maternal postpartum depression (PPD) on offspring emotion regulation (ER) are particularly deleterious as difficulties with ER predict an increased risk of psychopathology. This study examined the impact of maternal participation in a public health nurse (PHN)-delivered group cognitive behavioral therapy (CBT) intervention on infant ER. Mothers/birthing parents were ≥ 18 years old with an Edinburgh Postnatal Depression Scale (EPDS) score ≥ 10, and infants were < 12 months. Between 2017 and 2020, 141 mother-infant dyads were randomized to experimental or control groups. Infant ER was measured at baseline (T1) and nine weeks later (T2) using two neurophysiological measures (frontal alpha asymmetry (FAA) and high-frequency heart rate variability (HF-HRV)), and informant-report of infant temperament. Mothers were a mean of 30.8 years old (SD = 4.7), 92.3% were married/ common-law, and infants were a mean of 5.4 months old (SD = 2.9) and 52.1% were male. A statistically significant group-by-time interaction was found to predict change in HF-HRV between T1 and T2 (F(1,68.3) = 4.04, p = .04), but no significant interaction predicted change in FAA or temperament. Results suggest that PHN-delivered group CBT for PPD may lead to adaptive changes in a neurophysiological marker of infant ER, highlighting the importance of early maternal intervention.

Developing social-emotional skills is crucial for all children and adolescents, particularly those experiencing social and emotional difficulties. This study used network analysis to identify the central skills and network association of different social-emotional skills and investigated how these networks differ between childhood and adolescence. Data were obtained from the 2019 Survey on Social and Emotional Skills by the Organization for Economic Co-operation and Development. Our study focused on the bottom quartile of participants aged 10 and 15 years, including 7737 and 7439 individuals from each age group. Optimism and cooperation consistently emerged as the central skills of social-emotional competence across both age groups. When comparing network structures, there was a significant difference between children and adolescents. The connectivity of social-emotional networks was stronger among adolescents, indicating closer skill associations. Understanding these developmental differences is important for educators and practitioners to more effectively support the social-emotional development of children and adolescents experiencing social-emotional difficulties.

Traditional psychological models characterize self-control as an inherently effortful process, relying on deliberate and cognitively demanding strategies to resist impulsive temptations. Drawing on behavioral economics literature, we investigate opportunity cost salience as an effective intervention to enhance self-control with minimal effort. Specifically, we demonstrate that opportunity cost salience facilitates the intuitive detection of self-control conflicts and motivates the pursuit of valued long-term goals by altering the subjective value of present and future outcomes in self-control dilemmas. Moreover, we discuss future research directions and policy implications, exploring how this powerful yet simple economic concept can bolster self-control across diverse personality traits and in situations where self-control is critically needed.

Background/Objectives: Many prison-sentenced individuals exhibit symptoms of mental dysfunctions, including attention deficit hyperactivity disorder (ADHD). The presence of co-occurring mental disorders further complicates their rehabilitation and social reintegration efforts. Given these challenges, understanding the role of specific disorders, such as ADHD, is critical for developing targeted interventions tailored to the needs of incarcerated individuals and improving their outcomes. This research aimed to clarify the relationships among hyperactivity, criminal behavior, and psychological functioning to inform preventative and therapeutic strategies. Methods: This study investigated the complex interplay among attention deficit hyperactivity disorder (ADHD) symptoms, criminal behavior, and various psychological factors in a sample of 391 male inmates from low-security Polish prisons and a control group of non-offending men. Principal component analysis (PCA) and Spearman's rank correlation were used to analyze the relationships among ADHD severity, type of crime (no crime, property crime, crime involving aggression), family functioning, childhood trauma, early maladaptive schemas, and mental health disorders. Results: The results revealed that while traumatic experiences were present across all groups, stronger family cohesion and support were associated with the absence of ADHD symptoms and criminal behavior. As ADHD severity and criminal behavior escalated, particularly in cases involving aggression, family support diminished, and maladaptive schemas, including "disconnection and rejection" and "excessive vigilance and inhibition", became more prominent, alongside increased correlations with mental health issues (anxiety and depression). Conclusions: The findings underscore the crucial role of family environment and early intervention in mitigating the risks associated with ADHD and criminal behavior, highlighting the need for comprehensive interventions targeting maladaptive schemas and providing support for both internalizing and externalizing symptoms. Limitations include the retrospective nature of data collection and the exclusive focus on male inmates in low-security facilities.

Young children typically engage in cognitive control reactively in response to specific situations, rather than proactively preparing for them. The developmental change from reactive to proactive control seems to happen gradually across early development and ultimately results in a qualitatively different behavior pattern. However, existing evidence is mainly based on cross-sectional designs. Thus, this study adopted a longitudinal design to examine the transition from reactive control to proactive control in preschoolers. Sixty preschoolers aged 4 (n = 31) and 5 (n = 29) were recruited and required to complete two cognitive control tasks (i.e., an AX-Continuous Performance Test and a Cued Task-Switching task) twice within a five-month interval. The results showed that the children improved their cognitive control skills across both tasks, demonstrating a predominantly reactive control pattern during the time interval. This improvement reflects an age-related gradual change, which is a preparation for evolving into a qualitatively different behavioral pattern over time. These findings provide longitudinal evidence for the developmental change from reactive to proactive control in early childhood strategies.

Skills acquired during early childhood are believed to lay the foundation for development into adulthood, but this issue has not been carefully examined empirically. Using the NICHD Study of Early Child Care and Youth Development, we asked which school readiness skills predict which adult outcomes. The study followed 814 participants to 26 years of age (81% White, 9% Black, 5% Hispanic, 53% female: 23% low income). Analyses related preschool language, academic, executive functioning, and social-emotional skills to adult educational attainment, employment, and arrests. Modest associations were observed. An overall school readiness composite predicted educational attainment, income, and occupational status. Individual school readiness skills independently related to some adult outcomes, with a academic and language composite and inhibitory control predicting educational attainment and executive functioning and social skills predicting occupational status. School readiness skills were not related to self-report of any arrests.

The purpose of the present narrative review was to propose a unifying generalized conceptual model of mechanisms and processes in appetite self-regulation (ASR) in childhood. Appetite self-regulation, along with other domains of self-regulation, develops across childhood and contributes to energy intake and balance, diet quality, weight, and therefore long-term health outcomes. There have been efforts to conceptualize and measure components of ASR and associated processes/mechanisms, but, at present, there is no unifying conceptualization of ASR in childhood. A search of key databases supplemented by snowballing was undertaken for definitions/conceptions and theoretical models of ASR with a focus on children. An interpretive synthesis approach was used to identify themes from the definitions and models. The themes formed the basis of the proposed unifying generalized model of ASR in childhood, which is the main contribution of the article. At the center of the model is bottom-up reactivity to food, food cues and hunger, satiation and satiety signals, together with top-down regulatory control. An additional contribution is the proposed 5 interacting and overlapping domains (biological, hedonics, cognitive, behavioral, and traits) that function in and influence both bottom-up reactivity and top-down regulation. The domains also contribute to ASR outcomes of enactment and competence. External contextual and intrapersonal factors are conceived as impacting the domains and the bottom-up, top-down processes. The relevance of the model for explanations of ASR phenomena in childhood and children's food choice and diet quality, as well as its implications for research directions and approaches to preventive intervention, including food parenting practices, are discussed. The model provides a framework for researchers and practitioners to support and interpret children's problems and competence in self-directing food choices, energy intake, and nutrition.

The development of inhibitory control (IC) and working memory (WM) in preschool is linked to a multitude of cognitive, emotional, and social outcomes, including elementary school adjustment. Furthermore, there are both cognitive and socioemotional domains of IC and it is unclear if both are related to these outcomes in the same manner. Using a family study design, the present investigation examined preschoolers' IC, WM and externalizing behavior problems, maternal depression and anxiety measured when the children were in preschool, and elementary school externalizing behaviors and child and family functioning. Families with two children between 2.5 and 5.5 years of age (n = 198; mean age = 3.88, SD = 1.04) completed online surveys and laboratory visits, as well as another online survey after the children entered elementary school. Both cognitive and emotional domains of preschool IC significantly predicted the externalizing and functioning aspects of adjustment in elementary school (but WM did not predict either). In addition, child age predicted functioning in elementary school, and maternal depression predicted externalizing in elementary school. These longitudinal results indicate that supporting both cognitive and emotional aspects of preschool IC can benefit adjustment in elementary school.

Literature suggests that well-being and health status differ by generational status among Asian American individuals.

To compare young children's well-being and health behaviors and their parents' parenting practices among families of second-generation Asian American, third- or later-generation Asian American, and third- or later-generation non-Hispanic White children in the US.

For this survey study, secondary data analysis was conducted from September 2, 2023, to June 19, 2024, using data from the 2018 to 2022 National Survey of Children's Health participants aged 6 months to 5 years. Parents completed a survey about their positive parenting practices and their child's psychological well-being and health behaviors via mail or online. Multivariable logistic and linear regression analyses were conducted to compare psychological well-being and health behaviors by study groups and positive parenting practices, adjusting for sociodemographic variables.

Positive parenting practices (ie, reading, storytelling or singing, and family meals), psychological well-being (ie, flourishing, social-emotional development, and self-regulation), and health behaviors.

The analysis included 42 846 participants (5456 in 2018, 5140 in 2019, 7494 in 2020, 12 817 in 2021, and 11 939 in 2022; 46.6% female and 53.4% male). Participants were categorized into 3 groups: 2881 (6.7%) were second-generation Asian American children aged 0 to 5 years, 570 (1.3%) third- or later-generation Asian American children aged 0 to 5 years, and 39 395 (92.0%) third- or later-generation non-Hispanic White children aged 0 to 5 years. Compared with White children, Asian American children were less likely to flourish (odds ratio [OR], 0.57 [95% CI, 0.52-0.63] for second-generation Asian American; OR, 0.82 [95% CI, 0.65-1.03] for third- or later-generation Asian American), have regular bedtimes (OR, 0.80 [95% CI, 0.69-0.92] for second-generation Asian American; OR, 0.66 [95% CI, 0.49-0.88] for third- or later-generation Asian American), and have moderate screen time (OR, 0.92 [95% CI, 0.84-1.00] for second-generation Asian American; OR, 0.82 [95% CI, 0.69-0.97] for third- or later-generation Asian American). Results for regular reading and storytelling or singing were the lowest among second-generation Asian American children (1430 [49.6%] for reading and 1629 [56.5%] for storytelling or singing), followed by the third- or later-generation Asian American children (376 [66.0%] for reading and 412 [72.3%] for storytelling or singing) and than White children (28 628 [72.7%] for reading and 30 375 [77.1%] for storytelling or singing) (P < .001). Results for family meals were similar between second-generation (2356 [81.8%]) and third- or later-generation (467 [81.9%]) Asian American children; however, both were significantly lower than for White children (33 928 [86.1%]) (P < .001). All 3 positive parenting practices were positively associated with children's psychological well-being and health behaviors.

This survey study of young children found lower likelihoods of flourishing, regular bedtimes, and moderate screen time among Asian American children compared with non-Hispanic White children in the US. Reading and storytelling or singing parenting practices, which were associated with children's well-being and health behaviors, were particularly less frequent among parents of second-generation Asian American children than those of third- or later-generation Asian American children. Promotion of these practices among Asian immigrant parents may help improve the psychological well-being and health behaviors of their young Asian American children.

We explored the psychology of those who believe in manifestation: the ability to cosmically attract success in life through positive self-talk, visualization, and symbolic actions (e.g., acting as if something is true). In three studies (collective N = 1,023), we developed a reliable and valid measure-the Manifestation Scale-and found over one third of participants endorsed manifestation beliefs. Those who scored higher on the scale perceived themselves as more successful, had stronger aspirations for success, and believed they were more likely to achieve future success. They were also more likely to be drawn to risky investments, have experienced bankruptcy, and to believe they could achieve an unlikely level of success more quickly. We discuss the potential positives and negatives of this belief system in the context of growing public desire for success and an industry that capitalizes on these desires.

Humans and other primates have a remarkable ability to perform a wide range of tasks and behaviors, even novel ones, in order to achieve their goals. Further, they are able to shift flexibly among these behaviors as the contexts demand. Cognitive control is the function at the base of this remarkable behavioral generativity and flexibility. The present review provides a survey of current research on cognitive control focusing on two of its primary features within a control systems framework: (a) the ability to select new behaviors based on context and (b) the ability to monitor ongoing behavior and adjust accordingly. Throughout, the review places an emphasis on how differences in the content and structure of task representations affect these core features of cognitive control.

Low parental monitoring is a well-established risk factor for and presumed cause of teen problem behavior. However, an integrated theory for how monitoring changes teen behavior has not been articulated. We propose a model in which parental monitoring can reduce teen misbehavior via nine mechanisms organized into behavior-management (B), context-control (C), and relationship/support-mediated (R) domains (BCR Model). Parental monitoring increases the expectation and actual occurrence of punishment for misbehavior (B), enables the parent to steer the teens' socialization contexts (peers, non-parent adults, siblings, media) away from those that encourage misbehavior (C), and strengthens the teen's bond to parent, disclosure of information, and receipt of social support (R)-all of which in turn reduce misbehavior.

Children in low- and middle-income countries (LMICs) are disproportionately at risk of not meeting their developmental potential. Parental discipline can promote and hinder child outcomes; however, little research examines how discipline interacts with contextual factors to predict child outcomes in LMICs. Using data from 208,156 households with children between 36 and 59 months (50.5% male) across 63 countries, this study examined whether interactions between gender inequality and discipline (shouting, spanking, beating, and verbal reasoning) predicted child aggression. Results showed aggression was higher in countries with high gender inequality, and associations between discipline and child aggression were weaker in countries where gender inequality was higher. Improvements in country-level gender parity, in addition to parenting, will be necessary to promote positive child outcomes in LMICs.

Disinhibition is associated with myriad risk-taking behaviors and adverse outcomes. Both marijuana use and poor neighborhood conditions have been associated with disinhibition. However, the extent to which neighborhood disorder interacts with marijuana use to influence disinhibition has not been studied, extensively. A better understanding of these relationships has implications for designing more effective tailored place-based interventions that aim to reduce risk taking behaviors and related adverse social and health outcomes associated with marijuana use. Thus, the purpose of this study was to examine the interactive effects of perceived neighborhood disorder and marijuana use on disinhibition. The sample included 120 African American female residents of disadvantaged neighborhoods (Mage = 23.6 ± 3.46). We employed hierarchical linear regression analysis to examine the interactive effects of marijuana use and perceived neighborhood disorder on disinhibition, while controlling for age and education. The interaction term was marginally significant (b = 5.66; t(109) = 1.72, p = .08). Next, the conditional effects were explored. Results indicated the association of marijuana use with disinhibition was stronger for females in the higher neighborhood disorder group, compared to those in the lower neighborhood disorder group (10.40 and 4.51, respectively). Our findings support the need for more research on the potential of neighborhood disorder to amplify the effects of marijuana use on disinhibition and related neurobehavioral traits. The identification of contextual moderators and high-risk sub-groups will aid in the design of more tailored place-based interventions that aim to reduce risk-taking behavior among those most vulnerable.

Anxiety disorders are among the most prevalent of all mental health disorders, often originating in early childhood and extending into later childhood, adolescence, and adulthood. Determining salient risk factors that precede their development is important for prevention and intervention efforts. Towards this end, we examined the role of temperament, theory of mind, inhibitory control, and prosocial behavior on child anxiety symptoms in the first 5 years of life. A community sample of children and their parents (N = 399) enrolled in a longitudinal study of emotion processing were assessed when the children were infants and at ages 2 years, 3 years, and 5 years. Linear mixed models and linear regression models revealed that greater anxiety at 5 years was associated with greater negative affectivity and behavioral inhibition, lower effortful control, lower theory of mind scores on the "desires" domain, and higher scores on the "intentions" domain (assessed from infancy to 3 years of age). These characteristics may be useful to assess in clinical settings to evaluate a patient's risk for developing anxiety. They may also be useful in developing interventions targeting specific vulnerabilities.

Adherence to 24-h movement guidelines has been associated with early health benefits, including neurodevelopmental outcomes. However, the associations between these guidelines and Cognitive (CSR) and Behavioral (BSR) self-regulation in preschoolers are underexplored. This study investigated the associations between adherence to 24-h movement guidelines and CSR and BSR in Brazilian preschoolers.

A total of 223 preschoolers (4.76 ± 0.32 years old; 50.67% boys) participated. Physical activity (PA) was assessed with Actigraph wGT3X. Parents reported children's sleep and screen time. CSR was evaluated through iPad games, and BSR was assessed using the Head, Toes, Knees, Shoulders test revised.

Boys showed higher adherence to the PA recommendation than girls (52.2% vs. 32.7%, χ2 = 0.003), whereas a higher percentage of girls did not adhere to any recommendations (23.6% vs. 12.4%, χ2 = 0.029). Positive association was found between adherence to combined PA and screen time with cognitive flexibility (β = 4.091 [95% CI: 0.699, 7.754]). Adherence to PA was associated with lower BSR scores (β = -7.104 [-13.52, -0.623]), as was adherence to combined PA and sleep duration (β = -8.813 [-15.794, -1.397]).

This study highlighted differences in adherence to movement behavior guidelines between boys and girls, as well as demonstrated that different combinations of these behaviors can affect preschoolers' cognitive and behavioral levels of self-regulation in distinct ways.

This study examines the relationship between maternal psychological aggression (PA) and preschoolers' problem behaviors (PB), focusing on the mediating roles of psychological resilience (PR) and self-control (SC), and gender differences.

Mothers of 1141 preschoolers (52.9% boys, 47.1% girls; Mage = 4.26, SD = 0.85) participated in three waves of a longitudinal survey, each two months apart. Mothers participating in this study reported basic demographic information and PA at T1. PR and SC were reported at T2. PB of preschoolers was reported at T3. Path analysis models were employed to ascertain the relationship between PA and PB, as well as the mediating roles of PR and SC. Multiple group analyses were employed to ascertain the moderating role of gender.

Maternal PA (T1) was positively associated with preschoolers' PB (T3) (β=0.220, p<0.001). PR (T2) and SC (T2) independently and sequentially mediated the relationship between maternal PA (T1) and preschoolers' PB (T3). Maternal PA (T1) was negatively associated with preschoolers' PR (T2) only in boys (β =-0.155, p<0.001), not in girls (β =-0.030, p>0.05).

This study reveals the impact and underlying mechanisms of maternal PA on preschoolers' PB and highlights gender differences. These findings underscore the importance of protective factors in fostering positive adaptive behaviors in children subjected to maternal PA. Interventions should focus on preventing maternal PA and enhancing children's PR and SC, particularly in boys, to promote healthy and positive behaviors.

Indigenous frameworks suggest environmental risk and protective factors for American Indian (AI) children's development can be understood in terms of connecting and disconnecting forces in five domains: spirituality, family, intergenerational ties, community, and environment/land. This study examined the prevalence of these forces among 156 urban AI parents and their children (mean age = 10.69, SD = 1.92) and investigated associations with child executive function (EF). Parents reported on three disconnecting forces (parent stressful life events, discrimination, and neighborhood risks) and two connecting forces (knowledge of tribal history and engagement with cultural beliefs and traditional practices). Parents rated children's EF using the Behavior Rating Inventory of Executive Function (BRIEF), and a subsample of children (n = 81) provided self-report EF data. Controlling for income and child age, connecting forces (parent engagement with cultural beliefs and traditional practices and knowledge of tribal history) were associated with higher parent-reported and child self-reported EF, while disconnecting forces (discrimination and neighborhood risk) were related to lower child EF. Findings highlight the protective role of cultural connectedness for urban AI children's cognitive development, and the importance of centering Indigenous theory in risk and resilience research with AI families.

Previous evidence has established that micronutrient capsules can improve emotion regulation in children. This three-phased randomized open-label waitlist-controlled study investigated the safety of a micronutrient powder absorbed by the oral mucosa and its effects on emotion dysregulation in 5-to-10-year-old children. The primary outcome measures were the Revised Clinician-rated Temper and Irritability Scale (CL-ARI) and the Clinical Global Impressions-Improvement Scale (CGI-I).

Forty-eight children with moderate-to-severe symptoms of irritability were randomized to an initial treatment group (ITG) or waitlist control group (IWLG) (four-week delayed start), followed by the two groups alternating between taking the micronutrients for four weeks or having a four-week break. For the last three months of the trial, both groups took the micronutrients continuously.

Overall adherence rates were high (93%). At the end of RCT phase, there were large group differences (CL-ARI; d = 1.25, p < .001), and 67% in the ITG and 8% in the IWLG were 'much' or 'very much' improved (CGI-I). Further, the ITG displayed a clinically meaningful reduction in Attention Deficit/Hyperactivity Impulsivity Disorder (ADHD) and Oppositional Defiant Disorder (ODD) symptoms as measured with the Child Swanson, Nolan, and Pelham-IV Questionnaire 26 (SNAP-IV) compared to IWLG. The treatment effect regressed when participants stopped taking the micronutrients and was reinstated when participants were taking the micronutrients. The observed benefits were maintained over a sustained time period. The IWLG reported significantly more headaches (p = .040) and sweating (p = .037) at the end of RCT. By the end of the study, seven participants (14.5%) dropped out non-differentially by group (p = .22).

The findings showed that micronutrients absorbed by the oral mucosa are a safe intervention that can effectively improve emotion dysregulation in children. Future double-blinded, randomized, placebo-controlled trials are needed to support these findings.

In this Monograph, we explored neurocognitive predictors of executive function (EF) development in a cohort of children followed longitudinally from 30 to 54 months of age. We tested predictions of a dynamic field model that explains development in a benchmark measure of EF development, the dimensional change card sort (DCCS) task. This is a rule-use task that measures children's ability to switch between sorting cards by shape or color rules. A key developmental mechanism in the model is that dimensional label learning drives EF development. Data collection began in February 2019 and was completed in April 2022 on the Knoxville campus of the University of Tennessee. Our cohort included 20 children (13 female) all of whom were White (not Hispanic/Latinx) from an urban area in southern United States, and the sample annual family income distribution ranged from low to high (most families falling between $40,000 and 59,000 per year (note that we address issues of generalizability and the small sample size throughout the monograph)). We tested the influence of dimensional label learning on DCCS performance by longitudinally assessing neurocognitive function across multiple domains at 30 and 54 months of age. We measured dimensional label learning with comprehension and production tasks for shape and color labels. Simple EF was measured with the Simon task which required children to respond to images of a cat or dog with a lateralized (left/right) button press. Response conflict was manipulated in this task based on the spatial location of the stimulus which could be neutral (central), congruent, or incongruent with the spatial lateralization of the response. Dimensional understanding was measured with an object matching task requiring children to generalize similarity between objects that matched within the dimensions of color or shape. We first identified neural measures associated with performance and development on each of these tasks. We then examined which of these measures predicted performance on the DCCS task at 54 months. We measured neural activity with functional near-infrared spectroscopy across bilateral frontal, temporal, and parietal cortices. Our results identified an array of neurocognitive mechanisms associated with development within each domain we assessed. Importantly, our results suggest that dimensional label learning impacts the development of EF. Neural activation in left frontal cortex during dimensional label production at 30 months of age predicted EF performance at 54 months of age. We discussed these results in the context of efforts to train EF with broad transfer. We also discussed a new autonomy-centered EF framework. The dynamic field model on which we have motivated the current research makes decisions autonomously and various factors can influence the types of decisions that the model makes. In this way, EF is a property of neurocognitive dynamics, which can be influenced by individual factors and contextual effects. We also discuss how this conceptual framework can generalize beyond the specific example of dimensional label learning and DCCS performance to other aspects of EF and how this framework can help to understand how EF unfolds in unique individual, cultural, and contextual factors. Measures of EF during early childhood are associated with a wide range of development outcomes, including academic skills and quality of life. The hope is that broad aspects of development can be improved by implementing interventions aimed at facilitating EF development. However, this promise has been largely unrealized. Previous work on EF development has been limited by a focus on EF components, such as inhibition, working memory, and switching. Similarly, intervention research has focused on practicing EF tasks that target these specific components of EF. While performance typically improves on the practiced task, improvement rarely generalizes to other EF tasks or other developmental outcomes. The current work is unique because we looked beyond EF itself to identify the lower-level learning processes that predict EF development. Indeed, the results of this study identify the first learning mechanism involved in the development of EF. Although the work here provides new targets for interventions in future work, there are also important limitations. First, our sample is not representative of the underlying population of children in the United States under the age of 5. This is a problem in much of the existing developmental cognitive neuroscience research. We discussed challenges to the generalizability of our findings to the population at large. This is particularly important given that our theory is largely contextual, suggesting that children's unique experiences with learning labels for visual dimensions will impact EF development. Second, we identified a learning mechanism to target in future intervention research; however, it is not clear whether such interventions would benefit all children or how to identify children who would benefit most from such interventions. We also discuss prospective lines of research that can address these limitations, such as targeting families that are typically underrepresented in research, expanding longitudinal studies to examine longer term outcomes such as school-readiness and academic skills, and using the dynamic field (DF) model to systematically explore how exposure to objects and labels can optimize the neural representations underlying dimensional label learning. Future work remains to understand how such learning processes come to define the contextually and culturally specific skills that emerge over development and how these skills lay the foundation for broad developmental trajectories.

The Hearts and Flowers (H&F) task is a computerized executive functioning (EF) assessment that has been used to measure EF from early childhood to adulthood. It provides data on accuracy and reaction time (RT) across three different task blocks (hearts, flowers, and mixed). However, there is a lack of consensus in the field on how to score the task that makes it difficult to interpret findings across studies. The current study, which includes a demographically diverse population of kindergarteners from Boston Public Schools (N = 946), compares the predictive and concurrent validity of 30 ways of scoring H&F, each with a different combination of accuracy, RT, and task block(s). Our exploratory results provide evidence supporting the use of a two-vector average score based on Zelazo et al.'s approach of adding accuracy and RT scores together only after individuals pass a certain accuracy threshold. Findings have implications for scoring future tablet-based developmental assessments.

Delayed consequences have important academic implications for younger children. Conceptualized within behavior analysis as delay discounting, researchers have examined verbal behavior interventions to improve tolerance to delayed outcomes. In this preliminary study, the correlation between verbal repertoires and tolerance to delayed consequences was further examined. Specifically, the relationship among incidental bidirectional naming (Inc-BiN), delay discounting, and academic achievement in a second-grade general education classroom was studied. Measures included delay discounting measures derived from a hypothetical binary choice task, accurate responses to the Inc-BiN probes using object-name relations as a verbal behavior measure, and standardized assessment percentile for academic achievement measure. The results showed a significant positive correlation between delay discounting measures and the accuracy of Inc-BiN responses. There was no significant correlation between academic achievement and either delay discounting or Inc-BiN. Implications and future research on bridging the concepts of verbal behavior and delay discounting in explaining delayed consequences are discussed.

Robust associations of self-control with successful goal pursuit have been amply demonstrated. Much less is known about the psychological processes that occur when people grapple with self-control conflicts and that may contribute to successful goal pursuit. Influenced by the neighboring fields of emotion regulation and coping, self-regulatory flexibility has been identified as one of such potential processes. The aim of this review is to provide an overview of selected models of regulatory flexibility, empirical evidence on associations with self-regulatory success, and to identify avenues for future research.

Humans frequently engage in mental time travel, reflecting on the past and anticipating the future. Although these processes may seem similar, research documents systematic differences between retrospection and prospection. We propose a conceptual framework to organize and explain these differences based on three axiomatic temporal asymmetries: The past occurs before the future; the past is more certain than the future; and the past is less controllable than the future. People's experience with these axiomatic differences is internalized and overgeneralized to shape mental representations of the past and future. Our review shows that people generally prioritize prospection over retrospection, attending more to the future than the past and reacting more intensely to future events than to past events. We consider potential moderators of and constraints on the generality of prioritizing prospection. We explore the implications of these temporal asymmetries, emphasizing their theoretical and practical significance.

While daily life centers on the present, people often reflect on the past and anticipate the future. But which direction of mental time travel-backward or forward-has more influence? We identify three key differences that shape how people engage with the past and future: time flows from past to future, the future is more uncertain, and people have more control over the future. These differences affect the frequency, intensity, and nature of thoughts and feelings, leading to predictable biases in how we mentally represent and emotionally engage with events over time. Because focusing on the future often provides greater benefits, people tend to prioritize prospection over retrospection in everyday life.

This study investigated associations among temperament, executive functioning (EF), and attention-deficit/hyperactivity disorder (ADHD) symptom severity at two developmental stages.

Participants were 61 4-year-old children and 165 8-11-year-old children (126 ADHD, 39 typically developing [TD]). Caregivers reported on temperament (effortful control [EC], negative affect, and surgency), and ADHD symptoms. Three aspects of EF (working memory, inhibitory control, and processing speed) were measured with neuropsychological tests.

Among 4-year-olds, variance in ADHD symptom severity was only explained by the temperament variables. EC was not significantly correlated with any of the EFs in this cohort. Among school-aged children, low EC, high surgency, high negative affect, and reduced working memory were associated with greater ADHD symptom severity. EC was significantly and positively correlated with processing speed in the school-aged children.

Results are consistent with a neurodevelopmental model of ADHD, wherein dysregulated temperament is associated with ADHD in young children, while both dysregulated temperament and cognitive skills are associated with ADHD in middle childhood. Results could inform the selection of clinical tools for diagnostic evaluation of pediatric ADHD symptoms and clinical follow-up.

Following the first 1000 days of life that span from conception to two years of age, the next 1000 days of a child's life from 2-5 years of age offer a window of opportunity to promote nurturing and caring environments, establish healthy behaviours, and build on early gains to sustain or improve trajectories of healthy development. This Series paper, the first of a two-paper Series on early childhood development and the next 1000 days, focuses on the transition to the next 1000 days of the life course, describes why this developmental period matters, identifies the environments of care, risks, and protective factors that shape children's development, estimates the number of children who receive adequate nurturing care, and examines whether current interventions are meeting children's needs. Paper 2 focuses on the cost of inaction and the implications of not investing in the next 1000 days. In low-income and middle-income countries (LMICs), only 62 million children aged 3 and 4 years (25·4%) currently receive adequate nurturing care during the next 1000 days, leaving 181·9 million children exposed to risks that jeopardise their healthy development. Inputs across nurturing care dimensions of health, nutrition, protection, responsive care, and learning vary substantially across countries. In LMICs, although 86·2% of children have a healthy weight in this period, less than one in three children have access to developmental stimulation or are protected from physical punishment, and only 38·8% have access to early childhood care and education services. Intervention research in LMICs in the next 1000 days is scarce. The continuity of developmentally appropriate nurturing care, coordination across health, education, and protection sectors, and the implementation of interventions to support caregivers and improve the quality of education and care remain top priorities in this period. These sectors play key roles in promoting quality early care and education for this age group, which will help maximise developmental potential and opportunities of children globally and help progress towards the achievement of the Sustainable Development Goals.