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Meaningful associations in the adolescent brain cognitive development study
•Describes the ABCD study aims and design.•Covers issues surrounding estimation of meaningful associations, including population inferences, effect sizes, and control of covariates.•Outlines best practices for reproducible research and reporting of results.•Provides worked examples that illustrate the main points of the paper.
The Adolescent Brain Cognitive Development (ABCD) Study is the largest single-cohort prospective longitudinal study of neurodevelopment and children's health in the United States. A cohort of n = 11,880 children aged 9–10 years (and their parents/guardians) were recruited across 22 sites and are being followed with in-person visits on an annual basis for at least 10 years. The study approximates the US population on several key sociodemographic variables, including sex, race, ethnicity, household income, and parental education. Data collected include assessments of health, mental health, substance use, culture and environment and neurocognition, as well as geocoded exposures, structural and functional magnetic resonance imaging (MRI), and whole-genome genotyping. Here, we describe the ABCD Study aims and design, as well as issues surrounding estimation of meaningful associations using its data, including population inferences, hypothesis testing, power and precision, control of covariates, interpretation of associations, and recommended best practices for reproducible research, analytical procedures and reporting of results.
Journal Article
Finger Use and Arithmetic Skills in Children and Adolescents: a Scoping Review
Although the role played by finger use in children’s numerical development has been widely investigated, their benefit in arithmetical contexts is still debated today. This scoping review aimed to systematically identify and summarize all studies that have investigated the relation between fingers and arithmetic skills in children. An extensive search on Ovid PsycINFO and Ovid Eric was performed. The reference lists of included articles were also searched for relevant articles. Two reviewers engaged in study selection and data extraction independently, based on the eligibility criteria. Discrepancies were resolved through discussion. Of the 4707 identified studies, 68 met the inclusion criteria and 7 additional papers were added from the reference lists of included studies. A total of 75 studies were included in this review. They came from two main research areas and were conducted with different aims and methods. Studies published in the mathematical education field (n = 29) aimed to determine what finger strategies are used during development and how they support computation skills. Studies published in cognitive psychology and neuroscience (n = 45) specified the cognitive processes and neurobiological mechanisms underlying the fingers/arithmetic relation. Only one study combined issues raised in both research areas. More studies are needed to determine which finger strategy is the most effective, how finger sensorimotor skills mediate the finger strategies/arithmetic relation, and how they should be integrated into educational practice.
Journal Article
Alive at work : the neuroscience of helping your people love what they do
We've all seen the oft-cited Gallup poll that reports that an alarming majority of the workforce is disengaged and unmotivated. In Alive at Work, social psychologist Dan Cable argues that the reason for all the unhappiness is biological: organizations, in an effort to routinize work and establish clear-cut performance metrics, are suppressing what neuroscientists call our Seeking Systems, the part of our brain that craves exploration and learning. The good news is that organizations can activate our Seeking Systems, and, as Cable explains, it doesn't take extensive overhauls to their cultures to do so. With small changes, managers and supervisors can make meaningful impacts on our lives and restore our zest for work. For instance, the book reveals: how new hires exhibited their best traits and were less likely to quit in the future after sharing stories about themselves during on-boarding seminars, how Italian factory workers reduced their anxiety about a new process by playing with Legos, how employees at Make-A-Wish reduced burnout by crafting their own job titles. Filled with real-life examples from the author's own research and consulting, Alive at Work equips managers--and anyone looking to find more joy in their nine-to-five existence--with the guidance to maximize the curiosity and passion that lives within themselves and others.-- Provided by publisher
Book
Genotype Data and Derived Genetic Instruments of Adolescent Brain Cognitive Development Study® for Better Understanding of Human Brain Development
The data release of Adolescent Brain Cognitive Development® (ABCD) Study represents an extensive resource for investigating factors relating to child development and mental wellbeing. The genotype data of ABCD has been used extensively in the context of genetic analysis, including genome-wide association studies and polygenic score predictions. However, there are unique opportunities provided by ABCD genetic data that have not yet been fully tapped. The diverse genomic variability, the enriched relatedness among ABCD subsets, and the longitudinal design of the ABCD challenge researchers to perform novel analyses to gain deeper insight into human brain development. Genetic instruments derived from the ABCD genetic data, such as genetic principal components, can help to better control confounds beyond the context of genetic analyses. To facilitate the use genomic information in the ABCD for inference, we here detail the processing procedures, quality controls, general characteristics, and the corresponding resources in the ABCD genotype data of release 4.0.
Journal Article
Smart parenting, smarter kids : the one brain book you need to help your child grow brighter, healthier, and happier
When children are guided in healthy ways, their minds blossom and they are able to reach their full potential--academically, socially, physically, and emotionally. In his previous bestseller, Why Do They Act That Way?, Dr. David Walsh, an expert at translating cutting-edge neuroscience findings into practical parenting suggestions, showed how to manage the difficult teenage years by understanding how the adolescent brain develops. Now he's written a complete guide to parenting from birth through the teen years, with recommendations that will help maximize any child's potential. Some discoveries in neuroscience confirm age-old parental wisdom, while others may prompt you to make immediate changes; still other brain discoveries help explain behaviors that have puzzled parents forever. This book doesn't just describe new findings or explain interesting facts--it equips parents with usable information across a range of topics, like exercise, nutrition, play, sleep, stress, self-discipline, emotional intelligence, and connection.--From publisher description.
Book
Strengthening associations between psychotic like experiences and suicidal ideation and behavior across middle childhood and early adolescence
Understanding risk factors related to suicidal ideation (SI) and suicidal behaviors (SB) in youth is important for informing prevention and intervention efforts. While it appears that psychotic-like experiences (PLEs) are strongly associated with both SI and SB at different points across the lifespan, the longitudinal nature of this relationship in middle childhood and early adolescence is understudied.
The study used the unique longitudinal Adolescent Brain Cognitive Development Study data. Mixed effects linear models examined associations between PLEs and SI and SB over time using three time points of data from ages 9-13.
First, analyses indicated that endorsement of SI and SB increased as youth grew older for those with increased distressing PLEs. Analyses found evidence of bidirectional relationships between PLEs with SI and SB, with evidence that PLEs at baseline were associated with worsening SI and SB over time, including a transition from SI to SB (
= 0.032, FDR
= 0.002). Exploratory analyses showed consistent evidence for strengthened associations over time for higher delusional ideation with both SI and SB (
s > 0.04, FDR
< 0.001), and for perceptual distortions with SB (
s = 0.046, FDR
< 0.001). When accounting for general psychopathology, for SB, the strengthened associations over time was significantly stronger for PLEs (
= 0.053, FDR
< 0.001) compared to general psychopathology (
= 0.022, FDR
= 0.01).
The present study indicates both SI and SB show strengthened associations with PLEs over time, and that baseline PLEs may predict worsening of suicidality over time. The findings are important clarifications about the nature of the associations between youth-reported PLEs and suicidality over time.
Journal Article
Digital Device Usage and Childhood Cognitive Development: Exploring Effects on Cognitive Abilities
The increasing ubiquity of digital devices in childhood had outpaced the understanding of their effects on cognitive development, creating a significant research gap regarding their long-term impact. Objective: The present narrative overview explored the complex relationship between digital device usage and cognitive development in childhood. Methods: We conducted a comprehensive literature search across multiple databases, including PubMed, Embase, Scopus, and Web of Science, to critically assess cognitive domains such as attention, memory, executive functions, problem-solving skills, and social cognition. Incorporating over 157 peer-reviewed studies published between 2001 and 2024, we used strict inclusion and exclusion criteria to ensure scientific rigor. Results: The review integrated empirical findings with established theoretical frameworks, particularly from cognitive development and media psychology, to highlight both the advantages and risks of early, frequent exposure to technology. The potential for digital devices to enhance cognitive skills, such as multitasking and information processing, was weighed against risks such as cognitive overload, diminished attention spans, and impaired social skills. We also examined psychological and behavioral outcomes, including identity formation, emotional regulation, and maladaptive behaviors associated with excessive screen time. Additionally, we identified strategies to mitigate negative effects, emphasizing structured digital engagement and parental involvement to support healthy cognitive and psychological growth. Our findings provided actionable recommendations for parents, educators, and policymakers, promoting optimal digital practices that enhanced cognitive development while safeguarding against potential harms. Conclusions: The review offered essential insights for stakeholders in child development, education, and policy-making, highlighting the need for balanced integration of digital tools in childhood learning environments.
Journal Article