The purpose of this study was to determine the relationship between anxious/depressed and withdrawn symptoms and performance on a variety of cognitive and academic achievement measures. The sample included 343 subjects, drawn from a pool of subjects aged 6 to 11 years who were part of a sleep apnea study. A comprehensive battery of selected tests that measured cognitive and academic achievement function was administered to all sampled subjects. Parents of the subjects were given an instrument to complete in order to assess behavior function.The obtained data were analyzed by using Pearson Product Moment Correlation Coefficient analyses, T test procedures, and chi-square analyses. A significant negative correlation was found between anxious/depressed and withdrawn symptoms and the following cognitive and academic measures: general intelligence including verbal and nonverbal abilities, language, specific executive function skills, attention and processing speed, psychomotor speed and coordination with the dominant hand trial, and a subtest assessing math problem solving skills.There were statistically significant differences found between those subjects who obtained approaching borderline and clinically significant anxious/depressed, withdrawn, and both anxious/depressed and withdrawn symptoms on the following cognitive and academic measures: general intelligence including verbal and nonverbal abilities, language, specific executive function skills, attention and processing speed, psychomotor speed and coordination with the dominant hand, the interference and/or delayed recall trial of a memory task, and basic reading, math problem solving, and early spelling/writing skills.There was a significant difference found with regard to parent education level for children identified with withdrawn symptoms as compared to children without these symptoms but there were no other differences with regard to age, gender, ethnicity, or parent education level for children identified with anxious/depressed or withdrawn symptoms as compared to children without these symptoms. Additionally, Caucasian children performed significantly better than Hispanic children on a variety of the cognitive and academic measures.Overall, these findings support the hypotheses that depressive symptomatology does impact performance on cognitive and academic measures. Additionally, methodological problems for exercising caution in the interpretation of obtained findings were discussed. The implications of these findings for psychological practitioners, educators, and physicians were described.

Thesis (Ph. D.)--University of California, San Diego and San Diego State University, 1997. / Vita. Includes bibliographical references (leaves 94-100).

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 58-62).

The present study examined developmental changes in the establishment of mother-infant tactile and visual communication within depressed and non-depressed breast- and bottlefeeding dyads. 113 (30 depressed, 83 non-depressed mothers) mother-infant dyads participated at the 1-month visit and 87 dyads returned at the 3-month lab visit. Maternal mood status was assessed. EEG recordings were taken from the infants at mid-frontal, central, parietal and occipital sites. Mothers and their infants were videotaped during a 5- minute feeding. The feeding session was coded for touch and gaze, utilizing coding scales similar to those of Polan and Ward (1994) and Moszkowski and Stack (2007). Infant self-touch significantly predicted infant EEG asymmetry scores. Non-depressed and depressed breast-feeding mothers displayed more affectionate touch while depressed bottle-feeding mothers displayed an absence of touch. / by Jillian Sader. / Thesis (M.A.)--Florida Atlantic University, 2011. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2011. Mode of access: World Wide Web.

Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 1994. / Vita. Abstract. Includes bibliographical references (leaves 216-223). Also available via the Internet.

No description available.

The relationship between lesion volume in children with traumatic brain injury (TBI) and IQ scores was investigated in this study. Participants included eight children between the ages of 8-12 years with primarily right hemisphere TBIs and 16 normals who were matched based on age and gender. Archival data employing the Wechsler Intelligence Scale for Children - III (WISC-III) scores was the source of Verbal IQ (VIQ), Performance IQ (PIQ), and Full Scale IQ (FSIQ) scores. Severity of injury was determined using the Glasgow Coma Scale (GCS) which was contained in the same archival database. Lesion volume was determined utilizing National Institute of Health (NIH) Image (Version 1.76) and magnetic resonance imaging scans of the injured children. The area of the lesion was outlined, using the freehand line tool, on successive slices, summed, and multiplied by the corresponding acquisition slice gap to obtain a measure of total volume. Results indicated that lesion volume does not explain a significant portion of the variance associated with TBI. Severely injured children had lower IQs than children with mild or no injury. Additionally, children with right hemisphere injuries had significantly lower VIQ, PIQ, and FSIQ scores than normals. Qualitative analyses revealed that lesion volume appears to be related to the change in IQ scores during recovery. Typically, children with larger lesions (e.g., more severe injury) had greater functional losses and had greater gains to make; therefore, they demonstrated greater changes in IQ score as compared to less severely injured children. Predicting the area of deficit based upon lesion location yielded results congruent with chance. Results appear to reinforce the complexity of TBI; no single piece of data explains a significant portion of the variance associated with this phenomenon. Future research should strive toExamine and control for the numerous factors associated with TBI (e.g., age, lesion location, lesion volume, premorbid abilities, parental education, GCS score, gender, use of standard test battery, and many others) within a single study. Efforts to provide optimal treatment and recovery of TBI patients could be informed by such research. / Department of Counseling Psychology and Guidance Services

This study compares the development of the human cerebral cortex of 224 girls and 284 boys in a series of cross-sectional analyses as measured by EEG coherence on normal children's brains (longisectional design). Correlations of these EEG readings taken from all brain regions between a mean age of 6 months and 16 years yield measures of synaptic communication. Time series of these measures reflect the changing growth patterns across the 16 years. Time series of mean EEG coherence are oscillating waves that travel across left-right and front-back spatial gradients in both hemispheres. Growth spurts in mean coherence correlate with the genetic process of synapse overproduction and pruning spurts correlate with synapse elimination. Growth processes in neural connections evident in each hemisphere were examined in detail. Principal components analysis with varimax rotation identified in-phase patterns of connectivity for 64 electrode-pair sites. Analyses of effect-size differences in mean and variance ratios assisted in determining the developmental patterns in each of the brain regions studied. The study finds gender differences in both neurological structures and the timing of their development, with the timing differences being most prominent. Each sex's postnatal development concentrates on networks that showed less cortical growth during early fetal development; i.e, females favor the right hemisphere and males favor the left. Gender differences are greatest in the left prefrontal medial and lateral regions and the right posterior region, supporting gender differences indicated by anatomical, neurological and psychometric assessments. These regions support cognitive tasks of language expression and articulation, spatial visualization, judgment and goal setting. Fine-grain analyses of 42 intrahemisphere electrode-pair sites indicate the timing difference at some sites is a phase shift less than a year; at other sites, the difference is substantial, not easily described by a phase-shift dimension. other gender differences related to rate of development are specified. / Ph. D.

Thesis (Ph. D.)--Illinois State University, 2001. / Title from title page screen, viewed March 14, 2006. Dissertation Committee: Mark E. Swerdlik (chair), David L. Wodrich (co-chair), Valeri Farmer-Dougan, Alvin House. Includes bibliographical references (leaves [106]-117) and abstract. Also available in print.

[pt] A presente tese intitulada Repercussões do Ômega 3 (n-3) AGPI-CL e da Saúde Mental Materna no Desenvolvimento Neuropsicológico na Infância, teve por objetivo geral investigar variáveis inerentes à nutrição e à saúde mental materna relacionando-as com o desenvolvimento na primeira infância. A organização deste trabalho deu-se em formato de artigos científicos. A primeira parte da tese foi um artigo de coorte transversal que objetivou investigar a influencia da ingestão materna de EPA e DHA durante o primeiro trimestre da gestação e o desenvolvimento cognitivo das crianças aos 18 e 24 meses de idade. A literatura monstra correlação positiva entre a ingestão destes ácidos graxos durante a gravidez e o desenvolvimento infantil. os dados da presente pesquisa revelaram que altas concentrações de DHA e EPA durante o primeiro trimestre da gravidez estão positivamente correlacionadas com o desenvolvimento cognitivo aos 18 e 24 meses de idade. O comprimento ao nascer, o nível socioeconômico e de educação paterna, também, foram variáveis preditoras para o desenvolvimento cognitivo aos 18 e 24 meses de idade. O segundo artigo desta tese foi dedicado à exploração dos efeitos dos AGPICL no desenvolvimento infantil mediante a realização de uma revisão sistemática e meta-análise. Portanto, a hipótese de que a suplementação com n-3 LCPUFA durante a gravidez melhora o desenvolvimento neurológico infantil não pode ser aceita ou rejeitada com base nos estudos incluídos nesta revisão. O terceiro artigo foi um estudo de casos múltiplos, e consistiu em desenvolver conhecimentos detalhados sobre três díades (mãe-bebê) com o objetivo de investigar a complexidade das inter-relações dos sujeitos em seu contexto. Com base nos resultados deste estudo foi observado como o baixo nível de escolaridade materna e paterna, as precárias condições socioeconômicas, e o desemprego podem desencadear doenças relacionadas à saúde mental materna, repercutindo negativamente sobre o desenvolvimento motor e a motivação da criança para explorar seu próprio ambiente. Adicionalmente, o quarto artigo versou sobre um estudo de caso (díade mãe-bebê) em que se objetivou investigar indicadores de saúde mental materna e o apoio social recebido durante a gravidez e o período pós-parto, avaliando as influências e repercussões dessas variáveis sobre o desenvolvimento de uma criança. Evidenciou-se que a criança exposta à problemas de saúde mental materna e frágil apoio social, acompanhado de baixo nível socioeconômico está mais vulnerável à fatores que prejudicam o desenvolvimento socioemocional e comportamental, afetando de forma indireta o desenvolvimento cognitivo. / [en] The present doctoral thesis entitled Repercussions of Omega 3 (n-3) AGPI-CL and Maternal Mental Health on Child Neuropsychological Development had the general objective to investigate variables inherent to nutrition and maternal mental health related to childhood development. The first section of the thesis was a transversal cohort article that aimed to investigate the influence of maternal intake of EPA and DHA during the first trimester of pregnancy period on child cognitive development during the first two years of life. Pooled results from this study showed that high serum concentrations of DHA and EPA during the first trimester of pregnancy were positively correlated with cognitive development during the second year of life. Length at birth, socioeconomic level and parental education were also predictive variables for cognitive development at 18 and 24 months of age (Article 1). The second article of this thesis explored the effects of LCPUFA on child development through a systematic and meta-analysis review (Article 2). Based on our results, the hypothesis that supplementation with n-3 LCPUFA during pregnancy improves infant neurological development cannot be accepted or rejected based on data reported by randomized control trials included in the present review. The third article was a multiple case study conducted with three dyads (mother-baby) aiming to understand the complexity of the subjects interrelations in their context in detail. Based on the results of this study, low levels of parental education, precarious socioeconomic conditions and unemployment may trigger maternal mental health, impacting negatively child s motor development and motivation to explore his or her own environment (Article 3). In addition, a single case study was conducted (mother-baby dyad) with the objective to investigate maternal mental health and social support received during the perinatal period. Repercussions of these variables on child development were addressed. It has been suggested that a child s exposure to maternal mental health problems and fragile social support, accompanied by low socioeconomic status might make them more vulnerable to other factors that might impair socio-emotional and behavioral development (Article 4).