Letting your child pick their snack may help you eat better

January 30, 2020

Science Daily/University of Alberta

Giving in to your kid's desire for an unhealthy snack may improve your own eating choices, a new University of Alberta study shows.

The research, published in Appetite, showed that parents and other adult caregivers such as babysitters tended to make better food choices for themselves if they accommodated the youngster's request for a particular snack -- whether that snack was healthy or not.

It was a "striking finding" that shows the psychological impacts of decision-making, said lead researcher Utku Akkoc, a lecturer in the Alberta School of Business and a consumer behaviour expert who did the study for his PhD.

Through a series of experiments and a field study, Akkoc, along with co-author and U of A business professor Robert Fisher, measured how powerful caregivers felt and what foods they consumed after making decisions in various scenarios, such as when they packed a treat the child had asked for in a school lunch.

Caregivers who listened to their children's preferences ate a lower number of unhealthy foods themselves. In one experiment, participants who granted a child's snack request ate on average 2.7 fewer unhealthy snacks and 1.9 more healthy snacks than those who imposed their own preferences on the child.

The reason likely lies in how the caregivers feel about their decision, Akkoc said.

"Our theory is that moms who accommodate the child's preferences against their better judgment would end up feeling less powerful, compared to moms who successfully impose their own food choices on their children. This happens because accommodation involves a passive and less stressful willingness to yield to the child. When people feel less powerful, they make more inhibited, healthier choices like a dieter would."

By contrast, adults imposing their own choices involves "an active exercise of persuasion in trying to get the child to eat that healthy fruit salad, not a piece of chocolate cake. You feel powerful after that, because you succeeded, and you feel licensed to reward yourself with treats," Akkoc said, noting that the same was also true for caregivers who successfully imposed unhealthy food choices on their child.

The research also showed the caregivers were influenced in their personal choices if they were eating together with their child, consuming the same healthy or unhealthy food.

"We believe it's because people would feel hypocritical if they ate cake in front of a child that's made to eat fruit," Akkoc said.

The findings offer an "effective, simple recipe" in tackling the problems of poor eating and obesity, Akkoc believes.

"It shows some ways parents and other adults can increase their own healthy eating by dining together with their children after making healthy choices for them," he said.

https://www.sciencedaily.com/releases/2020/01/200130144408.htm

Brain networks come 'online' during adolescence to prepare teenagers for adult life

Brain networks come 'online' during adolescence to prepare teenagers for adult life

January 29, 2020

Science Daily/University of Cambridge

New brain networks come 'online' during adolescence, allowing teenagers to develop more complex adult social skills, but potentially putting them at increased risk of mental illness, according to new research published in the Proceedings of the National Academy of Sciences (PNAS).

Adolescence is a time of major change in life, with increasing social and cognitive skills and independence, but also increased risk of mental illness. While it is clear that these changes in the mind must reflect developmental changes in the brain, it has been unclear how exactly the function of the human brain matures as people grow up from children to young adults.

A team based in the University of Cambridge and University College London has published a major new research study that helps us understand more clearly the development of the adolescent brain.

The study collected functional magnetic resonance imaging (fMRI) data on brain activity from 298 healthy young people, aged 14-25 years, each scanned on one to three occasions about 6 to 12 months apart. In each scanning session, the participants lay quietly in the scanner so that the researchers could analyse the pattern of connections between different brain regions while the brain was in a resting state.

The team discovered that the functional connectivity of the human brain -- in other words, how different regions of the brain 'talk' to each other -- changes in two main ways during adolescence.

The brain regions that are important for vision, movement, and other basic faculties were strongly connected at the age of 14 and became even more strongly connected by the age of 25. This was called a 'conservative' pattern of change, as areas of the brain that were rich in connections at the start of adolescence become even richer during the transition to adulthood.

However, the brain regions that are important for more advanced social skills, such as being able to imagine how someone else is thinking or feeling (so-called theory of mind), showed a very different pattern of change. In these regions, connections were redistributed over the course of adolescence: connections that were initially weak became stronger, and connections that were initially strong became weaker. This was called a 'disruptive' pattern of change, as areas that were poor in their connections became richer, and areas that were rich became poorer.

By comparing the fMRI results to other data on the brain, the researchers found that the network of regions that showed the disruptive pattern of change during adolescence had high levels of metabolic activity typically associated with active re-modelling of connections between nerve cells.

Dr Petra Vértes, joint senior author of the paper and a Fellow of the mental health research charity MQ, said: "From the results of these brain scans, it appears that the acquisition of new, more adult skills during adolescence depends on the active, disruptive formation of new connections between brain regions, bringing new brain networks 'online' for the first time to deliver advanced social and other skills as people grow older."

Professor Ed Bullmore, joint senior author of the paper and head of the Department of Psychiatry at Cambridge, said: "We know that depression, anxiety and other mental health disorders often occur for the first time in adolescence -- but we don't know why. These results show us that active re-modelling of brain networks is ongoing during the teenage years and deeper understanding of brain development could lead to deeper understanding of the causes of mental illness in young people."

Measuring functional connectivity in the brain presents particular challenges, as Dr František Váša, who led the study as a Gates Cambridge Trust PhD Scholar, and is now at King's College London, explained.

"Studying brain functional connectivity with fMRI is tricky as even the slightest head movement can corrupt the data -- this is especially problematic when studying adolescent development as younger people find it harder to keep still during the scan," he said. "Here, we used three different approaches for removing signatures of head movement from the data, and obtained consistent results, which made us confident that our conclusions are not related to head movement, but to developmental changes in the adolescent brain."

The study was supported by the Wellcome Trust.

https://www.sciencedaily.com/releases/2020/01/200129104705.htm

Young children prefer to learn from confident people

January 27, 2020

Science Daily/University of British Columbia

Researchers found that young children between the age of four and five not only prefer to learn from people who appear confident, they also keep track of how well the person's confidence has matched with their knowledge and accuracy in the past (a concept called 'calibration') and avoid learning new information from people who have a history of being overconfident.

At a time when scams seem all around us and fake news appears to be on the rise, you might be relieved to know that even young children show some impressive skills when it comes to identifying poor sources of information, suggests new research from the University of British Columbia.

In a new study published today in the Public Library of Science ONE (PLOS ONE), researchers found that young children between the age of four and five not only prefer to learn from people who appear confident, they also keep track of how well the person's confidence has matched with their knowledge and accuracy in the past (a concept called 'calibration') and avoid learning new information from people who have a history of being overconfident. This is the first research of its kind to demonstrate that children track a person's calibration.

"We now know that children are even more savvy at social learning, learning from others, than we previously thought," said Susan Birch, the study's lead author and a UBC psychology associate professor. "They don't just prefer to learn from anyone who is confident; they avoid learning from people who have confidently given wrong information in the past."

Birch says this ability makes children less likely to fall prey to misinformation and ultimately ensures they are learning the most accurate information.

Interestingly, despite these sophisticated reasoning abilities in young children, they still don't have an adult-like understanding of confidence, and its opposite hesitancy, even by eight years old.

"Children appear to treat hesitancy as separate from, rather than the opposite of, confidence," said Birch. "They don't fully understand what it means to be hesitant and the inferences they apply to whether a person's confidence is justified don't get applied to hesitancy."

For example, adults recognize responding hesitantly is justified when you don't know the answer to something, but the children in their experiments did not recognize this.

Across three experiments, the researchers tested 662 children between the ages of three and 12. The researchers showed them pre-recorded videos of actors displaying justified and unjustified confidence as well as justified and unjustified hesitancy and then documented who the children preferred to learn new words from and who they found smarter.

The researchers say that the children may be quicker to learn that a person's confidence can be justified (match with their level of knowledge) than to learn that a person's hesitancy can also be justified, because their brains are wired to attend more to clues than misinformation. In other words, learning to trust people when they are justifiably hesitant may be harder than learning to mistrust people when they are unjustifiably confident. More research will need to be conducted to find out when children start having a better understanding of hesitancy.

As a result of this study, researchers recommend that parents and educators should not only pay attention to what they're communicating to children but also how they're doing it, as it may undermine their credibility in the long term.

https://www.sciencedaily.com/releases/2020/01/200127145459.htm

High air pollution exposure in 1-year-olds linked to structural brain changes at age 12

January 24, 2020

Science Daily/Cincinnati Children's Hospital Medical Center

A new study suggests that significant early childhood exposure to traffic-related air pollution (TRAP) is associated with structural changes in the brain at the age of 12.

The Cincinnati Children's Hospital Medical Center study found that children with higher levels of TRAP exposure at birth had reductions at age 12 in gray matter volume and cortical thickness as compared to children with lower levels of exposure.

"The results of this study, though exploratory, suggest that where you live and the air you breathe can affect how your brain develops, says Travis Beckwith, PhD, a research fellow at Cincinnati Children's and lead author of the study. "While the percentage of loss is far less than what might be seen in a degenerative disease state, this loss may be enough to influence the development of various physical and mental processes."

Gray matter includes regions of the brain involved in motor control as well as sensory perception, such as seeing and hearing. Cortical thickness reflects the outer gray matter depth. The study found that specific regions in the frontal and parietal lobes and the cerebellum were affected with decreases on the order of 3 to 4 percent.

"If early life TRAP exposure irreversibly harms brain development, structural consequences could persist regardless of the time point for a subsequent examination," says Dr. Beckwith.

The researchers on the study, which is published online in PLOS One, used magnetic resonance imaging to obtain anatomical brain images from 147 12 year olds. These children are a subset of the Cincinnati Childhood Allergy and Air Pollution Study (CCAAPS), which recruited volunteers prior to the age of six months to examine early childhood exposure to TRAP and health outcomes.

The volunteers in the CCAAPS had either high or low levels of TRAP exposure during their first year of life. The researchers estimated exposure using an air sampling network of 27 sites in the Cincinnati area, and 24/7 sampling was conducted simultaneously at four or five sites over different seasons. Participating children and their caregivers completed clinic visits at ages 1, 2, 3, 4, 7 and 12.

Previous studies of TRAP suggest that it contributes to neurodegenerative diseases and neurodevelopmental disorders. This work supports that TRAP changes brain structure early in life.

https://www.sciencedaily.com/releases/2020/01/200124155107.htm

Many youth living with undiagnosed chronic fatigue syndrome

January 23, 2020

Science Daily/DePaul University

Most youth living with Myalgic Encephalomyelitis/Chronic Fatigue Syndrome (ME/CFS) have not been diagnosed, according to a new prevalence study from researchers at DePaul University and Ann & Robert H. Lurie Children's Hospital of Chicago, published by the journal Child & Youth Care Forum. Leonard A. Jason, a professor of psychology at DePaul University, led the seven-year study to screen more than 10,000 children and teenagers in the Chicago area.

The researchers found that less than 5% of youth in the study who tested positive for ME/CFS had been previously diagnosed with the illness. Of the children assessed, African American and Latinx youth were twice as likely to be living with undiagnosed ME/CFS. The study was funded by the Eunice Kennedy Shriver National Institute of Child Health and Human Development, one of the National Institutes of Health. Jason has been studying ME/CFS for more than 30 years and says the illness can affect all aspects of a child's life, from physical functioning to attending school and participating in extracurricular activities.

"When you're talking about a condition that's as debilitating as this one, the health care response has not been good," said Jason. "There aren't that many physicians who are trained and skilled at diagnosing and treating this illness, and our health care system has not done a great job at trying to help people who are affected," said Jason, director of DePaul's Center for Community Research.

Working with Jason as co-principal investigator is Dr. Ben Z. Katz, a pediatric infectious disease specialist at the Ann & Robert H. Lurie Children's Hospital of Chicago. Katz is also a professor of pediatrics at Northwestern University Feinberg School of Medicine. He has collaborated with Jason and his group since the late 1990s.

"Our finding that most youth with ME/CFS have not been previously diagnosed is comparable to findings in adults," said Katz. "We definitely need better ways to identify people with this illness and to develop effective interventions for them. In particular, we need to reach African American and Hispanic youth, since in our study these groups had higher prevalence of ME/CFS. "

The prevalence of pediatric ME/CFS has been in dispute, so Jason and Katz set out to include a diverse sample of ethnic, socio-economic and demographic backgrounds. Other ME/CFS prevalence studies have drawn from tertiary care centers, which can exclude those without access to health care, explained Jason. The researchers tailored their approach by including a thorough medical and psychiatric examination, offering access to high-quality screening for those at-risk of having the illness.

Researchers screened a random sample of 10,119 youth ages 5-17 from 5,622 households. The first stage was a phone interview with parents and caretakers about the health and behavior of their children and teens. Missing school because of fatigue was one of the common symptoms among youth who showed a higher risk of having ME/CFS, and was a red flag for parents, said Jason.

Of those who screened positive over the phone, 165 youth went on to medical and psychiatric examinations. Following evaluations, a team of physicians made final diagnoses. Youth were given a diagnosis of ME/CFS if they met criteria for case definitions. Of the 42 youth diagnosed with ME/CFS, only 2 (4.8%) had been previously diagnosed with the illness.

Prevalence of pediatric ME/CFS was 0.75%, which is a bit less than 1%, with a higher prevalence among African American and Latinx youth compared to their Caucasian peers. "Clearly people of color do get this illness, and there are some myths that you have to be white middle class to have ME/CFS," said Jason.

A lack of access to health care, and therefore less opportunity for an earlier diagnosis, could explain this racial disparity, according to Jason. "There are barriers to researchers gaining access to underserved populations. They may not trust institutions as easily, and they may not also have time to bring their children into appointments," said Jason.

And, there is still stigma and misunderstanding about ME/CFS among health care providers. "They may not believe this is a condition, or might attribute it to fatigue," said Jason.

The findings point to the need for better ways to identify and diagnose youth with this illness, said Jason, who has secured more than $46 million in research grant support during his 45-year professional career at DePaul. Co-authors of the study are DePaul University graduate students Madison Sunnquist, Chelsea Torres, Joseph Cotler and Shaun Bhatia.

"We're trying to help people who have this illness have information that could be used to argue for more resources for diagnosis and treatment," said Jason.

https://www.sciencedaily.com/releases/2020/01/200123152453.htm

Cyberbullying Linked to Increased Depression and PTSD

January 22, 2020

Science Daily/University of Miami Miller School of Medicine

Cyberbullying had the impact of amplifying symptoms of depression and post-traumatic stress disorder in young people who were inpatients at an adolescent psychiatric hospital, according to a new study published in the Journal of Clinical Psychiatry. The study addressed both the prevalence and factors related to cyberbullying in adolescent inpatients.

"Even against a backdrop of emotional challenges in the kids we studied, we noted cyberbullying had an adverse impact. It's real and should be assessed," said Philip D. Harvey, Ph.D., professor of psychiatry and behavioral sciences at the University of Miami Miller School of Medicine, who co-authored the paper "Cyberbullying and Its Relationship to Current Symptoms and History of Early Life Trauma."

He says children with a history of being abused were found to be more likely to be cyberbullied, suggesting that assessments for childhood trauma should also include assessments for cyberbullying. Likewise, children who report being cyberbullied should be assessed for a history of childhood trauma.

"Cyberbullying is possibly more pernicious than other forms of bullying because of its reach," Dr. Harvey says. "The bullying can be viral and persistent. To really be bullying, it has to be personal -- a directly negative comment attempting to make the person feel bad."

The study helped to confirm other facts about cyberbullying:

• Being online regularly or the amount of time spent on social media weren't determining factors in who was cyberbullied.

• Cyberbullying cuts across all economic classes and ethnic backgrounds.

• Adolescents who have been bullied in the past had a higher risk of being bullied again.

Studying Cyberbullying's Impact on an Inpatient Psychiatric Population

The study of 50 adolescent psychiatric inpatients ages 13 to 17 examined the prevalence of cyberbullying and related it to social media usage, current levels of symptoms and histories of adverse early life experience.

Conducted from September 2016 to April 2017 at a suburban psychiatric hospital in Westchester County, New York, the study asked participants to complete two childhood trauma questionnaires and a cyberbullying questionnaire.

Twenty percent of participants reported that they had been cyberbullied within the last two months before their admission. Half of the participants were bullied by text messages and half on Facebook. Transmitted pictures or videos, Instagram, instant messages and chat rooms were other cyberbullying vehicles.

Those who had been bullied had significantly higher severity of post-traumatic stress disorder (PTSD), depression, anger, and fantasy dissociation than those who were not bullied.

Links to Childhood Trauma

Participants who reported being cyberbullied also reported significantly higher levels of lifetime emotional abuse on the study's Childhood Trauma Questionnaire than those who were not bullied. These same young people did not report a significantly higher level of other types of trauma (physical abuse, sexual abuse, emotional neglect or physical neglect).

Further studies are needed to establish whether there may be some unique consequence of childhood emotional abuse that makes troubled teens more likely to experience or report cyberbullying.

Conclusions

While all of the participants in this study were psychiatric inpatients, those who had been bullied had significantly higher scores on PTSD, depression, anger, and dissociation scales than those who were not bullied. Dr. Harvey says this finding is consistent with past research.

Dr. Harvey encourages psychologists, psychiatrists and other counselors to routinely ask young people if they were abused or traumatized when they were younger and whether they are being bullied now.

He says adding these questions to the clinical evaluation of adolescents may bring to light symptoms that may have otherwise been ignored. Additionally, factors that may be causing or contributing to those symptoms can be targeted for specific intervention.

Parents and adolescents can take action to discourage bullying, Dr. Harvey says. "It's not hard to block someone on the Internet, whether it's texting, Facebook, Twitter, or sending pictures. Ask why are people choosing you to bully? If it's something you're posting, assess that and make a change."

https://www.sciencedaily.com/releases/2020/01/200122080526.htm

Rich rewards: Scientists reveal ADHD medication's effect on the brain

Researchers scan the brain to uncover how medication for ADHD affects the brain's reward system

January 17, 2020

Science Daily/Okinawa Institute of Science and Technology (OIST) Graduate University

Researchers have identified how certain areas of the human brain respond to methylphenidate -- a stimulant drug which is used to treat symptoms of ADHD. The work may help researchers understand the precise mechanism of the drug and ultimately develop more targeted medicines for the condition.

Attention-deficit hyperactivity disorder (ADHD) is a neurobiological disorder characterized by symptoms of hyperactivity, inattention and impulsivity. People with the condition are often prescribed a stimulant drug called methylphenidate, which treats these symptoms. However, scientists do not fully understand how the drug works.

Now, researchers at the Okinawa Institute of Science and Technology Graduate University (OIST) have identified how certain areas of the human brain respond to methylphenidate. The work may help researchers understand the precise mechanism of the drug and ultimately develop more targeted medicines for the condition.

Previous research suggests that people with ADHD have different brain responses when anticipating and receiving rewards, compared to individuals without ADHD. Scientists at OIST have proposed that in those with ADHD, neurons in the brain release less dopamine -- a 'feel-good' neurotransmitter involved in reward-motivated behavior -- when a reward is expected, with dopamine neurons firing more when a reward is given.

"In practice, what this means is that children, or even young adults, with ADHD may have difficulty engaging in behavior that doesn't result in an immediate positive outcome. For example, children may struggle to focus on schoolwork, as it may not be rewarding at the time, even though it could ultimately lead to better grades. Instead, they get distracted by external stimuli that are novel and interesting, such as a classmate talking or traffic noises," said Dr Emi Furukawa, first author of the study and a researcher in the OIST Human Developmental Neurobiology Unit, led by Professor Gail Tripp.

Scientists believe that methylphenidate helps people with ADHD maintain focus by influencing dopamine availability in the brain. Therefore, Dr Furukawa and her colleagues set out to examine how the drug affects a brain region called the ventral striatum, which is a vital component of the reward system and where dopamine is predominantly released.

"We wanted to take a look at how methylphenidate affects the ventral striatum's responses to reward cues and delivery," said Furukawa.

The study, which was recently published in the journal Neuropharmacology, was jointly conducted with scientists at D'Or Institute for Research and Education (IDOR) in Rio de Janeiro, Brazil. The collaboration allowed the researchers to combine expertise across multiple disciplines and provided access to IDOR's functional magnetic resonance imaging (fMRI) facility.

Delving into the brain

The researchers used fMRI to measure brain activity in young adults with and without ADHD as they played a computer game that simulated a slot machine. The researchers scanned individuals in the ADHD group on two separate occasions -- once when they took methylphenidate and another time when they took a placebo pill. Each time the reels of the slot machine spun, the computer also showed one of two cues, either the Japanese character み (mi) or そ (so). While familiarizing themselves with the game before being scanned, the participants quickly learned that when the slot machine showed み, they often won money, but when the slot machine showed そ, they didn't. The symbol み therefore acted as a reward-predicting cue, whereas そ acted as a non-reward-predicting cue.

The researchers found that when individuals with ADHD took the placebo, neuronal activity in the ventral striatum was similar in response to both the reward predicting and non-reward predicting cue. However, when they took methylphenidate, activity in the ventral striatum increased only in response to the reward cue, showing that they were now able to more easily discriminate between the two cues.

The researchers also explored how neuronal activity in the striatum correlated with neuronal activity in the medial prefrontal cortex -- a brain region involved in decision-making that receives information from the outside world and communicates with many parts of the brain, including the striatum.

When the individuals with ADHD took placebo instead of methylphenidate, neuronal activity in the striatum correlated strongly with activity in the prefrontal cortex at the exact moment the reward was delivered, and the participants received money from the slot machine game. Therefore, the researchers believe that in people with ADHD, the striatum and the prefrontal cortex communicate more actively, which may underline their increased sensitivity to rewarding external stimuli. In participants who took methylphenidate, this correlation was low, as it was in people without ADHD.

The results implicate a second neurotransmitter, norepinephrine, in the therapeutic effects of methylphenidate. Norepinephrine is released by a subset of neurons common in the prefrontal cortex. Researchers speculate that methylphenidate might boost levels of norepinephrine in the prefrontal cortex, which in turn regulates dopamine firing in the striatum when rewards are delivered.

"It's becoming clear to us that the mechanism by which methylphenidate modulates the reward response is very complex," said Furukawa.

Tailoring New Therapies for ADHD

Despite the complexity, the scientists believe that further research could elucidate methylphenidate's mechanism of action, which could benefit millions of people worldwide.

Pinning down how methylphenidate works may help scientists develop better therapies for ADHD, said Furukawa. "Methylphenidate is effective but has some side effects, so some people are hesitant to take the medication or give it to their children," she explained. "If we can understand what part of the mechanism results in therapeutic effects, we could potentially develop drugs that are more targeted."

Furukawa also hopes that understanding how methylphenidate impacts the brain could help with behavioral interventions. For example, by keeping in mind the difference in brain responses when children with ADHD anticipate and receive rewards, parents and teachers could instead help children with ADHD stay focused by praising them frequently and reducing the amount of distracting stimuli in the environment.

https://www.sciencedaily.com/releases/2020/01/200117100257.htm

Mix of stress and air pollution may lead to cognitive difficulties in children

January 16, 2020

Science Daily/Columbia University's Mailman School of Public Health

Children with elevated exposure to early life stress in the home and elevated prenatal exposure to air pollution exhibited heightened symptoms of attention and thought problems, according to researchers at Columbia University Mailman School of Public Health and Columbia Psychiatry. Early life stress is common in youth from disadvantaged backgrounds who also often live in areas with greater exposure to air pollution.

Air pollution has negative effects on physical health, and recent work has begun to also show negative effects on mental health. Life stress, particularly early in life, is one of the best-known contributors to mental health problems. The new study is one of the first to examine the combined effects of air pollution and early life stress on school-age children. Results appear in the Journal of Child Psychology and Psychiatry.

"Prenatal exposure to polycyclic aromatic hydrocarbons, a neurotoxicant common in air pollution, seems to magnify or sustain the effects of early life social and economic stress on mental health in children," says first author David Pagliaccio, PhD, assistant professor of clinical neurobiology in psychiatry at Columbia Psychiatry.

"Air pollutants are common in our environment, particularly in cities, and given socioeconomic inequities and environmental injustice, children growing up in disadvantaged circumstances are more likely to experience both life stress and exposure to neurotoxic chemicals," says senior author Amy Margolis, PhD, assistant professor of medical psychology in psychiatry at Columbia Psychiatry.

"These exposures have a combined effect on poor mental health outcomes and point to the importance of public health programs that try to lessen exposure to these critical risk factors, to improve not only physical, but psychological health," says Julie Herbstman, PhD, associate professor of environmental health science and director of the Columbia Center for Children's Environmental Health at Columbia Mailman School of Public Health.

Data were from the CCCEH Mothers and Newborns longitudinal birth cohort study in Northern Manhattan and the Bronx, which includes many participants who self-identify as African American or Dominican. Mothers wore an air monitoring backpack during the third trimester of pregnancy to measure exposure to air pollutants in their daily lives. When their children were 5 years old, mothers reported on stress in their lives, including neighborhood quality, material hardship, intimate partner violence, perceived stress, lack of social support, and general distress levels. Mothers then reported on their child's psychiatric symptoms at ages 5, 7, 9 and 11.

The combined effect of air pollution and early life stress was seen across several measures of thought and attention problems/ADHD at age 11. (Thought problems included obsessive thoughts and behaviors or thoughts that others find strange.) The effects were also linked to PAH-DNA adducts -- a dose-sensitive marker of air pollution exposure.

The researchers say PAH and early life stress may serve as a "double hit" on shared biological pathways connected to attention and thought problems. Stress likely leads to wide-ranging changes in, for example, epigenetic expression, cortisol, inflammation, and brain structure and function. The mechanism underlying the effects of PAH is still being interrogated; however, alterations in brain structure and function represent possible shared mechanistic pathways.

Earlier studies making use of the same longitudinal cohort data found that prenatal exposure to air pollution combines with material hardship to significantly increase ADHD symptoms in children. A separate study found a combination of air pollution and poverty lowered child IQ.

https://www.sciencedaily.com/releases/2020/01/200116155436.htm

Flame retardants and pesticides overtake heavy metals as biggest contributors to IQ loss

January 14, 2020

Science Daily/New York University

Adverse outcomes from childhood exposures to lead and mercury are on the decline in the United States, likely due to decades of restrictions on the use of heavy metals, a new study finds.

Despite decreasing levels, exposure to these and other toxic chemicals, especially flame retardants and pesticides, still resulted in more than a million cases of intellectual disability in the United States between 2001 and 2016. Furthermore, as the target of significantly fewer restrictions, experts say, flame retardants and pesticides now represent the bulk of that cognitive loss.

NYU Grossman School of Medicine researchers found that IQ loss from the toxic chemicals analyzed in their study dropped from 27 million IQ points in 2001 and 2002 to 9 million IQ points in 2015 and 2016.

While this overall decline is promising, the researchers say, their findings also identify a concerning shift in which chemicals represent the greatest risk. Among toxin-exposed children, the researchers found that the proportion of cognitive loss that results from exposure to chemicals used in flame retardants, called polybrominated diphenyl ethers (PDBEs), and organophosphate pesticides increased from 67 percent to 81 percent during the same study period.

"Our findings suggest that our efforts to reduce exposure to heavy metals are paying off, but that toxic exposures in general continue to represent a formidable risk to Americans' physical, mental, and economic health," says lead study investigator Abigail Gaylord, MPH, a doctoral candidate in the Department of Population Health at NYU Langone. "Unfortunately, the minimal policies in place to eliminate pesticides and flame retardants are clearly not enough."

The substances analyzed are found in household products from furniture upholstery to tuna fish, and can build up in the body to damage organs, researchers say. Heavy metals, lead and mercury in particular, are known to disrupt brain and kidney function. In addition, they, along with flame retardants and pesticides, can interfere with the thyroid, which secretes brain-developing hormones. Experts say exposure at a young age to any of these toxins can cause learning disabilities, autism, and behavioral issues.

In their investigation, the researchers found that everyday contact with these substances during the 16-year study period resulted in roughly 1,190,230 children affected with some form of intellectual disability. Overall childhood exposures cost the nation $7.5 trillion in lost economic productivity and other societal costs.

"Although people argue against costly regulations, unrestricted use of these chemicals is far more expensive in the long run, with American children bearing the largest burden," says senior study author Leonardo Trasande, MD, MPP, the Jim G. Hendrick, MD Professor at NYU Langone Health.

Publishing online Jan. 14 in the journal Molecular and Cellular Endocrinology, the new study is the only long-term neurological and economic investigation of its kind, the authors say. The investigators analyzed PBDE, organophosphate, lead, and methylmercury exposures in blood samples from women of childbearing age and 5-year-olds. Data on women and children was obtained from the National Health and Nutrition Examination Survey.

The researchers used results from several previous environmental health studies to estimate the annual number of IQ points lost per unit of exposure to each of the four main chemicals in the study. Then, they estimated the lost productivity and medical costs over the course of the children's lives linked to long-term intellectual disability using a second algorithm, which valued each lost IQ point at $22,268 and each case of intellectual disability at $1,272,470.

While exposure to these chemicals persists despite tightened regulations, experts say Americans can help limit some of the effects by avoiding the use of household products or foods that contain them.

"Frequently opening windows to let persistent chemicals found in furniture, electronics, and carpeting escape, and eating certified organic produce can reduce exposure to these toxins," says Trasande, who also serves as chief of environmental pediatrics in the Department of Pediatrics at NYU Langone.

Trasande notes that the impact of these chemicals may be worse than their study can capture since there are far more hazards that affect brain development than the four highlighted in the investigation, and other potential consequences beyond IQ loss. "All the more reason we need closer federal monitoring of these substances," she says.

The study authors say they plan to explore the cost of exposure to endocrine-disrupting chemicals in other countries.

https://www.sciencedaily.com/releases/2020/01/200114101724.htm

Risk of lead exposure linked to decreased brain volume in adolescents

January 13, 2020

Science Daily/Children's Hospital Los Angeles

In a study using brain scans from nearly 10 thousand adolescents across the country, investigators show that risk of lead exposure is associated with altered brain anatomy and cognitive deficits in children from low income families.

Though leaded gas and lead-based paint were banned decades ago, the risk of lead exposure is far from gone. A new study led by Elizabeth Sowell, PhD, shows that living in neighborhoods with high risk of lead exposure is associated with differences in brain structure and cognitive performance in some children. Her findings, published by Nature Medicine, also show a deeper trend -- children in lower income families may be at increased risk.

Dr. Sowell and her team at The Saban Research Institute of Children's Hospital Los Angeles hypothesized that children in lower income families could be particularly vulnerable to the effects of living in high lead-risk environments. Their previous findings show that the socioeconomic status of families affects brain development. Here, they examined the association of lead exposure risk with cognitive scores and brain structure in more than 9,500 children.

Dr. Sowell's laboratory is part of the Adolescent Brain Cognitive Development (ABCD) Study, which has enrolled nearly 12,000 children from 21 sites across the United States. ABCD follows participants from the age of 9-10 into adulthood, collecting health and brain development information. It is the largest and most comprehensive study of its kind. The wealth of data collected through ABCD allows investigators like Dr. Sowell to ask questions about factors that affect adolescent brains.

Their results showed that an increased risk of lead exposure was associated with decreases in cognitive performance and in the surface area and volume of the cortex -- the surface of the brain, responsible for initiating conscious thought and action. But this was not true for children from mid- or high-income families.

No amount of lead is safe. Even at very low levels, cognitive deficits have been attributed to lead exposure. More than 72,000 neighborhoods in the United States have been assigned risk estimates for lead exposure, based on the age of homes and poverty rates. Though new houses haven't used lead-based paint since 1978, many older homes still contain lead hazards.

"Professional lead remediation of a home can cost $10,000," says Dr. Sowell, who is also a Professor of Pediatrics at the Keck School of Medicine of USC. "So, family income becomes a factor in lead exposure." Indeed, as her study reveals, the associations between lead risk and decreases in cognitive performance and brain structure are more pronounced in lower income families.

"We were interested in how lead exposure influences brain anatomy and function," says Andrew Marshall, PhD, a postdoctoral research fellow in Dr. Sowell's lab and first author of the publication. "Cognition is affected by low-level lead exposure, but there weren't any published studies about brain structure in these children."

Decreased cognitive scores and structural brain differences were only observed in lower-income families. "What we're seeing here," says Dr. Marshall, "is that there are more pronounced relationships between brain structure and cognition when individuals are exposed to challenges like low income or risk of lead exposure." The ABCD study has not yet examined blood lead levels in these children, but the authors of this publication showed that risk of lead exposure is predictive of blood lead levels. Further studies are needed to determine the precise cause for these differences, such as whether lead exposure itself or other factors associated with living in a high lead-risk environment is contributing to this association, but the study unveils a clear correlation between family income and the effects of living in high lead-risk census tracts.

However, Dr. Sowell emphasizes that income and risk of lead exposure do not define a child. "It's absolutely not a foregone conclusion that these risks make you less intellectually capable," she says. "Many children who live in low-income, high-risk areas will be successful." Her goal is to promote awareness of how environmental toxins affect children. Understanding what our children face is the first step in helping them.

"Even though lead levels are reduced from three decades ago in the environment, it's still a highly significant public health issue," says Dr. Sowell. Despite this, there are kids in high-risk environments that do not show these deficits, indicating that it is possible to mitigate lead effects.

"The take home point is that this can be fixed," she says. "Lead does not have to be in the environment. We can remove it and really help kids get healthier."

https://www.sciencedaily.com/releases/2020/01/200113111155.htm

Prenatal exposure to flame retardants linked to reading problems

January 10, 2020

Science Daily/Columbia University Irving Medical Center

A new study from researchers at Columbia University Vagelos College of Physicians and Surgeons suggests that prenatal exposure to flame retardants may increase the risk of reading problems.

The study was published in the January 2020 print edition of Environmental International.

An estimated 2 million children have learning disorders; of these, about 80% have a reading disorder. Genetics account for many, but not all, instances of reading disorders.

In the current study, the researchers hypothesized that in utero exposure to polybrominated diphenyl ethers (PBDEs) -- a type of flame retardant that is known to have adverse effects on brain development -- might alter the brain processes involved in reading. (While use of PBDEs has been banned, exposure to the compounds is still widespread because they do not degrade easily in the environment.)

The research team analyzed neuro-imaging data from 33 5-year-old children -- all novice readers -- who were first given a reading assessment to identify reading problems. They also used maternal blood samples, taken during pregnancy, to estimate prenatal exposure to PDBEs.

The researchers found that children with a better-functioning reading network had fewer reading problems. The also showed that children with greater exposure to PDBEs had a less efficient reading network.

However, greater exposure did not appear to affect the function of another brain network involved in social processing that has been associated with psychiatric disorders such as autism spectrum disorder.

"Since social processing problems are not a common aspect of reading disorders, our findings suggest that exposure to PDBEs doesn't affect the whole brain -- just the regions associated with reading," says Amy Margolis, PhD, assistant professor of medical psychology in the Department of Psychiatry at Columbia University Vagelos College of Physicians and Surgeons.

Although exposure to PDBEs affected reading network function in the 5-year-olds, it did not have an impact on word recognition in this group. The finding is consistent with a previous study, in which the effects of exposure to the compounds on reading were seen in older children but not in emergent readers. "Our findings suggest that the effects of exposure are present in the brain before we can detect changes in behavior," says Margolis. "Future studies should examine whether behavioral interventions at early ages can reduce the impact of these exposures on later emerging reading problems."

The paper is titled "Functional Connectivity of the Reading Network is Associated with Prenatal Polybrominated Diphenyl Ether Concentrations in a Community Sample of 5 Year-Old Children: A preliminary study."

https://www.sciencedaily.com/releases/2020/01/200110155258.htm

Baby and adult brains 'sync up' during play

It's not your imagination -- you and your baby really are on the same wavelength

January 9, 2020

Science Daily/Princeton University

A team of researchers has conducted the first study of how baby and adult brains interact during natural play, and they found measurable connections in their neural activity. In other words, baby and adult brain activity rose and fell together as they shared toys and eye contact.

Have you ever played with a baby and felt a sense of connection, even though they couldn't yet talk to you? New research suggests that you might quite literally be "on the same wavelength," experiencing similar brain activity in the same brain regions.

A team of Princeton researchers has conducted the first study of how baby and adult brains interact during natural play, and they found measurable similarities in their neural activity. In other words, baby and adult brain activity rose and fell together as they shared toys and eye contact. The research was conducted at the Princeton Baby Lab, where University researchers study how babies learn to see, talk and understand the world.

"Previous research has shown that adults' brains sync up when they watch movies and listen to stories, but little is known about how this 'neural synchrony' develops in the first years of life," said Elise Piazza, an associate research scholar in the Princeton Neuroscience Institute (PNI) and the first author on a paper published Dec. 17, 2019, in Psychological Science.

Piazza and her co-authors -- Liat Hasenfratz, an associate research scholar in PNI; Uri Hasson, a professor of psychology and neuroscience; and Casey Lew-Williams, an associate professor of psychology -- posited that neural synchrony has important implications for social development and language learning.

Studying real-life, face-to-face communication between babies and adults is quite difficult. Most past studies of neural coupling, many of which were conducted in Hasson's lab, involved scanning adults' brains with functional magnetic resonance imaging (fMRI), in separate sessions, while the adults lay down and watched movies or listened to stories.

But to study real-time communication, the researchers needed to create a child-friendly method of recording brain activity simultaneously from baby and adult brains. With funding from the Eric and Wendy Schmidt Transformative Technology Grant, the researchers developed a new dual-brain neuroimaging system that uses functional near-infrared spectroscopy (fNIRS), which is highly safe and records oxygenation in the blood as a proxy for neural activity. The setup allowed the researchers to record the neural coordination between babies and an adult while they played with toys, sang songs and read a book.

The same adult interacted with all 42 infants and toddlers who participated in the study. Of those, 21 had to be excluded because they "squirmed excessively," and three others flat-out refused to wear the cap, leaving 18 children, ranging in age from 9 months to 15 months.

The experiment had two portions. In one, the adult experimenter spent five minutes interacting directly with a child -- playing with toys, singing nursery rhymes or reading Goodnight Moon -- while the child sat on their parent's lap. In the other, the experimenter turned to the side and told a story to another adult while the child played quietly with their parent.

The caps collected data from 57 channels of the brain known to be involved in prediction, language processing and understanding other people's perspectives.

When they looked at the data, the researchers found that during the face-to-face sessions, the babies' brains were synchronized with the adult's brain in several areas known to be involved in high-level understanding of the world -- perhaps helping the children decode the overall meaning of a story or analyze the motives of the adult reading to them.

When the adult and infant were turned away from each other and engaging with other people, the coupling between them disappeared.

That fit with researchers' expectations, but the data also had surprises in store. For example, the strongest coupling occurred in the prefrontal cortex, which is involved in learning, planning and executive functioning and was previously thought to be quite underdeveloped during infancy.

"We were also surprised to find that the infant brain was often 'leading' the adult brain by a few seconds, suggesting that babies do not just passively receive input but may guide adults toward the next thing they're going to focus on: which toy to pick up, which words to say," said Lew-Williams, who is a co-director of the Princeton Baby Lab.

"While communicating, the adult and child seem to form a feedback loop," Piazza added. "That is, the adult's brain seemed to predict when the infants would smile, the infants' brains anticipated when the adult would use more 'baby talk,' and both brains tracked joint eye contact and joint attention to toys. So, when a baby and adult play together, their brains influence each other in dynamic ways."

This two-brain approach to neuroscience could open doors to understanding how coupling with caregivers breaks down in atypical development -- such as in children diagnosed with autism -- as well as how educators can optimize their teaching approaches to accommodate children's diverse brains.

The researchers are continuing to investigate how this neural coupling relates to preschoolers' early language learning.

https://www.sciencedaily.com/releases/2020/01/200109163956.htm

Parents aren't powerless when it comes to sleep-deprived teenagers

January 9, 2020

Science Daily/University of Rochester

Teenagers in the US simply don't get enough shut eye. The consequences of this epidemic of sleep deprivation are extensive and include increasing rates of anxiety and depression among adolescents, as well as suicidal thoughts and actions. Sleep-deprived teens are more likely to be involved in car crashes, and run a higher risk of injury during sports-related activities.

Experts have pointed to various reasons for the chronic teenage sleep deficit: growing homework loads, too many extra-curricular activities, caffeine consumption, school start times that run counter to middle and high schoolers' natural circadian rhythms, and the use of electronic devices and backlit screens, which may disrupt sleep patterns, before bedtime.

But researchers at the University of Rochester have found that a simple and timeworn solution yields solid results: a clear bedtime that parents consistently adhere to.

"Greater enforcement of parent-set bedtimes for teenagers aged 14-to-17 are associated with longer sleep duration," says Jack Peltz, lead author of a recent study, which was published in the academic journal Sleep. Peltz, now an assistant professor of psychology at Daemen College, earned his PhD in psychology at Rochester in 2013 and conducted the study as part of a research appointment at the University of Rochester Medical Center's Department of Psychiatry.

Study participants included teenagers and their parents. The team asked their teenage participants to keep twice-daily sleep diary entries over seven days, collecting reports of sleep duration, daytime energy levels, and depressive symptoms. Parents, meanwhile, provided information about their enforcement of sleep-related rules and bedtimes.

Among the key findings:

• Parent-enforced bedtimes -- along with later school start times -- are the greatest predictors of sleep duration, daytime energy level, and depressive symptoms.

• More than 50 percent of parent respondents reported no specific or enforced bedtime rules, consistent with rates measured in previous research across families in the US.

• Evening screen time and caffeine consumption did not, contrary to the researchers' hypotheses, significantly affect teenagers' sleep duration over the course of the study.

In 2014, the American Academy of Pediatrics responded to the sleep deprivation epidemic by urging school districts to start classes no earlier than 8:30 am, especially for middle and high schoolers. But to date, only about 14 percent of US high schools have heeded the recommendation, which makes the rule-setting role of parents all the more important.

The researchers acknowledge that setting a bedtime for teenagers might be difficult; but their results suggest that even with pre-bedtime conflict, parents' enforcement of bedtimes yielded better mental health outcomes for their offspring. That said -- "ideally parents should be able to work collaboratively with their teenagers to develop bedtimes that still support the child's autonomy," says Peltz.

The bottom line, according to coauthor Ronald Rogge, an associate professor of psychology at Rochester, is that "even though adolescents start gaining self-sufficiency and independence, they still need sleep and might not prioritize that if left to their own devices."

Absent an iron-clad rule, there are nevertheless healthy ranges, says Heidi Connolly, a professor of pediatrics and chief of the Division of Pediatric Sleep Medicine at Rochester, who is also a coauthor of the study. Most teenagers need 8.5 to 9.5 hours of sleep each night, she says, mirroring recommendations made by the American Academy of Sleep Medicine and endorsed by the American Academy of Pediatrics.

As for an appropriate bedtime, that of course depends on the wake-up time. "It's inherently more difficult for teenagers to fall asleep earlier than later because of their circadian rhythm," says Connolly. "That's why it's so important for high school start times to be later, as the American Academy of Pediatrics has recommended across the board."

The ideal is to feel well rested during the daytime, and spontaneously awaken at around your scheduled wake-up time even when allowed to sleep in.

The team notes that future studies may be necessary to determine if their findings hold true across a range of populations; they caution that their sample was predominantly white, well-educated, and economically advantaged.

https://www.sciencedaily.com/releases/2020/01/200109130203.htm

From as young as 4, children see males as more powerful than females

January 9, 2020

Science Daily/CNRS

As early as 4 years old, children associate power and masculinity, even in countries considered to be more egalitarian like Norway. This is what scientists at the Institut des Sciences Cognitives Marc Jeannerod (CNRS/Université Claude Bernard Lyon 1) report, in collaboration with the Universities of Oslo (Norway), Lausanne and Neuchâtel (Switzerland), in a study published on 7 January 2020 in Sex Roles. They also show that in some situations the power-masculinity association does not manifest in girls.

We know little about how representations of power interact with gender in early childhood. Researchers at the Institut des Sciences Cognitives Marc Jeannerod (CNRS/Université Claude Bernard Lyon 1), in collaboration with the Universities of Oslo (Norway), Lausanne and Neuchâtel (Switzerland) wanted to know whether children aged 3 to 6 years old in France, Lebanon, and Norway attribute more power to masculine figures than feminine figures.

In a first experiment, they showed the children a picture with two non-gendered individuals. One of them adopted a dominant physical posture and the other a subordinate posture. First the children had to guess which of these two individuals was exerting power over the other. Next they had to assign a gender to each individual (Who is the girl? Who is the boy?). The results reveal that from 4 years old, a large majority of children consider the dominant individual to be a boy. The power-masculinity association was observed in both boys and girls, and just as much in Lebanon as in France and Norway. However it was not significant in 3-year old children.

In a second experiment, this time in children aged 4 and 5 years old all in school in France, had to imagine themselves in the picture and imagine the other person as a boy or a girl. When the children had to consider their power relation with a person of the same gender as themselves, the girls and boys both largely identified with the dominant character. But when they had to consider their power relation with a person of the opposite gender, boys identified more often with the dominant character whereas girls did not significantly identify more with one or other of the characters.

Finally, in a third experiment, children aged 4 and 5 years old in Lebanon and France watched a series of exchanges between two puppets, one representing a girl and the other a boy, behind a board1. In one case, the puppets were getting ready to play a game together and the child heard one impose their choices on the other. In the other case, one puppet had more money than the other to buy ice cream. In France and Lebanon, most of the boys thought that the puppet that imposed their choices or that had more money was the male puppet. However, the girls in both countries did not attribute the dominant position preferably to one or other gender.

These results show that children have early sensitivity to a gender hierarchy, though in some situations girls do not associate power and masculinity. The scientists now hope to find out what power forms they attribute to feminine figures and whether they legitimise the expression of gendered power.

Note: The puppets, which were shown to the children before being hidden behind the board, were manipulated by the same speaker and "spoke" with the same voice, working as in a cartoon. So, behind the board, it was not to possible to differentiate them by their voice.

https://www.sciencedaily.com/releases/2020/01/200109111105.htm

Air pollution in childhood linked to schizophrenia

January 7, 2020

Science Daily/Aarhus University

Air pollution affects physical health, and research results now conclude that it also affects our psychological health. The study, which combines genetic data from iPSYCH with air pollution data from the Department of Environmental Science, shows that children who are exposed to a high level of air pollution while growing up, have an increased risk of developing schizophrenia.

"The study shows that the higher the level of air pollution, the higher the risk of schizophrenia. For each 10 ?g/m3 (concentration of air pollution per cubic metre) increase in the daily average, the risk of schizophrenia increases by approximately twenty per cent. Children who are exposed to an average daily level above 25 ?g/m3 have an approx. sixty per cent greater risk of developing schizophrenia compared to those who are exposed to less than 10 ?g/m3," explains Senior Researcher Henriette Thisted Horsdal, who is behind the study.

To put these figures into perspective, the lifetime risk of developing schizophrenia is approximately two per cent, which equates to two out of a hundred people developing schizophrenia during their life. For people exposed to the lowest level of air pollution, the lifetime risk is just under two per cent, while the lifetime risk for those exposed to the highest level of air pollution is approx. three per cent.

Unknown cause

The results of the study have just been published in the scientific journal JAMA Network Open.

"The risk of developing schizophrenia is also higher if you have a higher genetic liability for the disease. Our data shows that these associations are independent of each other. The association between air pollution and schizophrenia cannot be explained by a higher genetic liability in people who grow up in areas with high levels of air pollution," says Henriette Thisted Horsdal about the study, which is the first of its kind to combine air pollution and genetics in relation to the risk of developing schizophrenia.

The study included 23,355 people in total, and of these, 3,531 developed schizophrenia. Though the results demonstrate an increased risk of schizophrenia when the level of air pollution during childhood increases, the researchers cannot comment on the cause. Instead they emphasise that further studies are needed before they can identify the cause of this association.

https://www.sciencedaily.com/releases/2020/01/200107104913.htm

Understanding the adolescent brain

December 20, 2019

Science Daily/University of Alberta

New research from University of Alberta neuroscientists shows that the brains of adolescents struggling with mental-health issues may be wired differently from those of their healthy peers.

This collaborative research, led by Anthony Singhal, professor and chair in the Department of Psychology, involved adolescents between the ages of 14 and 17 who had a history of mental-health problems, including depression, anxiety, and ADHD. This group of teens received magnetic resonance imaging (MRI) scans designed to examine the white matter of their brains and were compared to scans from a second set of adolescents in the same age range who did not have a history of mental-health issues.

The results of the study show clear differences in connective neural pathways, as a function of cognitive control, between the healthy adolescents and those struggling with mental-health issues.

"We saw pathways that were less structurally efficient in the patients compared to the healthy controls," explained Singhal, who is also a member of UAlberta's Neuroscience and Mental Health Institute (NHMI). "Moreover, those observations correlated with attentional control test scores. In other words, less neural efficiency in key pathways was associated with an overall reduced tendency to focus attention."

The study is one of the first to show these results with adolescents, mapping onto previous studies conducted with adult participants.

"We can't paint with broad strokes that we are talking about differences between people's brains," explained Singhal. "It's just not that simple. But we do have to start somewhere, and this is a great jumping-off point."

https://www.sciencedaily.com/releases/2019/12/191220150612.htm

Chronobiology: 'We'll be in later'

December 20, 2019

Science Daily/Ludwig-Maximilians-Universität München

Students attending a high school in Germany can decide whether to begin the schoolday at the normal early time or an hour later. According to Ludwig-Maximilians-Universitaet (LMU) in Munich chronobiologists, the measure has had a positive effect on both their sleep and learning experience.

They fall asleep too late at night, and are rudely expelled from dreamland by the shrill tones of the alarm clock in the morning. Classes begin early and they must be prepared to show their mettle.

Adolescents are constantly sleep deprived, a phenomenon that can be observed worldwide. In addition, the problem is no longer confined to certain personality types and therefore of individual concern, it has become a public health issue. Indeed, the Centers for Disease Control and Prevention in the US have officially designated the matter as a public health concern. The consequences of chronic sleep deficit include not only a reduced ability to concentrate but also an increased accident risk to and from school. Studies have also detected higher risks for depression, obesity, diabetes and other chronic metabolic diseases. In light of these findings, it is hardly surprising that calls for school classes to begin later in the morning are becoming louder.

But would such a move do any good? Would a later school start actually change the sleep of adolescents for the better, and enhance their cognitive performance in class? So far, there have been few research studies of this question in Europe. A group of chronobiologists in Munich, led by Eva Winnebeck and Till Roenneberg, studied the issue at a high school in Germany that made an exceptional change to their starting time arrangement. This school instituted a system that allows senior students to decide day by day whether or not to attend the first class of the day or to come to school an hour later. This form of flexible scheduling is possible because the school has adopted what is known as the Dalton Plan (for which the institution won the German School Prize in 2013). A major component of this idea (which originated in the US) is that students are required to tackle parts of the school curriculum independently in the context of project phases. The school timetable allots 10 hours per week for these activities, half of which are scheduled for the first class at 8 o'clock in the morning. Students who choose to skip this class must work through the material in their free periods during the day or after the end of the regular school day. Students from the three senior grades (i.e. 15- to 19-year-olds) served as the study population for LMU researchers from the Institute of Medical Psychology. For 3 weeks before and 6 weeks after the introduction of the flexible system in the school in Alsdorf, the team observed how the students reacted and adapted to the change. The participating students were asked to record their sleeping patterns daily, and around half of them were equipped with activity monitors for objective sleep monitoring. At the end of the study, the participants provided information on their sleep, their overall level of satisfaction and their ability to concentrate in class and while studying course content.

The team was initially surprised by the fact that the students made relatively little use of the new-found freedom to start school later, says Eva Winnebeck. On average, they chose to miss out on the first class twice a week. On these days, they slept more than an hour longer than usual, irrespective of gender, grade, chronotype or frequency of later school starts. In other words, nearly all of the students involved in the project benefited when going later. In contrast to the era of rigid school start times, however, the switch to flexible starts did not result in a significant increase in the overall duration of students' sleep. Nevertheless, the students were very satisfied with the new scheduling model. The vast majority of students reported that they slept better and were better able to focus on the course material in school. "Perhaps the very fact that one can decide for oneself when to get up in the morning is sufficient to break the cycle and reduce the pressure," says Winnebeck. According to the authors of the study, which appears in the journal Sleep, "flexible systems are a viable alternative for implementing later school starts to improve teenage sleep." But they also underline the importance of actively encouraging students to make use of the option to start the school day later.

https://www.sciencedaily.com/releases/2019/12/191220150600.htm

Obesity could affect brain development in children

December 18, 2019

Science Daily/University of Vermont

New research found that obese children had a thinner pre-frontal cortex than normal weight children. The thinner cortex could be factor in the decreased executive function earlier studies observed among children with higher BMI. The new study confirmed that the obese subjects in the study had poorer working memory compared with normal weight children.

Published studies have long found a correlation between obesity in children and decreased executive function. New research published in JAMA Pediatrics, based on data mined from a massive national research study, suggests that a change in brain structure -- a thinner prefrontal cortex -- may help explain that interrelationship.

"Our results show an important connection; that kids with higher BMI tend to have a thinner cerebral cortex, especially in the prefrontal area," said Jennifer Laurent, an associate professor in the Department of Nursing at the University of Vermont and lead author of the study.

The findings are based on data retrieved from a National Institutes of Health-funded research project, the Adolescent Brain Cognitive Development study, or ABCD, which is following 10,000 teens over a 10 year period. Every two years, study subjects are interviewed, take a battery of tests, give blood samples and undergo brain scans.

The study analyzed results from 3,190 nine- and 10-year-olds recruited at 21 ABCD sites in 2017.

The robust study confirmed the findings of its predecessors; that subjects with higher BMI tended to have lower working memory, as measured by a list sorting test.

But it added an important component to that insight -- a physiological correlate in the brain that might help explain the connection.

"Our hypothesis going into the study was that the thickness of the cerebral cortex would 'mediate' -- or serve as an explanatory link for -- the relationship between BMI and executive function," Laurent said.

The findings did confirm the relationship, according to the study's senior author, Scott Mackey, an assistant professor of Psychiatry in the University of Vermont's Larner College of Medicine.

"We found widespread thinning of cerebral cortex" among research subjects with higher BMI, Mackey said, but especially so in the prefontal area.

"That's significant because we know that executive function, things like memory and the ability to plan, are controlled in that area of the brain," he said.

More research is needed to determine the nature of the link between the three variables.

"It could be that a thinner prefrontal cortex is affecting decision-making in some children, and they make unhealthy dietary choices as a result, which could lead to obesity," Laurent said.

Or the causal relationship could work in the opposite direction.

"We know from rodent models and adult studies that obesity can induce low grade inflammatory effects, which actually do alter cellular structure" and can lead to cardiovascular disease, Laurent said.

"With prolonged exposure to obesity, it is possible that children have chronic inflammation, and that may actually be affecting their brain in the long term," she said.

If that were the case, there would be significant public health implications, Laurent said. "We would want to proactively encourage changes in kids' diets and exercise levels at a young age with the understanding that it's not only the heart that is being affected by obesity, it is perhaps also the brain."

The decrease in working memory was a statistical observation, Laurent said, not a clinical one.

"We did not look at behavior. It's very important that this work not further stigmatize people who are obese or overweight," she said.

"What we're saying is that, according to our measures, we are seeing something that bears watching. How and if it translates to behavior is for future research to determine."

Data analysis for the study was done at the University of Vermont and Yale University. Richard Watts, director at the FAS Brain Imaging Center and research associate professor of radiology at Yale, was a co-author of the study.

https://www.sciencedaily.com/releases/2019/12/191218153444.htm

Parental coaching adolescents through peer stress

December 18, 2019

Science Daily/University of Illinois College of Agricultural, Consumer and Environmental Sciences

During early adolescence, especially the transition to middle school, kids face a number of challenges both socially and academically. Parents can act as social 'coaches,' offering support and advice to youth as they navigate these challenges. Researchers are finding that not all kids benefit from the same types of parental coaching because kids respond to stress differently.

Parents can act as social "coaches," offering support and advice to youth as they navigate these challenges by offering specific suggestions for facing challenges head-on or by encouraging kids' autonomy, to "figure it out" on their own. University of Illinois researchers are finding that not all kids benefit from the same types of parental coaching because kids respond to stress differently.

In a recent study, published in the Journal of Applied Developmental Psychology, researchers report on the connection between how mothers advise their children to respond to specific peer stress scenarios and youth stress responses during conversations about real peer experiences. They also identify what mothers do or say that is particularly helpful in facilitating youth adjustment and well-being in the face of these stressors.

"As we're thinking about the transition to middle school, we're looking at the extent to which mothers are encouraging their child to use active, engaged coping strategies, such as problem solving, help-seeking, or reframing or thinking about the situation in less threatening or negative ways," says Kelly Tu, assistant professor of human development and family studies at U of I.

The study also looks at how mothers may recognize that their children are transitioning into adolescence and looking for more autonomy and independence. "We wanted to examine the extent to which mothers are taking a step back, saying, 'I'm going to let you handle this in your own way -- what you think is best or what works for you,'" Tu says.

Mothers and youth in the study participated during the transition from fifth grade to sixth grade. Mothers were given hypothetical peer stress scenarios such as peer exclusion, peer victimization or bullying, and anxiety about meeting new peers, as well as a variety of coping suggestions. Mothers were asked to report on how they would typically advise their child to respond.

Researchers also observed conversations between youth and their mothers about real peer stress situations. Common topics that were discussed included being around kids who are rude, having problems with a friend, and being bullied, teased, or hassled by other kids.

During the conversations, researchers measured skin conductance level -- the electrical activity happening in the skin as part of the physiological "fight or flight" stress response system -- from youth's hands. "We assessed youths' physiological arousal during these problem-solving discussions to examine how the different levels of reactivity may indicate different needs of the adolescent," Tu explains.

For instance, greater reactivity during the conversations may reflect youths' higher levels of physiological arousal or anxiety in recalling that stressful experience and talking it through with the mother. Whereas less reactivity during the problem-solving conversation might serve as an indicator of youths' insensitivity to the stressful experience. And these different response patterns may require different parenting approaches.

"We found that mothers' active, engaged coping suggestions were more beneficial for low reactive youth. Low reactive youth may not be attending to cues in these conversations about stressful or challenging peer experiences, and so they may behave in ways that are unexpected, non-normative, or inappropriate. But when parents give them specific advice for how to manage challenging peer situations, this appears to be helpful," Tu says.

However, the same active, engaged approached predicted worse adjustment for kids exhibiting higher arousal. "Instead, self-reliant suggestions actually predicted better adjustment for these kids," Tu explains.

"These findings are interesting because this suggests that a multi-step process might work best for kids who are exhibiting high physiological arousal related to peer problems. If you're anxious or stressed, and your parent is telling you to face the problem head on, that might actually create more anxiety.

"But when a parent gives a highly aroused youth more autonomy about how to cope with the peer stressor, this seems to be more beneficial because parents are giving them more space and time to work through the situation in their own way," Tu says. Thus, parents may want to consider the match of their coping suggestions with adolescents' stress reactivity.

https://www.sciencedaily.com/releases/2019/12/191218153402.htm

Students do better in school when they can understand, manage emotions

Emotionally intelligent students get better grades and higher test scores, study says

December 12, 2019

Science Daily/American Psychological Association

Students who are better able to understand and manage their emotions effectively, a skill known as emotional intelligence, do better at school than their less skilled peers, as measured by grades and standardized test scores.

"Although we know that high intelligence and a conscientious personality are the most important psychological traits necessary for academic success, our research highlights a third factor, emotional intelligence, that may also help students succeed," said Carolyn MacCann, PhD, of the University of Sydney and lead author of the study. "It's not enough to be smart and hardworking. Students must also be able to understand and manage their emotions to succeed at school."

The research was published in the journal Psychological Bulletin.

The concept of emotional intelligence as an area of academic research is relatively new, dating to the 1990s, according to MacCann. Although there is evidence that social and emotional learning programs in schools are effective at improving academic performance, she believes this may be the first comprehensive meta-analysis on whether higher emotional intelligence relates to academic success.

MacCann and her colleagues analyzed data from more than 160 studies, representing more than 42,000 students from 27 countries, published between 1998 and 2019. More than 76% were from English-speaking countries. The students ranged in age from elementary school to college. The researchers found that students with higher emotional intelligence tended to get higher grades and better achievement test scores than those with lower emotional intelligence scores. This finding held true even when controlling for intelligence and personality factors.

What was most surprising to the researchers was the association held regardless of age.

As for why emotional intelligence can affect academic performance, MacCann believes a number of factors may come into play.

"Students with higher emotional intelligence may be better able to manage negative emotions, such as anxiety, boredom and disappointment, that can negatively affect academic performance," she said. "Also, these students may be better able to manage the social world around them, forming better relationships with teachers, peers and family, all of which are important to academic success."

Finally, the skills required for emotional intelligence, such as understanding human motivation and emotion, may overlap with the skills required to master certain subjects, such as history and language, giving students an advantage in those subject areas, according MacCann.

As an example, MacCann described the school day of a hypothetical student named Kelly, who is good at math and science but low in emotional intelligence.

"She has difficulty seeing when others are irritated, worried or sad. She does not know how people's emotions may cause future behavior. She does not know what to do to regulate her own feelings," said MacCann.

As a result, Kelly does not recognize when her best friend, Lucia, is having a bad day, making Lucia mad at her for her insensitivity. Lucia then does not help Kelly (as she usually does) later in English literature class, a class she often struggles in because it requires her to analyze and understand the motivations and emotions of characters in books and plays.

"Kelly feels ashamed that she can't do the work in English literature that other students seem to find easy. She is also upset that Lucia is mad at her. She can't seem to shake these feelings, and she is not able to concentrate on her math problems in the next class," said MacCann. "Because of her low emotion management ability, Kelly cannot bounce back from her negative emotions and finds herself struggling even in subjects she is good at."

MacCann cautions against widespread testing of students to identify and target those with low emotional intelligence as it may stigmatize those students. Instead, she recommends interventions that involve the whole school, including additional teacher training and a focus on teacher well-being and emotional skills.

"Programs that integrate emotional skill development into the existing curriculum would be beneficial, as research suggests that training works better when run by teachers rather than external specialists," she said. "Increasing skills for everyone -- not just those with low emotional intelligence -- would benefit everyone."

https://www.sciencedaily.com/releases/2019/12/191212095906.htm