Department of Human Development and Family Science

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Browsing Department of Human Development and Family Science by Department "Human Development and Family Science"

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    Age differences in functional network reconfiguration with working memory training
    Iordan, Alexandru D.; Moored, Kyle D.; Katz, Benjamin; Cooke, Katherine A.; Buschkuehl, Martin; Jaeggi, Susanne M.; Polk, Thad A.; Peltier, Scott J.; Jonides, John; Reuter-Lorenz, Patricia A. (2021-04-15)
    Demanding cognitive functions like working memory (WM) depend on functional brain networks being able to communicate efficiently while also maintaining some degree of modularity. Evidence suggests that aging can disrupt this balance between integration and modularity. In this study, we examined how cognitive training affects the integration and modularity of functional networks in older and younger adults. Twenty three younger and 23 older adults participated in 10 days of verbal WM training, leading to performance gains in both age groups. Older adults exhibited lower modularity overall and a greater decrement when switching from rest to task, compared to younger adults. Interestingly, younger but not older adults showed increased task-related modularity with training. Furthermore, whereas training increased efficiency within, and decreased participation of, the default-mode network for younger adults, it enhanced efficiency within a task-specific salience/sensorimotor network for older adults. Finally, training increased segregation of the default-mode from frontoparietal/salience and visual networks in younger adults, while it diffusely increased between-network connectivity in older adults. Thus, while younger adults increase network segregation with training, suggesting more automated processing, older adults persist in, and potentially amplify, a more integrated and costly global workspace, suggesting different age-related trajectories in functional network reorganization with WM training.
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    The Decline in Intrinsic Connectivity Between the Salience Network and Locus Coeruleus in Older Adults: Implications for Distractibility
    Lee, Tae-Ho; Kim, Sun Hyung; Katz, Benjamin; Mather, Mara (2020-01-31)
    We examined functional connectivity between the locus coeruleus (LC) and the salience network in healthy young and older adults to investigate why people become more prone to distraction with age. Recent findings suggest that the LC plays an important role in focusing processing on salient or goal-relevant information from multiple incoming sensory inputs (Mather et al., 2016). We hypothesized that the connection between LC and the salience network declines in older adults, and therefore the salience network fails to appropriately filter out irrelevant sensory signals. To examine this possibility, we used resting-state-like fMRI data, in which all task-related activities were regressed out (Fair et al., 2007; Elliott et al., 2019) and performed a functional connectivity analysis based on the time-course of LC activity. Older adults showed reduced functional connectivity between the LC and salience network compared with younger adults. Additionally, the salience network was relatively more coupled with the frontoparietal network than the default-mode network in older adults compared with younger adults, even though all task-related activities were regressed out. Together, these findings suggest that reduced interactions between LC and the salience network impairs the ability to prioritize the importance of incoming events, and in turn, the salience network fails to initiate network switching (e.g., Menon and Uddin, 2010; Uddin, 2015) that would promote further attentional processing. A chronic lack of functional connection between LC and salience network may limit older adults' attentional and executive control resources.
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    Examining the Factor Structure of the Home Mathematics Environment to Delineate Its Role in Predicting Preschool Numeracy, Mathematical Language, and Spatial Skills
    Purpura, David J.; King, Yemimah A.; Rolan, Emily; Hornburg, Caroline Byrd; Schmitt, Sara A.; Hart, Sara A.; Ganley, Colleen M. (2020-08-06)
    A growing body of evidence suggests that the ways in which parents and preschool children interact in terms of home-based mathematics activities (i.e., the home mathematics environment; HME) is related to children's mathematics development (e.g., primarily numeracy skills and spatial skills); however, this body of evidence is mixed with some research supporting the relation and others finding null effects. Importantly, few studies have explicitly examined the factor structure of the HME and contrasted multiple hypothesized models. To develop more precise models of how the HME supports children's mathematics development, the structure of the HME needs to be examined and linked to mathematics performance. The purpose of this study was to extend prior work by replicating the factor structure of the HME (as one general HME factor and three specific factors of direct numeracy, indirect numeracy, and spatial) and using those factors to predict direct assessments of children's numeracy, mathematical language, and spatial skills. It was hypothesized that the general HME factor would be related to each direct assessment, the direct numeracy factor would be related to both numeracy and mathematical language, and the spatial factor would be related to spatial skills. Using a sample of 129 preschool children (Mage = 4.71 years,SD= 0.55; 46.5% female), a series of confirmatory factor analyses were conducted. Results diverged somewhat from prior work as the best fitting model was a bifactor model with a general HME factor and two specific factors (one that combined direct and indirect numeracy activities and another of spatial activities) rather than three specific factors as had previously been found. Further, structural equation modeling analyses suggested that, in contrast to expectations, only the direct + indirect numeracy factor was a significant predictor of direct child assessments when accounting for age, sex, and parental education. These findings provide evidence that a bifactor model is important in understanding the structure of the HME, but only one specific factor is related to children's outcomes. Delineating the structure of the HME, and how specific facets of the HME relate to children's mathematics skills, provides a strong foundation for understanding and enhancing the mechanisms that support mathematics development.
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    Illuminating inequality in access: Variation in enrollment in undergraduate engineering programs across Virginia's high schools
    Knight, David B.; Grohs, Jacob R.; Bradburn, Isabel S.; Kinoshita, Timothy J.; Vaziri, Stacey; Matusovich, Holly M.; Carrico, Cheryl (2020-10-06)
    Background Determining the root causes of persistent underrepresentation of different subpopulations in engineering remains a continued challenge. Because place-based variation of resource distribution is not random and because school and community contexts influence high school outcomes, considering variation across those contexts should be paramount in broadening participation research. Purpose/Hypothesis This study takes a macroscopic systems view of engineering enrollments to understand variation across one state's public high school rates of engineering matriculation. Design/Method This study uses a dataset from the Virginia Longitudinal Data System that includes all students who completed high school from a Virginia public school from 2007 to 2014 (N= 685,429). We explore geographic variation in four-year undergraduate engineering enrollment as a function of gender, race/ethnicity, and economically disadvantaged status. Additionally, we investigate the relationship between characteristics of the high school and community contexts and undergraduate engineering enrollment across Virginia's high schools using regression analysis. Results Our findings illuminate inequality in enrollment in engineering programs at four-year institutions across high schools by gender, race, and socioeconomic status (and the intersections among those demographics). Different high schools have different engineering enrollment rates among students who attend four-year postsecondary institutions. We show strong associations between high schools' engineering enrollment rates and four-year institution enrollment rates as well as moderate associations for high schools' community socioeconomic status. Conclusions Strong systemic forces need to be overcome to broaden participation in engineering. We demonstrate the insights that state longitudinal data systems can illuminate in engineering education research.
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    A Long and Winding Road: Dementia Caregiving With Grit and Grace
    Roberto, Karen A.; McCann, Brandy R.; Blieszner, Rosemary; Savla, Jyoti S. (Oxford University Press, 2019)
    Background and Objectives: Many dementia caregivers provide care for numerous years. Exhibiting grit, or commitment and persistence in the face of adversity, may bolster their ability to manage caregiving challenges. We explored grit in relationship to memory and behavior problems and response to stressors among women engaged in long-term dementia care. Research Design and Methods: Informed by a life course perspective, and guided by stress-process theory, we interviewed 10 women with a spouse or parent initially diagnosed with mild cognitive impairment 4 times over 10 years. Using Charmaz’s analysis methods and grit as a sensitizing concept, we employed an unfolding analytic strategy involving (a) thematic analysis to identify expressions of grit in response to caregiving stressors across interviews and (b) case-by-case comparisons to assess associations of grit with the use of care strategies across caregivers over time. Results: Dementia caregivers experienced unrelenting and changing psychosocial and physical challenges. Over time, most women exhibited a sustained commitment to the relationship through the ways in which they protected the identity of the person with dementia, modified their expectations for emotional intimacy, and managed their financial affairs. They persevered as their roles and relationships fluctuated, often finding purpose and relief through employment and leisure pursuits. As care intensified, women who took charge and consciously made decisions in the best interest of the care recipient and themselves minimized stress. Discussion and Implications: While some caregivers exhibited grit from the outset, all showed enhanced perseverance and commitment to the ways they managed memory-related changes over time. Developing confidence in their ability to manage and provide care helped the caregivers respond to stressors with purpose and sustain their roles and responsibilities. Enhancing grit in long-term dementia caregivers may result in better individual and relational outcomes.
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    Measuring Walsh’s Family Resilience Framework: Reliability and Validity of the Family Resilience Assessment Among Women with a History of Breast Cancer
    Duncan Lane, C.; Meszaros, Peggy S.; Savla, Jyoti S. (Informa, 2017-10-03)
    Walsh’s family resilience framework presents a comprehensive and inclusive lens of family process that may assist clinicians, family service professionals, and health care providers with understanding the functioning of individuals and families in their care. A mechanism for using this framework is needed, as is empirical evidence of its cogency. This article reports on the development of the Family Resilience Assessment, a 29-item survey intended to assess dimensions of Walsh’s framework. The Family Resilience Assessment is presented as a reliable and valid mechanism for assessing the family resilience framework. Results of the use of the survey with women with a history of breast cancer demonstrate that it is a reliable instrument with content and construct validity.
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    Mental Health and Social Development Effects of the Abecedarian Approach
    Sparling, Joseph; Ramey, Sharon L.; Ramey, Craig T. (MDPI, 2021-06-30)
    The Abecedarian Approach is an early intervention and contains a broad-spectrum adult/child curriculum. The Approach has been studied in three longitudinal randomized controlled trials in the USA, starting in 1972 and continuing today. Recent research studies in multiple countries have examined the Abecedarian Approach during the first three years of life. The collective findings from these studies lead to the conclusion that human development is malleable, especially in the years before school entry, and that high-quality early intervention exerts positive, early, and long-lasting influences on human development, including social development and mental health.
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    Neural correlates of working memory training: Evidence for plasticity in older adults
    Iordan, Alexandru D.; Cooke, Katherine A.; Moored, Kyle D.; Katz, Benjamin; Buschkuehl, Martin; Jaeggi, Susanne M.; Polk, Thad A.; Peltier, Scott J.; Jonides, John; Reuter-Lorenz, Patricia A. (2020-08-15)
    Brain activity typically increases with increasing working memory (WM) load, regardless of age, before reaching an apparent ceiling. However, older adults exhibit greater brain activity and reach ceiling at lower loads than younger adults, possibly reflecting compensation at lower loads and dysfunction at higher loads. We hypothesized that WM training would bolster neural efficiency, such that the activation peak would shift towards higher memory loads after training. Pre-training, older adults showed greater recruitment of the WM network than younger adults across all loads, with decline at the highest load. Ten days of adaptive training on a verbal WM task improved performance and led to greater brain responsiveness at higher loads for both groups. For older adults the activation peak shifted rightward towards higher loads. Finally, training increased task-related functional connectivity in older adults, both within the WM network and between this task-positive network and the task-negative/default-mode network. These results provide new evidence for functional plasticity with training in older adults and identify a potential signature of improvement at the neural level.
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    Reduction of Risk Factors for ACL Re-injuries using an Innovative Biofeedback Approach: Rationale and Design
    Queen, Robin M.; Peebles, Alexander T.; Miller, Thomas K.; Savla, Jyoti S.; Ollendick, Thomas H.; Messier, Stephen P.; Williams, DS Blaise III (Elsevier, 2021-06)
    Nearly 1 in 60 adolescent athletes will suffer anterior cruciate ligament (ACL) injuries with 90% of these athletes electing to undergo an ACL reconstruction (ACLR) at an estimated annual cost of $3 billion. While ACLR and subsequent rehabilitation allow these athletes to return to sports, they have a 15-fold increased risk of second ACL injuries. The modification of post-operative rehabilitation to improve movement and loading symmetry using visual and tactile biofeedback could decrease the risk factors for sustaining a second ACL injury. Participants included 40 adolescent ACLR patients who were intending to return to full sport participation. This preliminary randomized controlled trial (RCT) examined the changes in knee extension moment symmetry, a known risk factor for second ACL injuries, during landing from a stop-jump task between the following time-points: pre-intervention, immediate post-intervention, and subsequent follow-up 6-weeks post-intervention. Participants met twice per week for six-weeks (12-session). The intervention included bilateral squat biofeedback (visual and tactile); the attention control group attended weekly educational sessions. This RCT enrolled and randomize 40 participants over a two-and-a-half-year period. All participants were greater than 4.5 months post-op from a primary, unilateral ACLR and were released to participate by their treating physician. The findings from this pilot biofeedback RCT will provide critical effect size estimates for use in subsequent larger clinical trials.
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    Touchscreens for Whom? Working Memory and Age Moderate the Impact of Contingency on Toddlers' Transfer From Video
    Choi, Koeun; Kirkorian, Heather L.; Pempek, Tiffany A. (2021-02-24)
    Toddlers exhibit poor transfer between video and real-world contexts. Contingently responsive video such as that found in touchscreen apps appears to assist transfer for some toddlers but not others. This study investigated the extent to which toddlers' working memory moderates the impact of contingency on toddler's transfer of learning from video. Toddlers (24-36 months; N = 134) watched a hiding event on either (a) contingent video that advanced only after touch input or (b) non-contingent video that proceeded automatically. Toddlers then searched for a corresponding object on a felt board. Additionally, toddlers' working memory (WM) was assessed. Findings indicate WM and age moderated the impact of contingency on transfer: Contingency decreased transfer in younger children while increasing transfer among older children. However, this was only true for children with relatively low WM. Contingency had little impact on transfer among children with relatively high WM, regardless of age. Results from this study suggest that WM is one specific moderator that predicts whether toddlers are likely to learn from contingent vs. non-contingent video, yet WM does not operate in isolation. Together, these findings underscore the importance of considering multiple child characteristics when identifying the optimal conditions for toddlers' learning from symbolic media.