Scholarly Works, Human Development and Family Science

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Research articles, presentations, and other scholarship

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The Influence of Ultraprocessed Food Consumption on Energy Intake in Emerging Adulthood: A Controlled Feeding Trial
Rego, Maria L. M.; Leslie, Emma; Schmall, Emily; Capra, Bailey; Hudson, Summer; Ahrens, Monica L.; Katz, Benjamin; Davy, Kevin P.; Hedrick, Valisa E.; DiFeliceantonio, Alexandra G.; Davy, Brenda M. (Wiley, 2025-11-19)
OBJECTIVE: This study examined the impact of a 2-week eucaloric diet high in ultraprocessed foods (UPF) compared to a diet without UPF (non-UPF) on ad libitum energy intake (EI) and food selection in individuals aged 18-25. METHODS: In a randomized, crossover, proof-of-concept trial, participants completed two 14-day controlled feeding periods (81% UPF vs. 0% UPF), with a 4-week washout. Diets were matched for macronutrients, fiber, added sugar, diet quality, and energy density. Following each condition, participants consumed an ad libitum buffet meal including UPF and non-UPF. Energy and food grams consumed were quantified. Statistical analyses were conducted for the full sample, late adolescents (aged 18-21), and young adults (aged 22-25). RESULTS: Twenty-seven individuals aged 22 ± 2 years (mean BMI = 24 ± 3 kg/m2) were included. Diet compliance was ~99% overall. There was no effect of diet condition on meal total kcal or grams consumed or UPF or non-UPF consumption in the full sample (all p > 0.05). In the exploratory age subgroup analysis, an interaction between diet and age was observed for total EI (p < 0.001), where total EI increased among adolescents following the UPF diet (p = 0.03, d = 0.79), but not in young adults. CONCLUSIONS: Late adolescents may be susceptible to increased EI following a UPF diet. Future trials are warranted to evaluate this possibility. TRIAL REGISTRATION: ClinicalTrials.gov: NCT05550818.
Narratives of Personal Health and Sexual Education Experiences of Emerging Adults with Disabilities
Toman, Madelyn; Wesche, Rose; Shivers, Carolyn (Springer, 2024-12-01)
Disabled communities' sexualities have been historically oppressed. Currently in the U.S., public school curricula do not include inclusive sexual education and students with disabilities are often left out of classrooms that discuss any amount of personal health and sexual education (PHSE). Research on the disabled population is filled with samples of non-disabled individuals imposing their opinions on a population that they do not belong to. The purpose of this study was to capture lived experiences of ways emerging adults with disabilities learned about PHSE. Individuals with varied disabilities were intentionally included to add breadth to the research field. The final sample consisted of eight individuals (75% female, 87% White, mean age of 21.5). After conducting narrative interviews and analyses, four story types were generated: (1) "The Self-Guided Journey", (2) "Experience is the Best Teacher", (3) "Personal Health Matters More", and (4) "Two Ears, One Mouth". Our findings highlighted the lack of formal support and access to adequate, relevant information about sexuality for disabled communities. Informal sources, like families and media, sometimes served as helpful resources for PHSE and disabilities. Individuals' disability symptoms and personal characteristics need to be considered when crafting universally applicable personal health and sexuality education.
Reimagining stagnant perspectives of family structure: Advancing a critical theoretical research agenda
Sanner, Caroline; Williams, Deadric T.; Mitchell, Sarah; Jensen, Todd M.; Russell, Luke T.; Garnett-Deakin, Aran (Wiley, 2024-12-01)
Many Americans believe that a breakdown in the "traditional" two-married-parent family and the rise in single-parent families are responsible for persistent family inequality. The general argument is that children do best when they are raised by both biological parents. Evidence increasingly calls into question conventional wisdom about the universal benefits of the two-parent family, yet mainstream approaches to studying family structure continue to reinforce oversimplistic interpretations of the impact of family structure on well-being. In this article, we reconsider long-standing assumptions about the superiority of the heteropatriarchal two-married-parent family using historical and contemporary evidence to offset the stagnant theorizing in the study of family structure. We argue that, in pursuit of better science, family researchers must commit to theoretical approaches that move us beyond conventional perspectives of families toward critical perspectives that guide more nuanced, holistic, and contextualized analyses of how family structure actually operates in people's lives.
Parent and adolescent perspectives on family problems during the COVID-19 pandemic: Implications for family resilience
Allen, Katherine R.; Crossler, Robert E.; Belanger, France; Resor, Jessica; Kissel, Heather A. (Wiley, 2025-02-01)
Objective: To understand how parents and adolescents perceive the major family problems they faced during a global pandemic, focusing on implications for family resilience. Background: Families are challenged by the upheaval in contemporary life due to a global health pandemic and unrelenting changes to work, school, civic, and home routines. Family resilience theory guided our understanding of how families perceive and understand the problems they faced during a major disruption in their lives. Method: A diverse sample of parent-adolescent pairs was surveyed at two points in time. Qualitative content analysis was used to analyze open-ended questions asking about family members' perceptions of the major problems they faced as a family during the pandemic. Results: Most participants reported a major family problem during the pandemic (e.g., unemployment, online learning, isolation, fear of COVID-19), with financial issues being the most prevalent problem. Parents were more likely to identify a major family tension, compared with adolescents, who were more likely to say they were unaware of any major family problems. Conclusion: Parents and adolescents reported substantial family stress and tension, especially around financial strain and social isolation, indicating their heightened awareness of the new risks they were facing. Both parents and adolescents also described a willingness to pull together on behalf of family well-being and adaptation. Implications: Support mechanisms through public policy and from family life practitioners can help families navigate pandemic-related stressors, assess adverse events in adolescence, promote new pathways in navigating disrupted routines, and enhance family resilience.
An ode to fetal, infant, and toddler neuroimaging: Chronicling early clinical to research applications with MRI, and an introduction to an academic society connecting the field
Pollatou, Angeliki; Filippi, Courtney A.; Aydin, Ezra; Vaughn, Kelly; Thompson, Deanne; Korom, Marta; Dufford, Alexander J.; Howell, Brittany; Zöllei, Lilla; Di Martino, Adriana; Graham, Alice; FIT’NG Group; Scheinos, Dustin; Spann, Marisa N. (Elsevier, 2022-02-07)
Fetal, infant, and toddler neuroimaging is commonly thought of as a development of modern times (last two decades). Yet, this field mobilized shortly after the discovery and implementation of MRI technology. Here, we provide a review of the parallel advancements in the fields of fetal, infant, and toddler neuroimaging, noting the shifts from clinical to research use, and the ongoing challenges in this fast-growing field. We chronicle the pioneering science of fetal, infant, and toddler neuroimaging, highlighting the early studies that set the stage for modern advances in imaging during this developmental period, and the large-scale multi-site efforts which ultimately led to the explosion of interest in the field today. Lastly, we consider the growing pains of the community and the need for an academic society that bridges expertise in developmental neuroscience, clinical science, as well as computational and biomedical engineering, to ensure special consideration of the vulnerable mother-offspring dyad (especially during pregnancy), data quality, and image processing tools that are created, rather than adapted, for the young brain.
Deep Approaches to Learning, Student Satisfaction, and Employability in STEM
Kapania, Madhu; Savla, Jyoti S.; Skaggs, Gary (MDPI, 2025-08-29)
This study examines the link between deep approaches to learning (DAL) and undergraduate senior students’ employability skills and perceived satisfaction in STEM fields in the United States. DAL, comprising higher-order (HO) and reflective/integrated (RI) learning constructs, enhances the understanding of real-world applications and promotes reflective thinking about individual ideas in broader contexts. HO activities focus on analyzing, synthesizing, and applying new information in practical scenarios such as internships, classroom discussions, and presentations. RI activities involve integrating existing knowledge with new ideas. The efficacy of DAL in improving student outcomes including employability and satisfaction skills was investigated using Structural Equation Modeling (SEM), which included a Confirmatory Factor Analysis (CFA) to measure observed variables associated with the four latent factors (HO, RI, student satisfaction, and employability skills), followed by structural analysis to explore the relationship between these latent factors. Data from 14,292 senior students surveyed by the National Study of Student Engagement (NSSE) in 2018 were analyzed. The results indicated a significant positive effect of DAL on students’ satisfaction and perceived employability skills, underscoring its importance in higher education for STEM students. These findings can guide higher education institutions (HEIs) in focusing on DAL activities for meaningful learning outcomes and enhanced critical thinking.
Long-Term Effects of Adverse Maternal Care on Hypothalamic–Pituitary–Adrenal (HPA) Axis Function of Juvenile and Adolescent Macaques
McCormack, Kai; Bramlett, Sara; Morin, Elyse L.; Siebert, Erin R.; Guzman, Dora; Howell, Brittany; Sanchez, Mar M. (MDPI, 2025-02-15)
Early life adversity (ELA) is a known risk factor for psychopathology, including stress-related anxiety and depressive disorders. The underlying mechanisms and developmental changes remain poorly understood. A likely underpinning is the impact of ELA on the development of stress response systems, including the hypothalamic–pituitary–adrenal (HPA) axis. Our group studied a translational ELA model of spontaneous infant maltreatment by the mother in rhesus macaques, where we used a cross-fostering design to randomly assign infant macaques to either Control or Maltreating (MALT) foster mothers at birth to examine the impact of adverse caregiving on the development of the HPA axis, while controlling for the confounding effects of heritable and prenatal factors. We previously reported higher levels of plasma and hair cortisol (CORT) across the first 6 postnatal months (equivalent to the first 2 years of life in humans) in the MALT than in the Control infants. Here, we followed the same cohort of infants longitudinally to assess the long-term developmental impact of this adverse experience on HPA axis function during the juvenile (12, 18 months) and late adolescent (~5 years) periods. For this, we collected measurements of diurnal CORT rhythm and glucocorticoid negative feedback using the dexamethasone suppression test (DST). At 12 months, we found higher diurnal CORT secretion in MALT females compared to Control females, and impaired negative feedback in response to the DST in both sexes in the MALT group. However, ELA group differences in the HPA axis function disappeared by 18 months and late adolescence, while sex differences in diurnal CORT rhythm emerged or became stronger. These results suggest that infant maltreatment causes dysregulation of the HPA axis during the first year of life, with HPA axis function normalizing later, during the pre-pubertal juvenile period and adolescence. This suggests that the impact of maltreatment on HPA axis function may be transient, at least if the adverse experience stops. Our findings are consistent with human evidence of recalibration/normalization of HPA axis function during adolescence in children that switch from adverse/deprived environments to supportive adoptive families. This research has broad implications regarding the biological processes that translate ELA to psychopathology during development and the pathways to resiliency.
Evaluation of Interactive Demonstration in Voice-assisted Counting for Young Children
Karunaratna, Sulakna; Vargas-Diaz, Daniel; Kim, Jisun; Wang, Jenny; Choi, Koeun; Lee, Sang Won (ACM, 2024-11-11)
In recent years, the number of AI voice agent applications designed to help young children learn math has increased. However, the impact of interactivity within these applications on children’s learning and engagement remains unexplored. While current apps may employ various levels of interactions, such as visual, haptic, sound, and animation, the efficacy of these interactions in facilitating children’s learning remains uncertain. This research investigates how varying levels of interactivity in touch-based interfaces, combined with an AI voice agent, affect the learning of counting skills in children aged 2 to 4 years.We examine three conditions: baseline (no demonstration), animated demonstration, and interactive demonstration. By examining how these different levels of interactivity influence children’s engagement with math apps, this study seeks to enhance our understanding of effective design strategies for educational technology targeting early childhood education. The findings of this research hold the potential to inform the development of interfaces for math games that leverage both touch-based interactions and AI voice assistants to support young children’s learning of foundational mathematical concepts.
Associations between maternal personality dysfunction and emotion suppression and adolescent emotion suppression
Phillips, Jennifer J.; Smith, Cynthia L.; Bell, Martha A. (2024-11-27)
Background: Adaptive strategies of emotion regulation are important for adolescents, as maladaptive strategies of such can manifest as psychopathology that is sometimes severe. Individual biological characteristics and influences from peers have been shown to have an effect on the development of emotion regulation strategies in adolescents. Maternal factors, however, have received less attention in this age group regarding how they might predict emotion regulation in adolescents. Given that prior work has demonstrated that certain maternal factors, like emotion regulation and personality, play a crucial role in the development of emotion regulation strategies in early childhood, we sought to examine these associations in adolescents in our current study. Methods: Adolescents and their mothers (n = 123) both self-reported data on their own emotion regulation, and mothers also self-reported data on their own personality dysfunction. We operationalized maternal and adolescent emotion regulation as emotion suppression, a maladaptive emotion regulation strategy that is commonly used by adolescents. Results: Our data demonstrated that both maternal emotion suppression and interpersonal personality dysfunction were positively associated with adolescent emotion suppression. No associations among maternal intrapersonal personality functioning and adolescent emotion suppression were detected. Conclusions: Maternal personality dysfunction and emotion suppression both independently predicted adolescent emotion suppression use. These results support the idea that maternal characteristics play a role in shaping emotion regulation in adolescence.
Evaluating attachment-based family therapy in residential treatment in the United States: does adolescents’ increased attachment security to caregivers lead to decreases in depressive symptoms?
Diamond, Guy; Rivers, Alannah S.; Winston-Lindeboom, Payne; Russon, Jody M.; Roeske, Michael (2024-11-13)
Background: The inclusion of family therapy in residential treatment centers (RTCs) has increased over time. However, there is little data on whether empirically-supported family therapies (ESFTs) are being adopted and if they contribute to treatment effectiveness. This study aimed to test whether Attachment-Based Family Therapy (ABFT), an ESFT integrated into a large residential psychiatric system, would improve perceived attachment insecurity (anxiety and avoidance) and contribute to decreases in depression for adolescents. Method: ABFT was integrated into the clinical program of a large, residential psychiatric system. All family therapists were trained to a level of certification. Improvement was measured by changes in adolescent’s perceived attachment to caregivers and reduction in depressive symptoms. The sample included 4786 patients. Attachment insecurity and depressive symptoms were measured at intake, week 3, and week 5. A random-intercept, cross-lagged panel model was used to examine the relationships between attachment and depression over time. Results: The results generally supported hypotheses. Attachment insecurity and depressive symptoms improved over the five weeks of treatment. Improvements in attachment avoidance preceded improvements in depressive symptoms within subjects, over time. Simultaneously, improvements in depressive symptoms preceded those in both dimensions of attachment. Thus, improvement in perceived attachment was associated with a reduction in depressive symptoms. Conclusion: RTCs that can generate improvements in attachment insecurity and depressive symptoms, via ABFT or other ESFTs, might improve treatment outcomes, and ideally, adolescents’ successful transition back home to families. More research is needed to disentangle the contribution of ABFT and other treatment elements in a multimodal, residential treatment program. The study supports the call for increased incorporation of families into the RTC treatment process.
Young Children’s Directed Question Asking in Preschool Classrooms
Wong, Michelle; Choi, Koeun; Barak, Libby; Lapidow, Elizabeth; Austin, Jennifer; Shafto, Patrick; Bonawitz, Elizabeth (MDPI, 2024-08-27)
Question asking is a prevalent aspect of children’s speech, providing a means by which young learners can rapidly gain information about the world. Previous research has demonstrated that children exhibit sensitivity to the knowledge state of potential informants in laboratory settings. However, it remains unclear whether and how young children are inclined to direct questions that support learning deeper content to more knowledgeable informants in naturalistic classroom contexts. In this study, we examined children’s question-asking targets (adults, other preschoolers, self-talk) during an open-play period in a US preschool classroom and assessed how the cognitive and linguistic characteristics of questions varied as a function of the intended recipient. Further, we examined how these patterns changed with age. We recorded the spontaneous speech of individual children between the ages of 3 and 6 years (N = 30, totaling 2875 utterances) in 40-min open-period sessions in their preschool day, noting whether the speech was directed toward an adult, another child, or was stated to self. We publish this fully transcribed database with contextual and linguistic details coded as open access to all future researchers. We found that questions accounted for a greater proportion of preschoolers’ adult-directed speech than of their child-directed and self-directed speech, with a particular increase in questions that supported broader learning goals when directed to an adult. Younger children directed a higher proportion of learning questions to adults than themselves, whereas older children asked similar proportions of questions to both, suggesting a difference in younger and older children’s question-asking strategies. Although children used greater lexical diversity in questions than in other utterances, their question formulation in terms of length and diversity remained consistent across age and recipient types, reflecting their general linguistic abilities. Our findings reveal that children discriminately choose “what” and “whom” to ask in daily spontaneous conversations. Even in less-structured school contexts, preschoolers direct questions to the informant most likely to be able to provide an adequate answer.
Bridging the Gap: Early Education on Robot and AI Ethics through the Robot Theater Platform in an Informal Learning Environment
Mitchell, Jennifer; Dong, Jiayuan; Yu, Shuqi; Harmon, Madison; Holstein, Alethia; Shim, Joon Hyun; Choi, Koeun; Zhu, Qin; Jeon, Myounghoon (ACM, 2024-03-11)
With the rapid advancement of robotics and AI, educating the next generation on ethical coexistence with these technologies is crucial. Our research explored the potential of a child-robot theater afterschool program in introducing and discussing robot and AI ethics with elementary school children. Conducted with 30 participants from a socioeconomically underprivileged school, the program blended STEM (Science, Technology, Engineering & Mathematics) with the arts, focusing on ethical issues in robotics and AI. Using interactive scenarios and a theatrical performance, the program aimed to enhance children’s understanding of major ethical issues in robotics and AI, such as bias, transparency, privacy, usage, and responsibility. Preliminary findings indicate the program’s success in engaging children in meaningful ethical discussions, demonstrating the potential of innovative, interactive educational methods in early education. This study contributes significantly to integrating ethical robotics and AI in early learning, preparing young minds for a technologically advanced and socially responsible future.
Risk of Excess Maternal Folic Acid Supplementation in Offspring
Xu, Xiguang; Zhang, Ziyu; Lin, Yu; Xie, Hehuang (MDPI, 2024-03-06)
Folate, also known as vitamin B9, facilitates the transfer of methyl groups among molecules, which is crucial for amino acid metabolism and nucleotide synthesis. Adequate maternal folate supplementation has been widely acknowledged for its pivotal role in promoting cell proliferation and preventing neural tube defects. However, in the post-fortification era, there has been a rising concern regarding an excess maternal intake of folic acid (FA), the synthetic form of folate. In this review, we focused on recent advancements in understanding the influence of excess maternal FA intake on offspring. For human studies, we summarized findings from clinical trials investigating the effects of periconceptional FA intake on neurodevelopment and molecular-level changes in offspring. For studies using mouse models, we compiled the impact of high maternal FA supplementation on gene expression and behavioral changes in offspring. In summary, excessive maternal folate intake could potentially have adverse effects on offspring. Overall, we highlighted concerns regarding elevated maternal folate status in the population, providing a comprehensive perspective on the potential adverse effects of excessive maternal FA supplementation on offspring.
A collection of 157 individual neuromelanin-sensitive images accompanied by non-linear neuromelanin-sensitive atlas and a probabilistic locus coeruleus atlas
Lee, Tae-Ho; Kim, Sun Hyung; Neal, Joshua; Katz, Benjamin; Kim, Il Hwan (2024-02)
The current dataset aims to support and enhance the research reliability of neuromelanin regions in the brain- stem, such as locus coeruleus (LC), by offering raw neuromelanin-sensitive images. The dataset includes raw neuromelanin-sensitive images from 157 healthy individuals (8–64 years old). In addition, leveraging individual neuromelanin-sensitive images, a non-linear neuromelanin- sensitive atlas, generated through an iterative warping pro- cess, is included to tackle the common challenge of a limited field of view in neuromelanin-sensitive images. Finally, the dataset encompasses a probabilistic LC atlas generated through a majority voting approach with pre-existing multiple atlas-based segmentations. This process entails warping pre-existing atlases onto individual spaces and identifying voxels with a majority consensus of over 50 % across the atlases. This LC probabilistic atlas can minimize uncertainty variance associated with choosing a specific single atlas.
Interactive stories through robot musical theater for preschoolers’ STEAM education
Choi, Koeun; Yu, Shuqi; Kim, Jisun; Dong, Jia; Lee, Yeaji; Haines, Chelsea; Newbill, Phyllis; Upthegrove, Tanner; Wyatt, Ariana; Jeon, Myounghoon (2022)
A child-robot musical theater afterschool program for promoting STEAM education: A case study and guidelines
Dong, Jia; Choi, Koeun; Yu, Shuqi; Lee, Yeaji; Kim, Jisun; Vajir, Devanshu; Haines, Chelsea; Newbill, Phyllis; Wyatt, Ariana; Upthegrove, Tanner; Jeon, Myounghoon (Taylor & Francis, 2023-03-16)
With the advancements of machine learning and AI technologies, robots have been more widely used in our everyday life and they have also been used in education. The present study introduces a 12-week child-robot theater afterschool program designed to promote science, technology, engineering, and mathematics (STEM) education with art elements (STEAM) for elementary students using social robots. Four modules were designed to introduce robot mechanisms as well as arts: Acting (anthropomorphism), Dance (robot movements), Music and Sounds (music composition), and Drawing (robot art). These modules provided children with basic knowledge about robotics and STEM and guided children to create a live robot theater play. A total of 16 students participated in the program, and 11 of them were involved in completing questionnaires and interviews regarding their perceptions towards robots, STEAM, and the afterschool program. Four afterschool program teachers participated in interviews, reflecting their perceptions of the program and observations of children’s experiences during the program. Our findings suggest that the present program effectively maintained children’s engagement and improved their interest in STEAM by connecting social robots and theater production. We conclude with design guidelines and recommendations for future research and programs.
TaleMate: Collaborating with Voice Agents for Parent-Child Joint Reading Experiences
Vargas-Diaz, Daniel; Karunaratna, Sulakna; Kim, Jisun; Lee, Sang Won; Choi, Koeun (ACM, 2023-10-29)
Joint reading is a key activity for early learners, with caregiver-child interactions such as questioning and feedback playing an essential role in children’s cognitive and linguistic development. However, for some parents, actively engaging children in storytelling can be challenging. To address this, we introduce TaleMate—a platform designed to enhance shared reading by leveraging conversational agents that have been shown to support children’s engagement and learning. TaleMate enables a dynamic, participatory reading experience where parents and children can choose which characters they wish to embody. Moreover, the system navigates the challenges posed by digital reading tools, such as decreased parent-child interaction, and builds upon the benefits of traditional and digital reading techniques. TaleMate offers an innovative approach to fostering early reading habits, bridging the gap between traditional joint reading practices and the digital reading landscape.
Women at the margins: Experiences with spousal incarceration in India
Gupta, Shivangi; Arditti, Joyce A. (Wiley, 2023-03)
Justice-involved families in India are underserved despite concurrent challenges including inadequate penal systems and widespread poverty. Families provide emotional and financial support to incarcerated individuals-burdens that fall upon female kin who are underresourced. Women experiencing spousal incarceration in India are likely to be from marginalized sections of society, vulnerable to co-occurring forms of oppression, making intersectional feminism a suitable theoretical framework to contextualize their lives. Through consistent interactions with the carceral institution, these women become integrated in the prison culture, experiencing secondary prisonization. Intersectional feminism helps understand variations in secondary prisonization for women inhabiting different social locations. However, this population remains understudied. We bridge the gap by building a contextualized understanding of this population using intersectional feminism, by attending to scholarship that illustrates sources of marginalization including exploitive informal work, a minoritized caste identity, and a minoritized religious identity. We offer recommendations for theory and research.
A review of the literature: How does prenatal opioid exposure impact placental health and fetal brain development?
Humphries, Audrey; Simcox, Kim; Howell, Brittany (Wiley, 2023-04)
In recent years, there has been a sixfold increase in the number of pregnant people with opioid use disorder (OUD). Rates of neonatal opioid withdrawal syndrome (NOWS), previously known as neonatal abstinence syndrome (NAS), have significantly increased in virtually every state and demographic group (Healthcare Cost Utilization Project, HCUP, 2010). NOWS is a condition resulting from chronic exposure to either therapeutic opioid use (e.g., medication for OUD, chronic pain conditions) or nonprescribed opioid use. To date, there is no known prenatal treatment to help decrease the risk of infants developing NOWS and subsequent neurodevelopmental outcomes. Given the increasing support for how placental signaling, or placental programming, may play a role in downstream pathology, prospective research investigating how the placenta is affected by chronic opioid exposure morphologically, histologically, and at the cellular level may open up potential treatment opportunities in this field. In this review, we discuss literature exploring the physiological roles of nitric oxide and dopamine not only in the vascular development of the placenta, but also in fetal cerebral blood flow, neurogenesis, neuronal differentiation, and neuronal activity. We also discuss histological preclinical studies that suggest chronic opioid exposure to induce some combination of placental dysfunction and hypoxia in a manner similar to other well-known placental pathologies, as denoted by the compensatory neovascularization and increased utilization of the placenta's supply of trophoblast cells, which play an essential role in placental angiogenesis. Overall, we found that the current literature, while limited, suggests chronic opioid exposure negatively impacts placental function and fetal brain development on a cellular and histopathological level. We conclude that it is worthwhile to consider the placenta as a therapeutic target with the ultimate goal of decreasing the incidence of NOWS and the long-term impacts of prenatal opioid exposure.
From terrible twos to sassy sixes: The development of vocabulary and executive functioning across early childhood
Bruce, Madeleine D.; Savla, Jyoti S.; Bell, Martha Ann (Wiley, 2023-04)
Across the early childhood period of development, young children exhibit considerable growth in their executive functioning (EF) and vocabulary abilities. Understanding the developmental trajectory of these seemingly interrelated processes is important as both early vocabulary and EF have been shown to predict critical academic and socio-emotional outcomes later in childhood. Although previous research suggests that EF and vocabulary are correlated in early childhood, much of the existing longitudinal research has focused on unidirectional relations among preschool child samples. The current large-scale study, therefore, sought to examine whether children's vocabulary and EF abilities are bidirectionally related over time across four measurement waves in early childhood (i.e., at ages 2, 3, 4, and 6). At each timepoint, children's vocabulary skills were positively correlated with their concurrent EF abilities. After controlling for child sex and maternal education status, the best-fitting, cross-lagged panel model was a unidirectional model whereby children's early vocabulary scores predicted their later EF performance at each timepoint. Although age 2 EF significantly predicted age 3 vocabulary size, this association was no longer significant after accounting for maternal education status. Our results illustrate that vocabulary size plays an important role in predicting children's later EF performance across various timepoints in early childhood, even after controlling for children's initial EF scores. These findings have important implications for intervention research as fostering early vocabulary acquisition may serve as a possible avenue for improving EF outcomes in young children.

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