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Predicting early emotion knowledge development among children of colour living in historically disinvested neighbourhoods: consideration of child pre-academic abilities, self-regulation, peer relations and parental education

Ursache, Alexandra; Dawson-McClure, Spring; Siegel, Jessica; Brotman, Laurie Miller
Emotion knowledge, the ability to accurately perceive and label emotions, predicts higher quality peer relations, higher social competence, higher academic achievement, and fewer behaviour problems. Less is known, however, about predictors of early development of emotion knowledge. This study examines emotion knowledge development among children attending pre-Kindergarten and Kindergarten programmes in high-poverty urban schools. The study considers child pre-academic abilities, self-regulation, peer relations and parental education as predictors of emotion knowledge development over two years. The sample (n = 1034) of children living in historically disinvested neighbourhoods was primarily Black (85%) and low-income (∼61%). The sample was part of a longitudinal follow-up study of a cluster (school) randomised controlled trial in ten public elementary schools. Children's emotion knowledge was assessed with a series of tasks three times over a two-year period. At baseline, parents and teachers reported on peer relations, children completed a test of pre-academic abilities, independent observers rated child self-regulation, and parents reported on their educational attainment. Results demonstrate that emotion knowledge increases over time, and pre-academic abilities, self-regulation, peer relations, and parent education independently predict children's emotion knowledge. This study highlights multiple factors that predict emotion knowledge among primarily Black children living in historically disinvested neighbourhoods.
PMID: 30835626
ISSN: 1464-0600
CID: 3723982

Socioeconomic status, hair cortisol and internalizing symptoms in parents and children

Ursache, Alexandra; Merz, Emily C; Melvin, Samantha; Meyer, Jerrold; Noble, Kimberly G
Socioeconomic disadvantage is consistently linked with higher risk for internalizing problems, and stress is likely one important mechanism explaining this increased risk. Few studies have examined socioeconomic differences in hair cortisol, a novel biomarker of long-term adrenocortical activity and chronic stress. Moreover, no studies have examined whether differences in hair cortisol might explain socioeconomic disparities in internalizing problems. To address these gaps, we first examined relations of socioeconomic status (SES; family income and parental education) to variation in both parents' and children's hair cortisol concentrations (HCC) and then tested whether HCC and perceptions of stress mediated relations of SES to parents' and children's internalizing symptoms. Participants were a socioeconomically diverse sample of 35 parents and 26 children (ages 5-7). Parents completed questionnaires, and hair samples were collected from parents and children. Parents reported on children's internalizing symptoms on average 2 years after the initial visit. Results demonstrated that lower parental education was associated with higher HCC for both parents and children. Effects for child HCC held even after controlling for parent HCC. Lower family income was associated with higher parent HCC, but not child HCC. This relation was nonlinear, such that the relation between HCC and income was strongest among the most disadvantaged parents. Furthermore, associations of SES with parental anxiety were significantly mediated by parental perceptions of stress and marginally mediated by parent HCC. These findings suggest that socioeconomic disadvantage is associated with greater accumulation of cortisol in hair in parents and children, and that both perceived and biological markers of stress capture important facets of the experiences that underlie socioeconomic disparities in adult anxiety.
PMCID:5421817
PMID: 28199857
ISSN: 1873-3360
CID: 2460832

Poverty-Related Adversity and Emotion Regulation Predict Internalizing Behavior Problems among Low-Income Children Ages 8-11

Raver, C Cybele; Roy, Amanda L; Pressler, Emily; Ursache, Alexandra M; Charles McCoy, Dana
The current study examines the additive and joint roles of chronic poverty-related adversity and three candidate neurocognitive processes of emotion regulation (ER)-including: (i) attention bias to threat (ABT); (ii) accuracy of facial emotion appraisal (FEA); and (iii) negative affect (NA)-for low-income, ethnic minority children's internalizing problems (N = 338). Children were enrolled in the current study from publicly funded preschools, with poverty-related adversity assessed at multiple time points from early to middle childhood. Field-based administration of neurocognitively-informed assessments of ABT, FEA and NA as well as parental report of internalizing symptoms were collected when children were ages 8-11, 6 years after baseline. Results suggest that chronic exposure to poverty-related adversity from early to middle childhood predicted higher levels of internalizing symptomatology when children are ages 8-11, even after controlling for initial poverty status and early internalizing symptoms in preschool. Moreover, each of the 3 hypothesized components of ER played an independent and statistically significant role in predicting children's parent-reported internalizing symptoms at the 6-year follow-up, even after controlling for early and chronic poverty-related adversity.
PMCID:5371746
PMID: 28036091
ISSN: 2076-328x
CID: 3143642

Socioeconomic status, white matter, and executive function in children

Ursache, Alexandra; Noble, Kimberly G
BACKGROUND: A growing body of evidence links socioeconomic status (SES) to children's brain structure. Few studies, however, have specifically investigated relations of SES to white matter structure. Further, although several studies have demonstrated that family SES is related to development of brain areas that support executive functions (EF), less is known about the role that white matter structure plays in the relation of SES to EF. One possibility is that white matter differences may partially explain SES disparities in EF (i.e., a mediating relationship). Alternatively, SES may differentially shape brain-behavior relations such that the relation of white matter structure to EF may differ as a function of SES (i.e., a moderating relationship). METHOD: In a diverse sample of 1082 children and adolescents aged 3-21 years, we examined socioeconomic disparities in white matter macrostructure and microstructure. We further investigated relations between family SES, children's white matter volume and integrity in tracts supporting EF, and performance on EF tasks. RESULTS: Socioeconomic status was associated with fractional anisotropy (FA) and volume in multiple white matter tracts. Additionally, family income moderated the relation between white matter structure and cognitive flexibility. Specifically, across multiple tracts of interest, lower FA or lower volume was associated with reduced cognitive flexibility among children from lower income families. In contrast, children from higher income families showed preserved cognitive flexibility in the face of low white matter FA or volume. SES factors did not mediate or moderate links between white matter and either working memory or inhibitory control. CONCLUSIONS: This work adds to a growing body of literature suggesting that the socioeconomic contexts in which children develop not only shape cognitive functioning and its underlying neurobiology, but may also shape the relations between brain and behavior.
PMCID:5064342
PMID: 27781144
ISSN: 2162-3279
CID: 2287382

Emotional reactivity and parenting sensitivity interact to predict cortisol output in toddlers

Blair, Clancy; Ursache, Alexandra; Mills-Koonce, Roger; Stifter, Cynthia; Voegtline, Kristin; Granger, Douglas A
Cortisol output in response to emotion induction procedures was examined at child age 24 months in a prospective longitudinal sample of 1,292 children and families in predominantly low-income and nonurban communities in two regions of high poverty in the United States. Multilevel analysis indicated that observed emotional reactivity to a mask presentation but not a toy removal procedure interacted with sensitive parenting to predict cortisol levels in children. For children experiencing high levels of sensitive parenting, cortisol output was high among children exhibiting high emotional reactivity and low among children exhibiting low emotional reactivity. For children experiencing low levels of sensitive parenting, cortisol output was unrelated to emotional reactivity.
PMCID:4540645
PMID: 26192038
ISSN: 1939-0599
CID: 1828812

Iowa Gambling Task Performance and Executive Function Predict Low-income Urban Preadolescents' Risky Behaviors

Ursache, Alexandra; Raver, C Cybele
This study examines preadolescents' reports of risk-taking as predicted by two different, but related inhibitory control systems involving sensitivity to reward and loss on the one hand, and higher order processing in the context of cognitive conflict, known as executive functioning (EF), on the other. Importantly, this study examines these processes with a sample of inner-city, low-income preadolescents and as such examines the ways in which these processes may be related to risky behaviors as a function of children's levels of both concurrent and chronic exposure to household poverty. As part of a larger longitudinal study, 382 children (ages 9 -11) provided a self-report of risky behaviors and participated in the Iowa Gambling task, assessing bias for infrequent loss (preference for infrequent, high magnitude versus frequent, low magnitude loss) and the Hearts and Flowers task assessing executive functioning. Results demonstrated that a higher bias for infrequent loss was associated with higher risky behaviors for children who demonstrated lower EF. Furthermore, bias for infrequent loss was most strongly associated with higher risk-taking for children facing highest levels of poverty. Implications for early identification and prevention of risk-taking in inner-city preadolescents are discussed.
PMCID:4581452
PMID: 26412918
ISSN: 0191-8869
CID: 1829652

Multiple aspects of self-regulation uniquely predict mathematics but not letter-word knowledge in the early elementary grades

Blair, Clancy; Ursache, Alexandra; Greenberg, Mark; Vernon-Feagans, Lynne
The relation of self-regulation measured prior to school entry to developing math and reading ability in prekindergarten through the second grade was examined in a prospective longitudinal sample of 1,292 children and families in predominantly rural and low-income communities in 2 regions of high poverty in the United States. Direct assessments of executive function, effortful control, and stress response physiology (indexed by resting levels of cortisol and alpha amylase obtained from saliva) were measured at child age 48 months and parents and teachers reported on children's effortful control using temperament rating scales at child age approximately 60 months. Math and reading ability, as measured by the Woodcock-Johnson III applied problems and letter-word subtests, respectively, were measured at prekindergarten through the second grade. Effects for self-regulation measures were seen primarily for initial level and to some extent growth in both mathematics and reading, even when controlling for family demographic characteristics that represent relevant selection factors into higher levels of both self-regulation and academic achievement. These effects persisted for mathematics but not for reading with the inclusion of child cognitive abilities, vocabulary, and speed of processing measured in prekindergarten, concurrent with the first time point for the academic measures. Results are interpreted as indicating a role for self-regulation in learning ability generally, likely through support for attention and reasoning abilities that are most specific to the assessment of mathematics in this analysis. Implications for instruction and for assessment and the best ways to support the development of early math and reading ability for children at risk for school failure are discussed.
PMCID:5264531
PMID: 25688999
ISSN: 1939-0599
CID: 1828842

Children's cortisol and salivary alpha-amylase interact to predict attention bias to threatening stimuli

Ursache, Alexandra; Blair, Clancy
Physiological responses to threat occur through both the autonomic nervous system (ANS) and the hypothalamic pituitary adrenal (HPA) axis. Activity in these systems can be measured through salivary alpha-amylase (sAA) and salivary cortisol, respectively. Theoretical work and empirical studies have suggested the importance of examining the coordination of these systems in relation to cognitive functioning and behavior problems. Less is known, however, about whether these systems interactively predict more automatic aspects of attention processing such as attention toward emotionally salient threatening stimuli. We used a dot probe task to assess attention bias toward threatening stimuli in 347 kindergarten children. Cortisol and sAA were assayed from saliva samples collected prior to children's participation in assessments on a subsequent day. Using regression analyses, we examined relations of sAA and cortisol to attention bias. Results indicate that cortisol and sAA interact in predicting attention bias. Higher levels of cortisol predicted greater bias toward threat for children who had high levels of sAA, but predicted greater bias away from threat for children who had low levels of sAA. These results suggest that greater symmetry in HPA and ANS functioning is associated with greater reliance on automatic attention processes in the face of threat.
PMCID:5241704
PMID: 25455863
ISSN: 1873-507x
CID: 1828852

Socioeconomic Status, Subjective Social Status, and Perceived Stress: Associations with Stress Physiology and Executive Functioning

Ursache, Alexandra; Noble, Kimberly G; Blair, Clancy
Several studies have investigated associations between socioeconomic status (SES) and indicators of children's physiological and cognitive self-regulation. Although objective measures of family SES may be good proxies for families' experiences of disadvantage, less is known about subjective aspects of families' experiences. We hypothesize that subjective social status (SSS) and perceived stress may be important independent predictors of children's stress physiology and executive functioning (EF). Eighty-two children from diverse SES backgrounds were administered EF measures and provided saliva samples for cortisol assay. Caregivers reported on objective SES, SSS, and perceived stress. Results suggest that SES and SSS are both independently and positively related to EF. In models predicting stress physiology, higher perceived stress was associated with lower baseline cortisol. Moreover, SES and age interacted to predict cortisol levels such that among younger children, lower SES was associated with higher cortisol, whereas among older children, lower SES was associated with lower cortisol. Results highlight the importance of considering both objective and subjective indicators of families' SES and stressful experiences in relation to multiple aspects of children's self-regulation.
PMCID:4722863
PMID: 26332932
ISSN: 0896-4289
CID: 1828792

Early childcare, executive functioning, and the moderating role of early stress physiology

Berry, Daniel; Blair, Clancy; Ursache, Alexandra; Willoughby, Michael T; Granger, Douglas A
Intervention studies indicate that children's childcare experiences can be leveraged to support the development of executive functioning (EF). The role of more normative childcare experiences is less clear. Increasingly, theory and empirical work suggest that individual differences in children's physiological stress systems may be associated with meaningful differences in the way they experience these early environments. Using data from a large population-based sample of predominantly low-income rural families, we tested the degree to which children's childcare experiences--quantity, quality, and type--in the first 3 years of life predicted emerging EF. Moreover, we examined whether these effects varied as a function of children's basal cortisol levels in infancy and toddlerhood--an indicator of hypothalamic pituitary adrenal (HPA) axis stress physiology. Our results showed that higher quality care predicted more effective EF at 48 months, irrespective of quantity or type. This relation did not vary as a function of children's early cortisol levels. Attending greater hours of care per week was also related to EF; however--consistent with theory--the positive association between spending more time in childcare and more positive EF extended only to children with low levels of basal cortisol at 7 or 24 months of age. Attending center-based care was unassociated with EF.
PMID: 24188036
ISSN: 1939-0599
CID: 1828942