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Related Concept Videos

Information Processing Approach01:30

Information Processing Approach

The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is also...

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Measuring the Functional Abilities of Children Aged 3-6 Years Old with Observational Methods and Computer Tools
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Parent-reported executive functioning in postinstitutionalized children: a follow-up study.

Emily C Merz1, Robert B McCall, Victor Groza

  • 1a Department of Psychology , University of Pittsburgh.

Journal of Clinical Child and Adolescent Psychology : the Official Journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53
|February 19, 2013
PubMed
Summary
This summary is machine-generated.

Children adopted from severely depriving institutions experienced more executive functioning (EF) difficulties. These challenges, particularly for those adopted after 18 months, showed persistence over time.

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Area of Science:

  • Child Psychology
  • Developmental Psychology
  • Neuroscience

Background:

  • Early institutional deprivation significantly impacts child development.
  • Executive functioning (EF) is crucial for adaptive behavior.
  • Understanding long-term effects of institutionalization on EF is vital.

Purpose of the Study:

  • To compare parent-rated EF in children adopted from psychosocially versus globally depriving institutions.
  • To examine the continuity of EF difficulties over two years in children from psychosocially deprived settings.
  • To identify factors associated with EF difficulties in internationally adopted children.

Main Methods:

  • Comparative study of 471 children from Russian institutions (psychosocial deprivation) and 111 from Romanian institutions (global deprivation).
  • Parental completion of the Behavior Rating Inventory of Executive Function (BRIEF) and a background questionnaire.
  • Longitudinal assessment of EF continuity over 2 years for children from psychosocially deprived institutions.

Main Results:

  • Children from globally depriving institutions exhibited significantly higher EF difficulties than those from psychosocially depriving institutions.
  • Adoption after 18 months of age was linked to increased EF difficulties in both groups.
  • Children from globally depriving institutions showed higher EF difficulties compared to the BRIEF standardization sample at younger adoption ages.
  • Moderate to strong continuity in EF difficulties was observed over 2 years for children adopted from psychosocially deprived institutions.

Conclusions:

  • More severe early institutional deprivation is associated with a higher risk of persistent executive functioning difficulties.
  • The timing of adoption and the nature of early deprivation are critical factors influencing long-term EF outcomes.
  • Findings highlight the potential for lasting neurodevelopmental impacts of early adversity.