A5060017065- Child and Adolescent Psychosocial and Emotional Development
- Early Childhood Education and Development
- Child and Animal Learning Development
- Neuroendocrine regulation and behavior
- Maternal Mental Health During Pregnancy and Postpartum
- Autism Spectrum Disorder Research
- Attachment and Relationship Dynamics
- Bone health and treatments
- Attention Deficit Hyperactivity Disorder
- Cognitive Abilities and Testing
- Bone health and osteoporosis research
- Child Development and Digital Technology
- Family and Disability Support Research
- Infant Development and Preterm Care
- Child Abuse and Trauma
- Language Development and Disorders
- Cultural Differences and Values
- Parental Involvement in Education
- Behavioral and Psychological Studies
- Bullying, Victimization, and Aggression
- Reading and Literacy Development
- Family Dynamics and Relationships
- Infant Health and Development
- Memory and Neural Mechanisms
- Bone and Joint Diseases
University of Cambridge
2015-2024
Barts Health NHS Trust
2023
Bridge University
2007-2021
Campbell Collaboration
2021
York University
2018
University of Birmingham
2018
Newham College
2009-2011
RMIT University
2011
Roche (Switzerland)
2003-2006
Roche (United Kingdom)
2003-2004
Fifty preschool children (mean age 3:11 years) took part in an investigation of the relations between children's executive function performance, their understanding mind and language skills. The study demonstrates feasibility testing rudimentary skills among preschoolers, using original battery tasks. results were consistent with those from studies older (e.g. Welsh, Pennington & Groisser, 1991), that three aspects distinguished: working memory, attentional flexibility inhibitory...
BackgroundSleep difficulties might be a contributory causal factor in the occurrence of mental health problems. If this is true, improving sleep should benefit psychological health. We aimed to determine whether treating insomnia leads reduction paranoia and hallucinations.MethodsWe did single-blind, randomised controlled trial (OASIS) at 26 UK universities. University students with were randomly assigned (1:1) simple randomisation receive digital cognitive behavioural therapy (CBT) for or...
Experiment 1 demonstrated that autistic Ss continue to fail a task originally designed as one of strategic deception when there is no opponent present: They perseveratively indicate the target object. We argue this behavior better explained in terms failing disengage from an object than theory-of-mind deficit. To ensure their difficulties were not due failure construe competitive manner, we ran 2nd study, on detour reaching. Compared with control Ss, had great difficulty task. discuss...
Abstract Twenty years after research on children's ‘theory of mind’ began, this field continues to be a leading influence in the study developmental psychology and psychopathology. In review we examine contribution theories mind our understanding developing social relationships. Evidence shows that for both typical atypical populations relationship is neither uniform nor unidirectional. Theory‐of‐mind skills are multifaceted nature between different aspects not yet known, there evidence...
It is widely recognised that impaired social relations are characteristic of school-aged children with behavioural disorders, and predict a poor long-term outcome (Parker & Asher, 1987). However, little known about the early antecedents impairment in behaviourally disturbed children. The aim present study was to explore three areas potential dysfunction younger children: theory mind, emotion understanding, executive function. Forty preschoolers, rated by their parents on Strengths...
Despite robust associations between children's theory of mind (ToM) and executive function (EF) skills, longitudinal studies examining this association remain scarce. In a socially diverse sample 122 children (seen at ages 2, 3, 4), study examined (a) developmental stability ToM, EF, verbal ability, social disadvantage; (b) continuity change in ToM EF; (c) predictive relations EF. Verbal ability disadvantage independently predicted changes EF (but not ToM). Task scores improved with age...
This longitudinal study of executive function (EF) addressed three questions. These concerned: (i) the validity EF as a latent construct underpinning performance at ages 4 and 6 on tests planning, inhibitory control, working memory; (ii) developmental change in across these time-points, which straddled children's transition to school; (iii) verbal ability family income predictors base-line individual differences variation slopes development. Confirmatory factor analyses data from socially...
Although numerous studies of preschoolers report robust associations between performance on tests executive function (EF) and theory mind (ToM), a lack developmentally appropriate tasks so far has limited research these cognitive skills in younger children. Here, we present new batteries EF ToM that were administered to 140 two-year-olds from predominantly disadvantaged families, with analyses based 129 Our results showed strong association ToM, which remained significant when effects verbal...
Abstract This review of 20 years developmental research on Executive Functions (EF) offers a broad‐brushstroke picture that touches multiple issues including: (i) findings from typical and atypical groups, infancy to adolescence; (ii) advances in assessment tools statistical analysis; (iii) the interplay between EF other cognitive systems (e.g. those involved children's developing understanding mind, their processing reward signals); (iv) integration neuroscience perspectives EF; (v)...
In this study of two hundred and thirty 8‐ to 13‐year‐olds, a new “Silent Films” task is introduced, designed address the dearth research on theory mind in older children by providing film‐based analogue F. G. E. Happé's (1994) Strange Stories task. Confirmatory factor analysis showed that all items from both tasks loaded onto single theory‐of‐mind latent factor. With effects verbal ability family affluence controlled, scores increased significantly with age, indicating mentalizing skills...
This chapter describes longitudinal findings from a socially diverse sample of 125 British children seen at ages two and four. Four models social influence on executive function are tested, using multiple measures family life as well comprehensive assessments children's functions. Our results confirm the importance maternal scaffolding for young functions, but they also suggest positive effects observational learning adverse disorganized unpredictable life; however, no support was found an...
We determined the efficacy of postexposure prophylaxis (PEP) and treatment ill index cases with oseltamivir, in an attempt to prevent influenza transmission households, a study conducted 277 households 298 (62% laboratory-confirmed influenza) 812 contacts aged > or =1 year. Contacts were randomized by household receive (5 days; n=402), if illness developed, PEP for 10 days (n=410), number at least 1 contact developing was measured. provided protective 58.5% (95% confidence interval [CI],...
Abstract Once-monthly (50/50, 100, and 150 mg) daily (2.5 mg; 3-year vertebral fracture risk reduction: 52%) oral ibandronate regimens were compared in 1609 women with postmenopausal osteoporosis. At least equivalent efficacy similar safety tolerability shown after 1 year. Introduction: Suboptimal adherence to weekly bisphosphonates can potentially compromise therapeutic outcomes Although yet be prospectively osteoporosis, evidence from randomized clinical trials several other chronic...
This study is the first to provide direct observations of dyadic interactions with friends for preschool-aged disruptive children. Forty preschoolers (mean age 52 months) rated by parents as "hard manage" on Goodman's (1997) Strengths and Difficulties Questionnaire (SDQ), well 40 control children (matched age, gender, school, ethnic background) were filmed 20 minutes two occasions playing a teacher-nominated best friend. The videos transcribed coded antisocial behaviour, displays negative...
In this review we outline some of the current issues surrounding measurement executive function (EF) in children. Beginning with theoretical background to concept EF then difficulties measuring adult populations, and argue that these may, at least part, be overcome when working children, so developmental studies may provide special insights into organisation EF. Next, three research areas have attracted considerable interest childhood EF: (i) disorders; (ii) new methodologies for...
The aim of this longitudinal study was to assess (a) stability individual differences in preschoolers' executive function performance, (b) the external validity 4 new simple tasks, and (c) whether early performance could be used predict later theory mind, or vice versa. Fifty children involved an earlier relations between verbal ability, (C. Hughes, 1998) were followed up tested 1 year later, using 1st- 2nd-order false-belief a set well-established test planning: Tower London (T. Shallice,...
Abstract Previous studies show that the symptoms of attention deficit hyperactivity disorder (ADHD) and lower intelligence quotient (IQ) covary in children. We investigated aetiology this association a large population‐based sample 5‐year‐old twins. The twins were individually assessed on an IQ test, data ADHD obtained from mother interviews teacher ratings. Confirming previous studies, phenotypic correlation between symptom scores was −0.3 and, categorical analysis, children with Diagnostic...
Abstract Objective Although oral bisphosphonates are effective treatments for postmenopausal women with osteoporosis, dosing may be unsuitable some patients. An efficacious intravenously administered bisphosphonate could beneficial such Ibandronate, a potent nitrogen‐containing bisphosphonate, can using extended intervals, either orally or by rapid intravenous injection. The aim of this study was to identify the optimal regimen ibandronate in osteoporosis. Methods In randomized,...
This paper presents a selective review of the literature addressing influence young children's conversational environments and interactions on their psychological understanding persons. Our dual purposes are to reveal some consensus current state knowledge foster programmatic approach future research. The initial sections clarify what is meant by conversation describe nature theory‐of‐mind development. We adopt term socio‐cognitive development convey fact that becomes more elaborate flexible...