[Article Review] Maternal Obesity and Child Cognitive Outcomes: A Sex-Specific Relationship

Reference

Widen, E. M., Nichols, A. R., Kahn, L. G., Factor-Litvak, P., Insel, B. J., Hoepner, L., Dube, S. M., Rauh, V., Perera, F., & Rundle, A. (2019). Prepregnancy obesity is associated with cognitive outcomes in boys in a low-income, multiethnic birth cohort. BMC Pediatrics, 19, 507. https://doi.org/10.1186/s12887-019-1853-4

Article

Widen et al. (2019) conducted a study to investigate whether maternal prepregnancy body mass index (BMI) and gestational weight gain (GWG) are associated with cognitive outcomes in 7-year-old children from a low-income, multiethnic birth cohort. The authors hypothesized that maternal prepregnancy obesity and high GWG would have negative effects on child neurodevelopment, particularly among boys. Data from 368 African American and Dominican women and their children were analyzed using linear regression models. The results revealed that prepregnancy overweight and obesity were associated with lower full-scale IQ scores among boys but not girls. GWG was not associated with cognitive outcomes in either sex. These findings suggest that maternal prepregnancy obesity may have sex-specific effects on child neurodevelopment, which should be taken into consideration for public health interventions aimed at improving cognitive outcomes.

One strength of this study is its prospective design, which allowed for the measurement of maternal BMI and GWG during pregnancy and subsequent assessment of child neurodevelopment. Additionally, the study sample consisted of a diverse population of low-income women and their children, which increases the generalizability of the findings. However, the study also has some limitations. For instance, the authors did not examine the potential mechanisms underlying the association between maternal obesity and child neurodevelopment. Future studies should investigate potential biological and environmental pathways that may explain this relationship.

Overall, this study provides evidence for a sex-specific association between maternal prepregnancy obesity and child cognitive outcomes among low-income populations. These findings have important implications for public health interventions aimed at reducing the prevalence of maternal obesity and improving cognitive outcomes in children.

[Article Review] Understanding the Role of Intelligence and Music Aptitude in Piano Skill Acquisition for Beginners

Reference

Burgoyne, A. P., Harris, L. J., & Hambrick, D. Z. (2019). Predicting piano skill acquisition in beginners: The role of general intelligence, music aptitude, and mindset. Intelligence, 76, 101383. https://doi.org/10.1016/j.intell.2019.101383

Review

In their study, Burgoyne, Harris, and Hambrick (2019) aim to examine sources of individual differences in musical skill acquisition. The authors had 171 undergraduate students with no or little piano-playing experience try to learn a piece of piano music with the help of a video guide, and then perform it from memory after practice. A panel of musicians assessed the performances based on melodic and rhythmic accuracy. Participants also completed tests of cognitive ability, including working memory capacity, fluid intelligence, crystallized intelligence, processing speed, and two tests of music aptitude. The study found that general intelligence and music aptitude significantly correlated with skill acquisition, but mindset did not. Structural equation modeling revealed that general intelligence, music aptitude, and mindset together accounted for 22.4% of the variance in skill acquisition. However, only general intelligence contributed significantly to the model. Overall, the study suggests that after accounting for individual differences in general intelligence, music aptitude, and mindset do not predict piano skill acquisition in beginners.

The results of Burgoyne, Harris, and Hambrick’s (2019) study are particularly relevant for music educators, who may be interested in understanding how individual differences in cognitive ability and musical aptitude can affect skill acquisition. The study’s findings suggest that general intelligence and music aptitude play a role in piano skill acquisition, but mindset does not. This suggests that educators may be better off focusing on developing students’ general intelligence and musical aptitude when teaching piano, rather than trying to cultivate a particular mindset. Additionally, the study’s focus on beginners is notable, as many studies on music education have focused on more experienced musicians.

One limitation of the study is that it only examined the role of general intelligence, music aptitude, and mindset in predicting piano skill acquisition in beginners. Other factors, such as motivation and practice habits, may also play a role in skill acquisition. Additionally, the study only used one measure of mindset, the Mindset Inventory, which may not have been sensitive enough to capture the nuances of different mindsets. Nonetheless, the study’s results provide valuable insights into the factors that may influence musical skill acquisition.

[Article Review] The Benefits of Midday Napping for Children's Health and Well-being

Reference

Liu, J., Feng, R., Ji, X., Cui, N., Raine, A., & Mednick, S. C. (2019). Midday napping in children: associations between nap frequency and duration across cognitive, positive psychological well-being, behavioral, and metabolic health outcomes. Sleep, 42(9), zsz126. https://doi.org/10.1093/sleep/zsz126

Review

Liu et al. (2019) investigated the associations between midday napping and various cognitive, behavioral, psychological, and metabolic health outcomes in elementary school children from the China Jintan Cohort Study. The study collected data on nap frequency and duration, behavioral and academic achievement, positive psychology measures, metabolic indices, and IQ tests. The results showed that regular midday napping was associated with better cognition, psychological wellness, and reduced emotional/behavioral problems in children. Specifically, napping was significantly associated with higher happiness, grit, and self-control, reduced internalizing behavior problems, higher verbal IQs, and better academic achievement. The study also found that the specific patterns of associations varied across frequency and duration for different outcomes. However, limited significant associations were found for decreased externalizing behavior problems, and no significant associations were found for performance IQ and metabolic outcomes.

The findings of this study have important implications for promoting healthy sleep habits in children. The study provides evidence that midday napping can be a useful strategy to reduce the negative impacts of poor sleep and daytime sleepiness in children and adolescents. Regular napping may help children improve their cognition, psychological wellness, and emotional/behavioral regulation, which can lead to better academic achievement and long-term health outcomes. However, the study also highlights the need for further large-scale intervention studies to establish causal effects and determine optimal nap frequency and duration for different outcomes.

Overall, Liu et al. (2019) conducted a comprehensive investigation of the associations between midday napping and various health outcomes in elementary school children. The study provides evidence that regular midday napping can have beneficial effects on cognition, psychological wellness, and emotional/behavioral regulation in children. The study emphasizes the importance of promoting healthy sleep habits in children and highlights the need for further research to establish causal effects and determine optimal nap frequency and duration for different outcomes.

[Article Review] Cognitive Abilities, Not Math Skills, Predict Wealth for Preterm Adults

Reference

Jaekel, J., Baumann, N., Bartmann, P., & Wolke, D. (2019). General cognitive but not mathematic abilities predict very preterm and healthy term born adults’ wealth. PLOS ONE, 14(3), e0212789. https://doi.org/10.1371/journal.pone.0212789

Review

In this article, the authors investigate the impact of very preterm (VP) or very low birth weight (VLBW) on adult wealth and whether this impact is mediated by mathematic abilities or general cognitive abilities. They conducted a longitudinal study of 193 VP/VLBW and 217 healthy term comparison participants from birth to adulthood in Bavaria, South Germany. At the age of eight, both mathematic and general cognitive abilities were assessed, and wealth information was collected at 26 years of age.

The authors found that VP/VLBW participants had lower mathematic and general cognitive abilities than healthy term comparison children, and they had accumulated significantly lower overall wealth at 26 years of age. Structural equation modeling showed that VP/VLBW birth and childhood IQ both directly predicted adult wealth, while math did not. This study highlights the importance of focusing on general cognitive abilities in designing effective interventions for individuals born at the highest neonatal risk to reduce the burden of prematurity.

The implications of this research are crucial for policymakers, educators, and healthcare professionals to develop targeted support systems for children born with VP/VLBW. By focusing on general cognitive abilities rather than specific mathematic problems, interventions can help alleviate the negative life-course consequences of premature birth, ultimately leading to more successful outcomes for individuals in terms of adult wealth accumulation.

[Article Review] Uncovering the Brain's Response to Socioeconomic Status: A Longitudinal Study

Reference

McDermott, C. L., Seidlitz, J., Nadig, A., Liu, S., Clasen, L. S., Blumenthal, J. D., ... & Raznahan, A. (2019). Longitudinally Mapping Childhood Socioeconomic Status Associations with Cortical and Subcortical Morphology. Journal of Neuroscience, 39(8), 1365-1373. https://doi.org/10.1523/JNEUROSCI.1808-18.2018

Review

In the study conducted by McDermott et al. (2019), the researchers sought to examine the associations between childhood socioeconomic status (SES) and structural brain development in a longitudinal manner. By analyzing 1,243 MRI scans from 623 youth aged 5 to 25 years, the authors provided a comprehensive understanding of the relationship between SES and cortical and subcortical morphology.

The results indicated positive associations between SES and the total volumes of the brain, cortical sheet, and four separate subcortical structures. These associations were stable across the entire age range studied. Moreover, the authors found areal expansion in specific cortical and subcortical regions, such as lateral prefrontal, anterior cingulate, lateral temporal, and superior parietal cortices, as well as ventrolateral thalamic and medial amygdala-hippocampal subregions, to be associated with higher SES. The findings from meta-analyses of functional imaging data suggest that the cortical correlates of SES are primarily focused on brain systems that support sensorimotor functions, language, memory, and emotional processing.

In conclusion, McDermott et al. (2019) demonstrated that anatomical variation within a subset of the identified regions partially mediates the positive association between SES and IQ, while also identifying neuroanatomical correlates of SES that exist independently of IQ variation. The study offers valuable insights into the potential neuroanatomical mediators linking SES and cognitive outcomes, paving the way for future research on this topic.