Does Teaching toddlers to pay attention help academic success

The secret to raising an academic child is not to coach toddlers in maths or play them classical music, but to teach them to pay attention, research by child development experts suggests.

Toddlers who are better at concentrating, taking directions and persisting with a game even after hitting difficulties have a 50 per cent greater chance of getting a degree when older, a two-decade long experiment found.

The study (Relations between preschool attention span-persistence ..)  tracked 430 kids from pre-school to 21-years-old, monitoring academic and social development, behavioural skills and behaviour at home and in the classroom.

Parents were asked to watch how long the children would play with one particular toy while at home, while teachers were instructed to give the class a task and then monitor which toddlers gave up and which ones kept persevering until they had completed it.

Results of the study by Oregon State University were published in the online journal Early Childhood Research Quarterly.

The children most likely to go through further education were those who, at an early age, persisted in tasks and paid attention in pre-school sessions, said researchers.

Researchers said these are qualities that both parents and teachers can easily teach youngsters.

Many ambitious parents try to introduce maths or classical music or other academic subjects to their children to give them a headstart in life but they may be better teaching social skills like paying attention, not giving up and how to follow directions, said child development expert Megan McClelland.

She said: "There is a big push now to teach children early academic skills at the pre-school level.

"Our study shows that the biggest predictor of college completion wasn't maths or reading skills, but whether or not they were able to pay attention and finish tasks at age four."

The pre-school research included seeing how long children would play with a single toy or how easily they would give up when they reached difficulties in a task.

Read the full article here

Scientists Link Rare Gene Mutations to Heightened Risk of Autism

Three teams of scientists working independently to understand the biology of autism have for the first time homed in on several gene mutations that they agree sharply increase the chances that a child will develop the disorder, and have found further evidence that the risk increases with the age of the parents, particularly the father.

The gene mutations are extremely rare and together account for a tiny fraction of autism cases, suggesting that the search for therapies will be a long one, and that what is loosely known as autism may represent a broad category of related but biologically distinct conditions.

There are likely hundreds, perhaps thousands, of rare mutations that could disrupt brain development enough to result in social and developmental delays.

But experts said that the overlapping results, reported in three papers posted online Wednesday in the journal Nature, give scientists working on the genetics of autism something they have not had: a clear strategy for building a real understanding of the disease’s biological basis.

Researchers hope to find more similar, rare mutations in the next year or so that they estimate could account for 10 percent to 20 percent of all cases.

Biologists have been groping in vain for a reliable, verifiable foothold from which to investigate the underlying genetics of so-called autism spectrum disorders, including Asperger syndrome and related social difficulties that are being diagnosed at alarmingly high rates — on average, in one of 88 children, according to a government estimate released last week.

Previous studies have produced a scattering of gene findings but little consensus or confidence in how to proceed.

The new work provides a measure of both, as well as strong backing for earlier studies linking autism to the age of new fathers.

“These studies aren’t so much a breakthrough, because we knew this was coming,” said Jonathan Sebat, a geneticist at the University of California, San Diego, who was not a part of the research teams.

“But I’d say it’s a turning point. We now have a reliable way forward, and I think it’s fair to expect that we will find 20, 30, maybe more such mutations in the next year.”

Other researchers were more cautious, saying that the genetics of rare mutations was not yet well enough understood to make conclusive statements about their effect on the behavior of specific genes.

“This is a great beginning, and I’m impressed with the work, but we don’t know the cause of these rare mutations, or even their levels in the general population,” said Dr. Aravinda Chakravarti, of the Institute of Genetic Medicine at the Johns Hopkins University Medical School, who was not involved in the studies.

“I’m not saying it’s not worth it to follow up these findings, but I am saying it’s going to be a hard slog.”

The three research teams took a similar approach, analyzing genetic material taken from blood samples of families in which parents who have no signs of autism give birth to a child who develops the disorder.

This approach gives scientists the opportunity to spot the initial mutations that accompany the condition, rather than trying to work though possible genetic contributions from maternal and paternal lines.

In all three studies, the researchers focused on rare genetic glitches called de novo mutations.

De novo mutations are not inherited but occur spontaneously near or during conception. Most people have at least one and the overwhelming majority of them are harmless.

Read more here: Scientists Link Rare Gene Mutations to Heightened Risk of Autism - NYTimes.com

Serotonin Levels: Protein in overdrive links to Autism (ASD)

Early disruptions in serotonin signaling in the brain may contribute to Autism Spectrum Disorder (ASD) and other “enduring effects on behavior,” researchers report.

Serotonin is a brain chemical that carries signals across the synapse, or gap between nerve cells. The supply of serotonin is regulated by the serotonin transporter (SERT).

In 2005, a team of researchers from Vanderbilt University led by Randy Blakely and James Sutcliffe identified rare genetic variations in children with ASD that disrupt SERT function.

In a new study published this week in the Proceedings of the National Academy of Sciences (PNAS), the researchers report the creation of a mouse model that expressed the most common of these variations.

The change is a very small one in biochemical terms, yet it appears to cause SERT in the brain to go into “overdrive” and restrict the availability of serotonin at synapses.

“The SERT protein in the brain of our mice appears to exhibit the exaggerated function and lack of regulation we saw using cell models,” says Blakely, director of the Vanderbilt Silvio O. Conte Center for Neuroscience Research.

“Remarkably, these mice show changes in social behavior and communication from early life that may parallel aspects of ASD,” notes first author Jeremy Veenstra-VanderWeele, assistant professor of psychiatry, pediatrics and pharmacology.

The researchers conclude that a lack of serotonin during development may lead to long-standing changes in the way the brain is “wired.”

In 1961, investigators at Yale University discovered that as many as 30 percent of children with autism have elevated blood levels of serotonin, a finding described as “hyperserotonemia.”

Since then, these findings have been replicated many times. Indeed, hyperserotonemia is the most consistently reported biochemical finding in autism, and is a highly inherited trait. Yet, the cause or significance of this biomarker has remained shrouded in mystery.

Until now. In the current study, Veenstra-VanderWeele, Blakely and their colleagues showed that they could produce hyperserotonemia in mice that express a variant of a human SERT gene associated with autism.

Because the genetic change makes the transporter more active, higher levels of serotonin accumulate in platelets and therefore in the bloodstream.

In the brain, overactive transporters should have the opposite effect—lowering serotonin levels at the synapse and producing behavioural changes relevant to autism. That’s exactly what the researchers observed.

Of course, no mouse model can completely explain or reproduce the human condition. Neither does a single genetic variation cause autism. Experts believe the wide spectrum of autistic behaviours represents a complex web of interactions between many genes and environmental factors.

But animal models are critical to exploring more deeply the basis for the developmental changes that are observed in ASD.

The scientists are using these mice to explore how altered brain serotonin levels during development may produce long-lasting changes in behaviour and impact the risk for autism.

Scientists from the National Institute of Mental Health, the Medical University of South Carolina and the University of Texas Health Science Center in San Antonio contributed to the study.

The research was supported by the National Institutes of Health, the advocacy organisation Autism Speaks (UK), and the American Academy of Child and Adolescent Psychiatry.

More news from Vanderbilt University: news.vanderbilt.edu/research

Babies have ‘intuitive physics’ knowledge at birth?

A US Northwestern University study has found that the evidence for intuitive physics occurs in infants as young as two months – the earliest age at which testing can occur.

Intuitive physics includes skills that adults use all the time. For example, when a glass of milk falls off the table, a person might try to catch the cup, but they are not likely to try to catch the milk that spills out.

The person doesn’t have to consciously think about what to do because the brain processes the information and the person simply reacts.

The majority of an adult’s everyday interactions with the world are automatic, and researchers believe infants have the same ability to form expectations, predicting the behaviour of objects and substances with which they interact.

But the world is not made up of objects alone, and Northwestern researchers looked at whether babies can distinguish between objects in their different forms i.e. one's that can be held, touched or thrown, versus substances such as gas, liquids that can flow and may be drinkable.

According to a review of literature, infants show an understanding that unsupported objects will fall and that hidden objects do not cease to exist. Scientific testing also has shown that by five months, infants have developed the expectation that non-cohesive substances like a gas, sand or water are not solid.

“I think liquid is the best example of a non object that you interact with — a baby has to drink liquid every single day,” said lead author Susan J. Hespos, associate professor of psychology at Northwestern’s Weinberg College of Arts and Sciences.

“It’s a universal experience with milk or water. We did studies on whether babies expected water to pour or tumble from an upended cup.

By five months of age, babies expect both water and sand to pour, so we have clear evidence that this type of physical knowledge is available early in development.”

While the intuitive physics knowledge is believed to be present at birth, co-author Kristy van Marle, assistant professor of psychology at the University of Missouri, believes parents can assist skill development through normal interaction, such as playing and talking with the child and encouraging him or her to interact with objects.

“Natural interaction with the child, such as talking to him or her, playing peek-a-boo and allowing him or her to handle safe objects, is the best method for child development,” van Marle said.

“Natural interaction with the parent and objects in the world gives the child all the input that evolution has prepared the child to seek, accept and use to develop intuitive physics.”

Read more on 'Intuitive Physics' in this paper by McCloskey 

Also you can read another, older (2001), paper; "Are 'intuitive physics' and
'intuitive psychology' independent? - Testing children with Asperger Syndrome

Beckwith-Wiedemann Syndrome - BWS Support Network UK and Europe

Beckwith-Wiedemann Syndrome (BWS) is an overgrowth syndrome.

An overgrowth syndrome can cause part or all of the body to grow larger than expected.

In BWS, overgrowth is associated with body overgrowth (increased birth weight, height, and head circumference), macroglossia (large tongue), hemihypertrophy (one side of the body -in part or in whole - growing larger than the other side), Omphalocele (Abdominal wall defect) and certain types of tumours as well as other physical characteristics.

The syndrome was first described by Dr Beckwith in 1963 and Dr Wiedemann in 1964.

BWS occurs in approximately 1:14,500 births.

There are roughly thirty characteristics that can be associated with BWS. Those which are used to make a diagnosis (the 5 major characteristics) are listed below.

It is very rare for a child with BWS to have all the characteristics; most cases have only a few of them. Some of the distinctive features of BWS may need to be corrected.

Some of the main characterisics to look for in Beckwith-Wiedemann Syndrome (BWS)Large birth weight and length (over 90-95th %)
Hypoglycemia (low blood sugar) in the first four months of life
Macroglossia (large tongue)

Omphalocele: Abdominal wall defect (including even a mild navel hernia)
Ear grooves (creases) or pits

we can also be found at: www.facebook.com/groups/B.W.S.supportnetwork

www.twitter.com/BwsNetwork

BWS Support Network UK and Europe

Read more on BWS in the USA

Children with callous, unemotional (CU) traits - Neurological study

A Recent study reveals that a small number of children with a 'callous' attitude towards other children and adults may be suffering from a neurological condition that pre-determines their nature.

If this is diagnosed and proven to be the case, then it will dictate the way that parents, teachers and medical practitioners deal with the child's behaviour and will determine a more focussed solution.

Background: Children with callous-unemotional (CU) traits may have a particularly malevolent view of social conflicts and a pervasive insensitivity to others’ distress.

The current study examined whether children with CU traits have unique expectations and values regarding the consequences of aggressive conflicts and a ubiquitous lack of concern for others’ feelings independent of co-occurring aggression.

Methods:  Participants were 96 (46 males, 50 females) children recruited from elementary schools within an urban city.

Associations between CU traits and child reports of outcome expectancies/values following aggressive conflicts and facets of empathy were examined after controlling for aggression, academic abilities, and demographic covariates.

Results:  Children with higher CU traits were less likely to expect that aggression would result in victim suffering and feelings of remorse.

After controlling for co-occurring aggression, children with higher CU traits were more likely to expect that aggression would result in peer dominance, while children with higher levels of aggression were more likely to expect that attacking others would reduce their aversive behaviour.

Children with higher CU traits were less concerned that aggressive behavior would result in punishment, victim suffering, and feelings of remorse.

Moreover, children with higher CU traits reported lower levels of empathetic concern and sadness in response to others’ distress outside of aggressive conflicts.

Conclusions:  Children with CU traits tend to minimize the extent to which aggression causes victim suffering and openly acknowledge caring less about distress and suffering in others.

They are less intimidated by the possibility of being punished for aggressive behavior and tend to view aggression as an effective means for dominating others.

In summary, children with CU traits have a particularly malicious social schema that may be difficult to change using conventional treatment methods.

To read the paper published in The Journal of Child Psychology and Psychiatry follow this link: Perceptions of aggressive conflicts and others’ distress in children with callous-unemotional traits: ‘I’ll show you who’s boss, even if you suffer and I get in trouble’