Research master thesis | Developmental Psychopathology in Education and Child Studies (research) (MSc)
under embargo until 2027-01-01
2027-01-01T00:00:00Z
Number sense is considered the start-up kit for learning mathematics and a lack of number sense causes serious numerical impairments. The present study describes two 9-years-old identical twins who...Show moreNumber sense is considered the start-up kit for learning mathematics and a lack of number sense causes serious numerical impairments. The present study describes two 9-years-old identical twins who experience severe difficulties with counting, comparing quantities and arithmetic. Test results showed that they had severe dyscalculia and that at least N probably suffers from the Gerstmann syndrome. The twins were given an intensive intervention to remediate their numerical problems. During 3 months, they played the Linear number board game and the Number Race twice a week during 15-20 minutes. Results showed little progress in the games for J, but almost no progress for N. No improvement was made on tasks concerning magnitude comparison, dots estimation, addition, subtraction, and number line estimation. The persistent number sense problem presumes brain damage. Possible candidates for brain lesions are the horizontal segment of the intraparietal sulcus (HIPS), the posterior superior parietal lobule (PSPL), or a small region of subcortical parietal white matter where fiber bundles related to symptoms of Gerstmann’s syndrome come together. Future research should indicate the exact location.Show less
Research master thesis | Developmental Psychopathology in Education and Child Studies (research) (MSc)
open access
2017-01-01T00:00:00Z
The aim of this study is to explore the role of language skills, communication and emotion regulation in relation to the degree of externalizing behavior. Studying children with an additional X...Show moreThe aim of this study is to explore the role of language skills, communication and emotion regulation in relation to the degree of externalizing behavior. Studying children with an additional X chromosome, who are known to have language deficits, can reveal insights into the underlying mechanisms of the development of externalizing behavior problems. A total of 85 normal developing children (34 boys and 51 girls) and 33 children with an additional X chromosome (16 girls and 17 boys) participated in the study. All children were tested on language skills (vocabulary, word associations, formulating sentences and concealed meaning) and emotion regulation (Cognitive Emotion Regulation Questionnaire- kids). Parents completed questionnaires to assess social communication (Autism Questionnaire-children and Pragmatics Profile) and externalizing behavior (Social Skills Rating System and Child Behavioral Checklist).Our results indicate poorer language and social communication skills, more externalizing problem behavior and lowered levels of self-control in children with an additional X chromosome. Emotion regulation strategies were similar to controls although rumination was more often used as a regulation strategy. Though no direct association between language skills and externalizing behavior was found, findings did indicate an indirect association via social communicational skills. The findings also suggest that emotion regulation was linked to externalizing behavior. Future studies should focus on these possible risk factors in relation to the development of externalizing behavior. This might provide more insight into the treatment of the children with an additional X chromosome, as they have an high risk to develop externalizing behavior problems, early in life.Show less
Research master thesis | Developmental Psychopathology in Education and Child Studies (research) (MSc)
open access
2017-01-01T00:00:00Z
Individuals with a SCT characterized with an additional X chromosome encounter difficulties in social functioning, which is most prominent in there higher susceptibility for developing autism. The...Show moreIndividuals with a SCT characterized with an additional X chromosome encounter difficulties in social functioning, which is most prominent in there higher susceptibility for developing autism. The current study aimed to systematically address underlying mechanisms related to these difficulties by examining differences in executive functions of children with a SCT karyotype and typically developing children. Furthermore, we examined to what extent executive function deficits were related to higher autism traits. 135 boys and girls (M = 11.4, SD = .2) participated in this study, 85 typically developing children and 50 children with a SCT. We used computerized tasks, a questionnaire, and a verbal task to asses a wide range of executive functions. A questionnaire was used to address autism traits. Children with a SCT showed increased difficulties in encoding verbal information, cognitive flexibility, sustained attention, and more difficulties in executive functions during daily life compared to the typically developing children. Higher autism traits were associated with more difficulties in executive functions during daily life, cognitive flexibility, and encoding verbal information. This provides evidence for impairments in executive functions among individuals with a SCT of which some of them are related to increased difficulties in social functioning. Limitations and implications for future research are discussed.Show less
Research master thesis | Developmental Psychopathology in Education and Child Studies (research) (MSc)
open access
2016-12-16T00:00:00Z
This study investigated an aspect of cognitive functioning or more specifically of executive functioning, that appears to be strongly affected in NF1: working memory. The primary goal of this...Show moreThis study investigated an aspect of cognitive functioning or more specifically of executive functioning, that appears to be strongly affected in NF1: working memory. The primary goal of this functional MRI study was to investigate whether or not the neuronal activity during working memory performance differs between NF1 children and controls. A second aim was to investigate the working memory performance outside the scanner. Participants included children with NF1 (N=21, 7 female), and controls (N=18, 10 female). Ages ranged between 8.2 and 19.1 (Mage= 13.12, SD=3.17). Neuronal activity was measured during the N-back task, and working memory performance outside the scanner was measured with the Memory Search 2D task of the ANT program. With respect to the main aim, the group means comparisons revealed non-significant differences. Though, the participants with NF1 had greater activity in the prefrontal cortex, and less activation in the posterior brain regions compared with controls. Overall, the NF1 children performed poorer on the working memory task outside the scanner. They performed even worse on the second, more demanding condition than the controls. These results may be explained by the dysfunction of the protein neurofibromin and a possible compensatory function of brain regions in individuals with NF1. These insights in brain functioning of individuals with NF1 might contribute to the development of intervention or treatment programs, medication and gene therapy.Show less
Research master thesis | Developmental Psychopathology in Education and Child Studies (research) (MSc)
open access
2016-11-15T00:00:00Z
This study investigated the predictive value of executive functioning for proactive and reactive aggression in a sample of 387 secondary school boys (Mage 14.1 years; SD = 1.2). Additionally, the...Show moreThis study investigated the predictive value of executive functioning for proactive and reactive aggression in a sample of 387 secondary school boys (Mage 14.1 years; SD = 1.2). Additionally, the effectiveness in terms of decrease in aggressive and executive functioning problems of the ‘Minder Boos en Opstandig’ (‘Less Anger and Rebellion’) intervention was investigated in a sample of 13 children (Mage at pretest 9.8 years; 3 girls). Executive functioning was assessed using the Behavior Rating Inventory of Executive Function. The Reactive Proactive Questionnaire was used as a measure of reactive and proactive aggression and the Inventory of Callous and Unemotional Traits was used to assess the influence of callous and unemotional traits. Results showed higher problem scores on the indices of the BRIEF to be uniquely predictive for reactive aggression. Several predictors on subscale level were found for reactive aggression and proactive aggression. Introducing the CU traits to the models of executive functioning as predictors of aggression did not lead to substantial differences. Treatment effects of the MBO intervention were found for both aggression and executive functioning, with significantly lower aggression scores for reactive individuals and a decrease in executive functioning problems. A focus on improving executive functioning in children and adolescents with aggression seems to be important as executive function impairments were associated with both reactive and proactive aggression. The differential influences of executive function impairments on both subtypes provide implications for treatment strategies of aggressive children and adolescents.Show less
Research master thesis | Developmental Psychopathology in Education and Child Studies (research) (MSc)
open access
2016-09-22T00:00:00Z
The main objective of this study was to unravel characteristics of Autism Spectrum Disorder (ASD) by studying autism traits, social cognition, and gender differences in Klinefelter Syndrome (KS)...Show moreThe main objective of this study was to unravel characteristics of Autism Spectrum Disorder (ASD) by studying autism traits, social cognition, and gender differences in Klinefelter Syndrome (KS) and Triple X syndrome. ASD traits were assessed with the parent-report Autism Spectrum Quotient. Social cognition was measured with the Social Cognitive Skills Test. Participants included 17 KS boys and 16 Triple X girls (Mage = 12.0 years, SD = 2.6), and 85 control children (Mage = 10.6 years, SD = 1.1). Our results showed that both boys and girls with an extra X chromosome show substantially elevated rates of ASD traits compared to controls. In addition, our study is the first to show that KS boys and Triple X girls have overall impaired social cognitive skills and function at a lower social cognitive level than typically developing children. Our study provides guidelines for the design and enhancement of screening instruments and treatment programs, which will benefit the development of these children. Future studies should focus on identifying risk factors endangering the development of children with ASD and those that are born with an extra X chromosome.Show less
Research master thesis | Developmental Psychopathology in Education and Child Studies (research) (MSc)
open access
2016-09-22T00:00:00Z
This study seeks to uncover the externalizing behavioral phenotype of extra X chromosome children, and discover the role of emotion-regulation and executive functioning (EF) deficits in its...Show moreThis study seeks to uncover the externalizing behavioral phenotype of extra X chromosome children, and discover the role of emotion-regulation and executive functioning (EF) deficits in its development. Participants included extra X chromosome children (N = 29, 16 girls and 13 boys) and control children (N = 84, 33 boys, 51 girls). Ages ranged between 7 and 16 (Mage = 10;3, SD = 1;7). Externalizing behavior was assessed with the Child Behavior Checklist, the Cognitive Emotion Regulation Questionnaire assessed emotion regulation and two tasks of the Amsterdam Neuropsychological Tasks battery measured EF. To provide a detailed picture of overall social functioning of the participants the Social Skills Rating System was used. Results showed that extra X chromosome children show more externalizing behavior, more mental flexibility deficits and nearly significantly more rumination. In extra X chromosome children, externalizing behavior was positively related to inhibition deficits and to rumination levels. Emotion regulation and EF were not related but children exhibiting less rumination were more dependent on their EF in the prediction of externalizing behavior. Implications include evidence for the role of neuropsychological deficits in externalizing behavior and possible guidelines for the treatment of children with an extra X chromosome and externalizing behavior.Show less
Research master thesis | Developmental Psychopathology in Education and Child Studies (research) (MSc)
open access
2015-01-01T00:00:00Z
This study explored the relation between chronotype and cognitive and behavioral problems in 333 school-aged children (mean age 9.97 years, 55% girls), with an important focus on a potential...Show moreThis study explored the relation between chronotype and cognitive and behavioral problems in 333 school-aged children (mean age 9.97 years, 55% girls), with an important focus on a potential mediating role of sleep duration and sleep quality. Participants completed short-form WISC-IIINL and several tasks on the Amsterdam Neuropsychological Tasks (ANT), which assesses important domains of attention. Their parents filled out a sleep log and several questionnaires regarding chronotype (CCTQ), sleep habits (CSHQ), and behavioral problems (CBCL). Results showed that indeed eveningness was associated with behavioral problems. No direct associations with cognitive functioning were found. Sleep duration was not associated with cognitive-behavioral functioning. Sleep quality, specifically feeling rested in the morning during weekdays, was associated with cognitive and behavioral functioning. Several mediating relations were identified. The findings highlight that sleep quality partially mediates the relation between chronotype and cognitive-behavioral problems. Evening types show behavioral problems when they do not feel rested in the morning. These findings have significant clinical implications.Show less
Research master thesis | Developmental Psychopathology in Education and Child Studies (research) (MSc)
open access
2017-02-10T00:00:00Z
The current study examined the predictive interrelations between social cognition, executive functioning, social skills, and psychopathology in 4-to-7-year-old typically developing children....Show moreThe current study examined the predictive interrelations between social cognition, executive functioning, social skills, and psychopathology in 4-to-7-year-old typically developing children. Furthermore, the moderating and mediating effects of social skills on the relationships between social cognition, executive functioning and internalizing/externalizing behaviour were examined. The sample consisted of 286 children from regular primary schools in the Netherlands. Both direct and indirect measures of social cognition (Theory of Mind, emotion recognition and social cognitive skills in daily life) and executive functioning (inhibitory control, visual spatial working memory, verbal fluency, planning abilities and EF in daily life) were used in the study. Social skills and psychopathology were measured using parent-rating scales (SSRS and CBCL respectively). Problems in the domain of social cognition and executive functioning, as well as internalizing and externalizing behaviour problems were highly correlated. Also, social skills were highly correlated with psychopathology. Social cognition only predicted internalizing behaviour, whereas executive functioning only appeared to be a unique predictor of externalizing behaviour. Moderation and mediation models demonstrated social skills to be a moderator and partial mediator in the relationship between executive functioning and externalizing behaviour problems. Mediation analyses indicated the relationship between social cognition and externalizing behaviour to be fully mediated by executive functioning. The results of this study suggest that training social skills may be important for children who show deficits in executive functioning and who are at risk for developing externalizing behaviour problems. Furthermore, the mediating role of executive functioning on the relationship between social cognition and externalizing behaviour possibly explains the absence of a moderating/mediating effect of social skills on the relationship between social cognition and externalizing behaviour problems. For more knowledge on precursors of psychopathology, future studies should focus on atypically developing children, should examine the prediction of specific psychiatric disorders, examine the possible differential results from direct and indirect measures and examine the development of the social cognition, executive functions, social skills and psychopathology in middle and late childhood, and during adolescence.Show less
Research master thesis | Developmental Psychopathology in Education and Child Studies (research) (MSc)
open access
2016-10-29T00:00:00Z
Neurofibromatosis type 1 (NF1) is an autosomal dominant genetic disorder associated with multiple cutaneous, physical and neurological symptoms. The aim of this study was to validate current NF1...Show moreNeurofibromatosis type 1 (NF1) is an autosomal dominant genetic disorder associated with multiple cutaneous, physical and neurological symptoms. The aim of this study was to validate current NF1 severity scales using PCA, and relating the NF1 severity scale and components to cognitive and behavioural outcomes. Participants were 18 children diagnosed with NF1 aged 8 to 16 years. The PCA showed that NF1 symptoms could be divided into neurological and appearance symptoms. The presence of more neurological symptoms was associated with a lower score on the task Comprehension. More symptoms in the appearance were associated with less assertiveness. A higher total number of NF1 symptoms was negatively related to the scale meta-cognition of the BRIEF, indicating poorer executive functioning in daily life for children with more NF1 symptoms. Also, elevated autistic traits were observed using the SRS, and poorer emotion recognition as measured with the ANT. Together, these results might indicate that children with NF1 share a neuropsychological profile commonly seen in children with ASD, which might be related to neurological symptoms.Show less
Research master thesis | Political Science and Public Administration (research) (MSc)
open access
I analyze the factors that influence support for environmental policy proposals. Emphasis of the study is on the effects of three characteristics of the policies themselves - the required personal...Show moreI analyze the factors that influence support for environmental policy proposals. Emphasis of the study is on the effects of three characteristics of the policies themselves - the required personal efforts, expected period before one benefits from the policy, and fairness of the policy. Background variables and factors based on environmental beliefs are also included in order to develop a complete model. Using an experimental survey design, data collected on Dutch high school students shows that the three characteristics tested do not significantly influence support for the environmental policies. For most policies, knowledge of environmental problems and general opinions about the importance of the environment compared to the importance of the economy have the strongest impact on support for the policies.Show less
Research master thesis | Developmental Psychopathology in Education and Child Studies (research) (MSc)
open access
Objective: In this study we addressed the questions (1) whether there is a relation between the specialization of the brain and psychopathology, and (2) if there is a relationship between the...Show moreObjective: In this study we addressed the questions (1) whether there is a relation between the specialization of the brain and psychopathology, and (2) if there is a relationship between the specialization of the brain and performance on different academic measures. Method: We used the Finger Tapping Task (FTT) to assess maturation of the brain as measured by fine motor speed, and lateralization of the brain as measured by the difference in speed between both hands. Both maturation and lateralization are used as a measure of specialization of the brain. The participants were children in the age of 5 to 18 years old and were assigned to five distinct diagnostic groups: Mood problems (n=178), Behavior problems (n=82), Autism spectrum Disorders (n=106), Attention Deficit Hyperactivity Disorder (n=190) and Learning problems (n=44). The diagnostic groups differ with regard to age and gender. Results: We found that children with an autism spectrum disorder show delayed fine motor lateralization. We were also able to determine that the differences in fine motor speed between the different diagnostic groups get larger with age indicating that delayed maturation gets more evident while children get older. Looking at the academic measures, we found that a more matured brain, as measured with fine motor speed, is associated with better academic performance, even when controlled for age. Conclusion: Autism spectrum disorders can be differentiated from other disorders when looking at lateralization of the brain. A more matured brain is associated with a significant higher level of academic performance for math, reading and Writing.Show less
