Research master thesis | Developmental Psychopathology in Education and Child Studies (research) (MSc)
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This thesis is part of a multi-lab eye-tracking project investigating implicit Theory of Mind (ToM) in toddlers and adults (ManyBabies2). Given the recent number of unsuccessful replications in...Show moreThis thesis is part of a multi-lab eye-tracking project investigating implicit Theory of Mind (ToM) in toddlers and adults (ManyBabies2). Given the recent number of unsuccessful replications in this field, the focus of this thesis lies in investigating the impact of methodological considerations regarding data quality on the obtained results. Specifically, this thesis addresses differences in eye-tracking data quality (accuracy, precision, and data loss) between toddlers and adults. Further, it examines how differences in data quality (precision and data loss) affect the dependent variables in an anticipatory looking (AL) task to measure ToM, and whether the results of the AL task change by adjusting the parameters of a standard fixation classification algorithm (i.e., the Tobii I-VT filter) to account for low data quality. A total of 16 adults and 16 toddlers (N = 32) participated in the ManyBabies2 study at the Leiden University lab. The AL task included two test trials with an ignorance and knowledge condition, during which participants’ looking behavior (first look and proportion differential looking score [DLS]) was measured. The results showed a significant difference in average data quality between toddlers and adults, with toddlers having lower accuracy and precision and higher data loss than adults. Moreover, the results indicated that data loss significantly affects proportion DLS in the ignorance and knowledge condition. However, no differences in AL looking behavior were found between the Tobii I-VT default and adjusted parameters. The findings of this thesis emphasize the need for consistent reporting of data quality. Future research should conduct larger-scale studies to validate and expand upon the findings in this thesis, and focus on refining the fixation classification algorithm parameters of the Tobii I-VT filter to adjust for differences in data quality.Show less
Research master thesis | Developmental Psychopathology in Education and Child Studies (research) (MSc)
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Prediction-based and repetition-based learning are two learning strategies, differing most profoundly in their depth of processing. In repetition-based learning, students repeat information shortly...Show morePrediction-based and repetition-based learning are two learning strategies, differing most profoundly in their depth of processing. In repetition-based learning, students repeat information shortly after learning it, while in prediction-based learning, students make a prediction before learning the information. This study aims to compare the effectiveness of the two learning strategies for memory recall, as well as consider the influence of age, the magnitude of the prediction errors, and the involved brain areas. It seeks to enhance the educational debate on these learning strategies by uncovering the strategies' mechanisms and guiding educators on their effective use. To accomplish this, 28 young adolescents and 46 young adults were scanned in an MRI scanner while learning numerical facts using both strategies: predicting and repeating. The study explored the influence of strategy, age group, and prediction error on memory recall. Furthermore, it investigated strategy-specific and age-specific differences in the medial temporal lobe (MTL), striatum, anterior cingulate cortex (ACC), and dorsolateral prefrontal cortex (DLPFC). While it was expected that prediction-based learning would result in better learning for both age groups as it requires deeper processing, results showed that adults had improved memory for repetition compared to prediction, whereas adolescents did not show a significant difference between the two learning strategies. Within prediction-based learning, adults showed increased memory for small and large prediction errors, while adolescents only did for large prediction errors. Lastly, among the investigated brain areas, the ACC, which is involved in error detection, showed the most prominent role in prediction-based learning.Show less
Research master thesis | Developmental Psychopathology in Education and Child Studies (research) (MSc)
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Eating problems and emotional eating in childhood are associated with eating disorders in adolescence. Eating problems and emotional eating can develop due to problems with mood and stress...Show moreEating problems and emotional eating in childhood are associated with eating disorders in adolescence. Eating problems and emotional eating can develop due to problems with mood and stress regulation or appetite regulation. External factors, such as maternal caregiving, can also play a role. Mood, stress and appetite regulation are regulated by the brain but also by the gut. In recent research, the gut has been linked to depression and anxiety, but more research is needed on its role in eating disorders and their precursors. In this study, we explored the link between two precursors of eating disorders, eating problems and emotional eating, and the gut microbiota as well as the moderating role of maternal caregiving. We analysed longitudinal data from the BIBO (Basale Invloeden op de Baby Ontwikkeling) study of Nijmegen university. The data was used to look at whether clusters of bacteria in infancy predict eating problems at 2.5 and 6 years old and emotional eating at 6 and 14 years old. Furthermore, maternal caregiving was added as a moderator to see its role in the potential relationship between the gut and eating problems and emotional eating. Results revealed that there were no significant differences in eating problems (at 2.5 and 6 years old) and emotional eating (at 6 and 14 years old) between the clusters. Furthermore, there was no moderating effect of maternal caregiving on the relationship between microbiota cluster and eating problems and emotional eating. This study suggests that infant microbiota does not predict eating problems and emotional eating in childhood and adolescence in this sample. However, these findings open new paths for future research; with higher taxonomic resolution rather than clusters of bacteria, larger sample sizes, and finally the addition of measures of relevant variables, such as emotion regulation strategies and measures of parent-child relations, such as attachment and parental feeding practices.Show less
Research master thesis | Developmental Psychopathology in Education and Child Studies (research) (MSc)
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Background and objective: Sex Chromosome Trisomy (SCT) refers to having an extra X or Y chromosome (XXX, XXY, XYY), which occurs in approximately 1-2 of 1000 children. In this study, social...Show moreBackground and objective: Sex Chromosome Trisomy (SCT) refers to having an extra X or Y chromosome (XXX, XXY, XYY), which occurs in approximately 1-2 of 1000 children. In this study, social attention, Theory of Mind (ToM) and neurobehavioral outcomes are investigated in preschool aged children with SCT compared to typically developing controls. Furthermore, the study aims to explore with a longitudinal design whether social attention and ToM in preschool aged children with SCT can be predictive of neurobehavioral outcomes one year later. Methods: In this study 71 children with SCT (aged 3-7) and 71 typically developing age matched controls participated. The Social Interaction Scanning (SIS) eye tracking paradigm was used to investigate social attention. ToM skills were measured with the ToM subtest of the Developmental NEuroPSYchological Assessment, second edition (NEPSY-II). Neurobehavioral outcomes were measured with the Social Responsiveness Scale, second edition (SRS-2), Strengths and Weaknesses of ADHD and Normal behavior (SWAN) and the Child Behavior Check List (CBCL) parental questionnaires respectively. Results: Results of the current study show a vulnerability for children with SCT in the domain of social attention to faces and eyes and ToM compared to typically developing controls. Findings are more pronounced for children aged 5-7 years old. Furthermore, children with SCT appear at increased risk for poorer neurobehavioral outcomes. Finally, results of the current study suggest that ToM may have a unique predictive value for social impairment over time, specifically in the domain of social communication and interaction. Secondly, social attention may have a unique predictive value for ADHD symptoms over time. Conclusions: Results indicate that screening of social cognitive functions (around the age of 5-7) and monitoring of neurodevelopmental pathways is important for clinical practice in SCT. In future research the efficacy of early tailored interventions targeting social cognitive skills in SCT can be investigated, to positively influence developmental outcomes of children with SCT.Show less
Research master thesis | Developmental Psychopathology in Education and Child Studies (research) (MSc)
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Children that show high levels of persistent aggressive and transgressive behavior have found to be at serious risk of exhibiting delinquent and criminal behavior during later adolescence and...Show moreChildren that show high levels of persistent aggressive and transgressive behavior have found to be at serious risk of exhibiting delinquent and criminal behavior during later adolescence and adulthood. However, a clear explanation of possible underlying neurocognitive mechanisms contributing to the increased risk of developing criminal behavior is lacking. Therefore, this thesis aims to contribute to, and encourage comprehensive and nuanced analysis of the issue of children at risk of later onset of criminal and delinquent behavior, and to offer insight into the most effective ways of promoting positive outcomes for both individual children and society. Specifically, in the current study self-efficacy served as a proxy for childhood agency, whereby the relation between self-efficacy, social competence, and the possible mediating role of Theory of Mind (ToM) was investigated. The data in this study was derived from a sample of 425 children, aged eight to twelve, from the Preventive Intervention Trajectory (PIT) project. Overall, the results of the present study did not offer substantiation for the proposed mediation model. In addition, the comparative analysis of self-efficacy based on gender revealed a relatively equal distribution and there was no significant difference in mean self-efficacy scores between boys and girls. Total IQ did however show significant relations, as it was associated with higher ToM scores and less social problems. This finding is consistent with previous studies and suggests that intelligence should be taken into consideration in research and intervention of children with transgressive and aggressive behavior problems. The results do not necessarily rule out the underlying influences of self-efficacy, ToM, and social problems on transgression and aggression. More research is necessary to confirm the results of this study an identify the underlying neurocognitive constituents of childhood agency.Show less
Research master thesis | Developmental Psychopathology in Education and Child Studies (research) (MSc)
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One in 650-1000 individuals has sex chromosome trisomy (SCT), being born with an extra X or Y chromosome (XXX; XXY; XYY). SCT comes with various developmental risks. The present study was designed...Show moreOne in 650-1000 individuals has sex chromosome trisomy (SCT), being born with an extra X or Y chromosome (XXX; XXY; XYY). SCT comes with various developmental risks. The present study was designed to evaluate the relation between parental factors (parenting skills (parental reflective functioning, sensitivity, and intrusiveness) and family functioning) and the social cognitive skills and its rate of development of children with SCT. Literature suggests that parenting skills and family functioning influence social cognitive development in typical children, but this has not been researched in children with SCT. Included in this study were 106 children with SCT and 102 controls (age M = 3.65, SD = 1.78 range = .98-7.66). A free play task, the parental developmental interview, and a questionnaire were used for evaluating parental factors, and the social cognitive skills of the child were measured using the ASIEP-3. Children with SCT showed significant impairments in social cognitive skills while the rate of development of social cognitive skills proved identical to controls. Parental sensitivity, intrusiveness, and reflective functioning were similar across groups and were found to not significantly influence social cognitive development. Family functioning was found to be positively related to the social cognitive skills of SCT children. However, family functioning did not influence the rate of social cognitive development of either SCT or control groups. The findings imply other factors to be of more importance in the social cognitive development of children with SCT at the average ages of 1-2 years and 3-6 years. It is recommended to research other factors, namely brain maturation and timing of diagnosis. Further knowledge about which factors stimulate the development of the social cognitive abilities of children with SCT, to what extent and at what age, is of importance as this may help to develop and personalize prevention and intervention programs.Show less
