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
