积极的童年经历有助于认知发展，并能在青少年早期应对行为和情绪问题。

Positive Childhood Experiences Support Cognition and Counteract Behavior and Emotion Problems During Early Adolescence.

作者信息

Logan Nicole E, Lewis-de Los Angeles William W

机构信息

Department of Kinesiology (NE Logan), University of Rhode Island, Kingston, RI; Interdisciplinary Neuroscience Program (NE Logan), University of Rhode Island, Kingston, RI; George and Anne Ryan Institute for Neuroscience (NE Logan), University of Rhode Island, Kingston, RI.

Department of Pediatrics (WW Lewis-de los Angeles), Warren Alpert Medical School of Brown University, Providence, RI; Department of Pediatrics (WW Lewis-de los Angeles), Emma Pendleton Bradley Hospital, Riverside, RI.

出版信息

Acad Pediatr. 2025 May-Jun;25(4):102792. doi: 10.1016/j.acap.2025.102792. Epub 2025 Feb 7.

DOI:10.1016/j.acap.2025.102792

PMID:39923932

Abstract

OBJECTIVE

This study aimed to identify the independent associations of positive childhood experiences (PCEs) on brain health (cognitive function, behavioral and emotional problems) among early adolescents.

METHODS

Data from the 2-year follow-up visit from the Adolescent Brain and Cognitive Development (ABCD) study were analyzed (N = 5449, mean age: 12.0 ± 0.7, age range = 10.6-13.4 years). Adverse childhood experiences (ACEs) were measured by parent report at baseline, and PCEs were measured by parent report at year two. Dependent variables included cognitive function domains (National Institutes of Health [NIH] Toolbox) and the child behavior checklist (CBCL) subscales at year two. Multivariate linear regression analyses were performed for each dependent variable, with the number of PCEs and ACEs as independent variables, adjusting for age, sex, race and ethnicity, puberty stage, and family income.

RESULTS

PCEs were associated with better cognitive function on tasks of picture vocabulary (b = 0.29, 95% CI 0.15-0.43), flanker (b = 0.14, 0.00-0.28), reading recognition (b = 0.19, CI 0.08-0.31), and picture sequence memory (b = 0.44, CI 0.21-0.67). The PCEs:ACEs interaction showed that greater PCEs predicted a weaker association of ACEs on the CBCL subscales: anxious-depressed (b = -0.06, -0.10 to -0.01), withdrawn (b = -0.06, -0.09 to -0.04), aggressive behavior (b = -0.11, -0.17 to -0.06), rule-breaking behaviors (b = -0.06, -0.09 to -0.04), social problems (b = -0.04, -0.07 to -0.01), somatic complaints (b = -0.03, -0.06 to 0.00), and total CBCL problems (b = -0.46, -0.69 to -0.23).

CONCLUSIONS

Exposure to PCEs supports cognition and is protective against psychopathology, even among children exposed to ACEs.

摘要

目的

本研究旨在确定积极童年经历（PCEs）与青少年早期大脑健康（认知功能、行为和情绪问题）之间的独立关联。

方法

对青少年大脑与认知发展（ABCD）研究中2年随访的数据进行分析（N = 5449，平均年龄：12.0 ± 0.7，年龄范围 = 10.6 - 13.4岁）。童年不良经历（ACEs）在基线时通过家长报告进行测量，PCEs在第二年通过家长报告进行测量。因变量包括第二年的认知功能领域（美国国立卫生研究院[NIH]工具箱）和儿童行为检查表（CBCL）分量表。对每个因变量进行多元线性回归分析，将PCEs和ACEs的数量作为自变量，并对年龄、性别、种族和民族、青春期阶段以及家庭收入进行调整。

结果

PCEs与图片词汇任务（b = 0.29，95% CI 0.15 - 0.43）、侧翼任务（b = 0.14，0.00 - 0.28）、阅读识别（b = 0.19，CI 0.08 - 0.31）和图片序列记忆（b = 0.44，CI 0.21 - 0.67）的更好认知功能相关。PCEs:ACEs的交互作用表明，更多的PCEs预示着ACEs与CBCL分量表之间的关联较弱：焦虑抑郁（b = -0.06，-0.10至-0.01）、退缩（b = -0.06，-0.09至-0.04）、攻击行为（b = -0.11，-0.17至-0.06）、违规行为（b = -0.06，-0.09至-0.04）、社交问题（b = -0.04，-0.07至-0.01）、躯体主诉（b = -0.03，-0.06至0.00）以及CBCL问题总分（b = -0.46，-0.69至-0.23）。