Caroline Bouchard

G protein-coupled receptor 84, a microglia-associated protein expressed in neuroinflammatory conditions.

G protein‐coupled receptor 84 (GPR84) is a recently discovered member of the seven transmembrane receptor superfamily whose function and regulation are unknown. Here, we report that in mice suffering from endotoxemia, microglia express GPR84 in a strong and sustained manner. This property is shared by subpopulations of peripheral macrophages and, to a much lesser extent, monocytes. The induction of GPR84 expression by endotoxin is mediated, at least in part, by proinflammatory cytokines, notably tumor necrosis factor (TNF) and interleukin‐1 (IL‐1), because mice lacking either one or both of these molecules have fewer GPR84‐expressing cells in their cerebral cortex than wild‐type mice during the early phase of endotoxemia. Moreover, when injected intracerebrally or added to microglial cultures, recombinant TNF stimulates GPR84 expression through a dexamethasone‐insensitive mechanism. Finally, we show that microglia produce GPR84 not only during endotoxemia, but also during experimental autoimmune encephalomyelitis (EAE), a model of multiple sclerosis. In conclusion, this study reports the identification of a new sensitive marker of microglial activation, which may play an important regulatory role in neuroimmunological processes, acting downstream to the effects of proinflammatory mediators.

Gender differences in language development in French Canadian children between 8 and 30 months of age

The purpose of this article is to examine the language of girls and boys between 8 and 30 months of age, using the Quebec French version of The MacArthur Communicative Development Inventories. The findings from this parental report measure confirm those of earlier research, which showed the linguistic superiority of girls over boys at a young age. More specifically, the results show that girls produce significantly more words than boys; their utterances contain a greater number of grammatical forms, and are more complex syntactically. On the qualitative level, the data illustrate distinctive characteristics associated with gender in the acquisition of the first 100 words. These findings suggest that caution is necessary when assessing young children to interpret performance in light of factors that may contribute to it, including gender. These results are discussed in light of whether separate normative data are warranted for young boys and girls learning Canadian French.

The role of executive functions in the pragmatic skills of children age 4-5

Several studies suggest that pragmatic skills (PS) (i.e., social communication) deficits may be linked to executive dysfunction (i.e., cognitive processes required for the regulation of new and complex behaviors) in patients with frontal brain injuries. If impairment of executive functions (EF) causes PS deficits in otherwise healthy adults, could this mean that EF are necessary for the normal functioning of PS, even more so than cognitive maturation? If so, children with highly developed EF should exhibit higher levels of PS. This study aimed to examine the link between EF and PS among normally developing children. A secondary goal was to compare this relationship to that between intellectual quotient (IQ) and PS in order to determine which predictor explained the most variance. Participants were 70 French-speaking preschool children (3;10–5;7 years old). The PS coding system, an observational tool developed for this study, was used to codify the childrens PS during a semi-structured conversation with a research assistant. Five types of EF processes were evaluated: self-control, inhibition, flexibility, working memory and planning. IQ was estimated by tallying the scores on a receptive vocabulary test and a visuoconstructive abilities test. The results of the test of differences between correlation coefficients suggest that EF contributed significantly more than IQ to the PS exhibited by preschoolers during conversation. More specifically, higher inhibition skills were correlated with a decrease in talkativeness and assertiveness. EF also appeared to foster quality of speech by promoting the ability to produce fluid utterances, free of unnecessary repetition or hesitation. Moreover, children with a high working memory capacity were more likely to formulate contingent answers and produce utterances that could be clearly understood by the interlocutor. Overall, these findings help us better understand how EF may assist children in everyday social interactions.

The role of language skills in perceived prosocialityin kindergarten boys and girls

The main goal of this study is to clarify the role of language in perceived prosociality according to the gender of the child by using a sample of 209 French-speaking children (93 girls and 116 boys) attending kindergarten (M = 66.8 months, SD = 3.7). In keeping with many studies on this subject, our results showed significant gender differences with respect to the prosociality of kindergarten children as perceived by their teachers. In parallel with gender differences in prosociality, hierarchical regression analyses revealed that the relation between language skills and assessments of prosociality by kindergarten teachers varies according to the gender of the child: language has an explanatory role in perceived prosociality for boys, but not for girls. Implications of these findings concerning the social role of sexes in education and avenues for future research are presented.

Language problems among abused and neglected children: a meta-analytic review

Research data show that exposure to abuse and neglect has detrimental effects on a child’s language development. In this meta-analysis, we analyze studies (k = 23), to compare the language skills (receptive language, expressive language, pragmatics) of children who have experienced abuse and/or neglect with the language skills of children who have not experienced abuse and/or neglect and to examine whether age or type of maltreatment moderate the relationship between maltreatment and language skills. Results confirm that the language skills of children who have experienced abuse and/or neglect are delayed when compared to children who have not experienced abuse and/or neglect. Compared to older children, young children seem particularly vulnerable to abuse and neglect. No significant differences were demonstrated concerning the type of maltreatment suffered by the child. These findings support the necessity of early detection of language problems in abused and neglected children as well as early intervention in order to implement interventions that will positively stimulate their development.

Inferential comprehension of 3–6 year olds within the context of story grammar: a scoping review

BACKGROUND The ability to make inferences plays a crucial role in reading comprehension and the educational success of school-aged children. However, it starts to unfold much earlier than school entry and literacy. Given that it is likely to be targeted in speech language therapy, it would be useful for clinicians to have access to information about a developmental sequence of inferential comprehension. Yet, at this time, there is no clear proposition of the way in which this ability develops in young children prior to school entry. AIMS To reduce the knowledge gap with regards to inferential comprehension in young children by conducting a scoping review of the literature. The two objectives of this research are: (1) to describe typically developing childrens comprehension of causal inferences targeting elements of story grammar, with the goal of proposing milestones in the development of this ability; and (2) to highlight key elements of the methodology used to gather this information in a paediatric population. METHODS & PROCEDURES A total of 16 studies from six databases that met the inclusion criteria were qualitatively analysed in the context of a scoping review. This methodological approach was used to identify common themes and gaps in the knowledge base to achieve the intended objectives. MAIN CONTRIBUTION Results permit the description of key elements in the development of six types of causal inference targeting elements of story grammar in children between 3 and 6 years old. Results also demonstrate the various methods used to assess this ability in young children and highlight particularly interesting procedures for use with this younger population. CONCLUSIONS These findings point to the need for additional studies to understand this ability better and to develop strategies to stimulate an evidence-based developmental sequence in children from an early age.

Microsatellite loci for genetic analysis of the arctic gadids Boreogadus saida and Arctogadus glacialis

We report sets of 19 and 16 microsatellite loci for the examination of the population genetics of Boreogadus saida and Arctogadus glacialis, respectively. Six of these loci were developed from a collection of 9,497 expressed sequences from B. saida while the remaining loci were found in the literature and optimized for use in B. saida and A. glacialis. The numbers of alleles observed for each locus ranged from 3 to 33 in B. saida and 1–22 in A. glacialis. Observed heterozygosities ranged from 0.02 to 0.93 in B. saida and 0.17–1.0 in A. glacialis. Species specific differences were observed for the loci providing new tools for the identification of these two morphologically similar arctic gadids. The loci presented here can be used to distinguish between the two species and fill fundamental biological knowledge gaps, thus promoting conservation of these important fishes.

Comprehension of Inferences in a Narrative in 3- to 6-Year-Old Children

Purpose This study aimed to describe the development of inferential abilities of children age 3 to 6 years in a narrative using a dialogic reading task on an iPad. Method Participants were 121 typically developing children, divided into 3 groups according to age range (3-4 years old, 4-5 years old, 5-6 years old). Total score of inferential comprehension, subscores by causal inference type targeting elements of the story grammar, and quality of response were examined across groups. Results Inferential comprehension emerged early, from 3 to 4 years old, with considerable interindividual variability. Inferential comprehension scores increased significantly in relation to age, leading to developmental steps with regards to the type of causal inferences. The ability to infer the problem of the story, the internal response of a character, and predictions were easier starting at age 4 years. Then, the 5- to 6-year-olds were better able to infer the goal, the attempt to solve the problem, and the resolution. Last, between the ages of 3 and 6 years, children improved in terms of the quality of response they provided. Conclusion This study addresses important gaps in our knowledge of inferential comprehension in young children and has implications for planning of early education in this realm.

Quebec’s Child Care Services: What Are the Mechanisms Influencing Children’s Behaviors Across Quantity, Type, and Quality of Care Experienced?

The objective of this study was to examine how quantity, type, and quality of care interact in predicting externalizing and internalizing behaviors of 36-month-old children attending Quebec’s educational child care from their first years of life. To do so, the authors examined two hypothesized models: (1) a mediation model where quantity, type, and structural quality of care influences children’s behaviors through process quality and (2) a moderation model where process quality interacts with quantity, type, and structural quality of care in influencing children’s behaviors. The results of this study were consistent with the moderation model. They suggest conditions under which several features of process quality are associated with a lower occurrence of externalizing and internalizing behaviors during an important period of behavioral development and before school entry.

Perceived, Expressed and Observed Prosociality among Four-Year-Old Girls and Boys in Childcare Centres.

This article examines the prosociality of four-year-old girls and boys in childcare centres. More specifically, it aims to measure gender differences in prosociality among children, based on three sources and methods of evaluation: (1) the early childhood educators (ECE) perception (perceived prosociality), (2) the childrens own responses to hypothetical interpersonal problem-solving situations (expressed prosociality) and (3) observation of the childrens prosocial behaviour during symbolic play with a peer (observed prosociality). In line with many studies in this field, the results show that girls are perceived by their ECEs as being more prosocial than boys. However, analyses of the data on expressed prosociality and observed prosociality did not reveal a significant gender effect. These results are discussed with respect to the influence that differential perceptions based on gender have on the assessment of childrens prosociality. Some possible explanations for this gender gap, particularly in educational contexts, are put forward.