Psychology Faculty Research

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Browsing Psychology Faculty Research by Author "Cheng, Theresa W."

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    Characterizing the impact of adversity, abuse, and neglect on adolescent amygdala resting-state functional connectivity
    (Elsevier, 2020) Cheng, Theresa W.; Mills, Kathryn L.; Miranda Dominguez, Oscar; Zeithamova, Dagmar; Perrone, Anders; Sturgeon, Darrick; Feldstein Ewing, Sarah W.; Fisher, Philip A.; Pfeifer, Jennifer H.; Fair, Damian A.; Mackiewicz Seghete, Kristen L.
    Characterizing typologies of childhood adversity may inform the development of risk profiles and corresponding interventions aimed at mitigating its lifelong consequences. A neurobiological grounding of these typologies requires systematic comparisons of neural structure and function among individuals with different exposure histories. Using seed-to-whole brain analyses, this study examined associations between childhood adversity and amygdala resting-state functional connectivity (rs-fc) in adolescents aged 11–19 years across three independent studies (N = 223; 127 adversity group) in both general and dimensional models of adversity (comparing abuse and neglect). In a general model, adversity was associated with altered amygdala rs-fc with clusters within the left anterior lateral prefrontal cortex. In a dimensional model, abuse was associated with altered amygdala rs-fc within the orbitofrontal cortex, dorsal precuneus, posterior cingulate cortex, and dorsal anterior cingulate cortex/anterior mid-cingulate cortex, as well as within the dorsal attention, visual, and somatomotor networks. Neglect was associated with altered amygdala rs-fc with the hippocampus, supplementary motor cortex, temporoparietal junction, and regions within the dorsal attention network. Both general and dimensional models revealed unique regions, potentially reflecting pathways by which distinct histories of adversity may influence adolescent behavior, cognition, and psychopathology.
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    A Researcher’s Guide to the Measurement and Modeling of Puberty in the ABCD Study® at Baseline
    (Frontiers Media, 2021-05-05) Cheng, Theresa W.; Magis-Weinberg, Lucía; Williamson, Victoria Guazzelli; Ladouceur, Cecile D.; Whittle, Sarah L.; Herting, Megan M.; Uban, Kristina A.; Byrne, Michelle L.; Barendse, Marjolein E. A.; Shirtcliff, Elizabeth A.; Pfeifer, Jennifer H.
    The Adolescent Brain Cognitive Development℠ (ABCD) Study is an ongoing, diverse, longitudinal, and multi-site study of 11,880 adolescents in the United States. The ABCD Study provides open access to data about pubertal development at a large scale, and this article is a researcher’s guide that both describes its pubertal variables and outlines recommendations for use. These considerations are contextualized with reference to cross-sectional empirical analyses of pubertal measures within the baseline ABCD dataset by Herting, Uban, and colleagues (2021). We discuss strategies to capitalize on strengths, mitigate weaknesses, and appropriately interpret study limitations for researchers using pubertal variables within the ABCD dataset, with the aim of building toward a robust science of adolescent development.