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Articles by Nicholas Judd
Wildfire pollution exposure during childhood adversely affects cognitive and neural development
The authors have declared no competing interest. I confirm all relevant ethical guidelines have been followed, and any necessary IRB and/or ethics committee approvals have been obtained. Yes The details of the IRB/oversight body that provided approval or exemption for the research described are given below: Data used in the preparation of this article were obtained from the Adolescent Brain Cognitive Developmen (ABCD) Study, held in the NIH Brain Development Cohorts Data Sharing Platform.
What are things you wish you could improve about prop. managment
Originally posted by @Nicholas Judd: @Steve Vaughan Can you elaborate a little more as far as spreading those fees out over the tenancy. Are you talking about placement fees, start up fees, etc. ? As far as repair requests, would you be willing to pay a higher monthly premium if it meant there was no repair up charge? When you say to triage repair requests, how might one do that? The vacancy-fill fee. Spread it out.
No effect of additional education on long-term brain structure, a preregistered natural experiment in thousands of individuals
eLife Assessment A regression discontinuity analysis finds essentially no effect of 1 additional year of secondary education on brain structure in adulthood. This is a valuable finding that adds to the literature on the impact of education on brain health.
No effect of education on Telomere Length: a natural experiment in aging individuals
Abstract Telomere length is increasingly used as a proxy for an ‘aging exposome’ – an index of non-genetic environmental (and behavioral) exposures that an individual encounters, leading to differences in rates of aging. One of the largest associations with telomere length is schooling, leading to the suggestion of long-lasting protective effects of (additional) education.
No effect of additional education on long-term brain structure - a preregistered natural experiment in thousands of individuals
Access to education is codified as a fundamental human right with immense societal and economic benefits 1,2. Individuals who experience more education tend to show a wide variety of beneficial health, cognitive, and neural outcomes 3. Correlational evidence across disparate contexts, countries, and demographics offers overwhelming support for these findings 4–10. Education not only increases learned skills and knowledge, but also reasoning and fluid intelligence abilities 11–14.
Protocol and preregistration for the CODEC project: measuring, modelling and mechanistically understanding the nature of cognitive variability in early childhood | BMC Psychology | Full Text
The CODEC study is an accelerated longitudinal observational cohort study involving 600 children aged between 7 and 10 years at the first measurement, who are followed for a duration of 3 years. Participants will be included from the summer of 2024 to December 2027, or longer if necessary to test all children a final time after 3 years. The study consists of two arms: behaviour only, and behaviour + imaging. Children take part in the behavioural study either in classrooms or on an individual basis.
No effect of additional education on long-term brain structure: a preregistered natural experiment in thousands of individuals.
Abstract Education is related to a wide variety of beneficial health, behavioral, and societal outcomes. However, whether education causes longterm structural changes in the brain remains unclear. A pressing challenge is that individuals self-select into continued education, thereby introducing a wide variety of environmental and genetic confounders. Fortunately, natural experiments allow us to isolate the causal impact of increased education from individual (and societal) characteristics.
Long-term impact of digital media on brain development in children - Scientific Reports
Abstract Digital media (DM) takes an increasingly large part of children’s time, yet the long-term effect on brain development remains unclear. We investigated how individual effects of DM use (i.e., using social media, playing video games, or watching television/videos) on the development of the cortex (i.e., global cortical surface area), striatum, and cerebellum in children over 4 years, accounting for both socioeconomic status and genetic predisposition.
No effect of additional education on long-term brain structure: a preregistered natural experiment in over 30,000 individuals.
Abstract Education is related to a wide variety of beneficial health, behavioral, and societal outcomes. However, whether education causes longterm structural changes in the brain remains unclear. A pressing challenge is that individuals self-select into continued education, thereby introducing a wide variety of environmental and genetic confounders. Fortunately, natural experiments allow us to isolate the causal impact of increased education from individual (and societal) characteristics.
Schooling substantially improves intelligence, but neither lessens nor widens the impacts of socioeconomics and genetics - npj Science of Learning
Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.
Dom Bess focusing on life outside cricket as he waits to restart promising England career
Off-spinner is working on property development after pandemic disrupted his Test rise England spinner Dom Bess took five wickets against South Africa in January and was hoping for a promising summer before the coronavirus pandemic took over. PA Somerset and England spinner Dom Bess practices near his home in Taunton. Getty Dom Bess was looking forward to the Sri Lanka series which was called off due to the pandemic. Getty Dom Bess trains near his home in Taunton.
Cognitive and brain development is independently influenced by socioeconomic status and polygenic scores for educational attainment
Research Article Nicholas Judd, View ORCID ProfileBruno Sauce, View ORCID ProfileJohn Wiedenhoeft, Jeshua Tromp, View ORCID ProfileBader Chaarani, Alexander Schliep, View ORCID ProfileBetteke van Noort, Jani Penttilä, Yvonne Grimmer, Corinna Insensee, Andreas Becker, View ORCID ProfileTobias Banaschewski, Arun L. W.
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