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Abstract
Eyeblink conditioning, finger tapping, and prism adaptation are three tasks that have been linked to the cerebellum. Previous research suggests that these tasks recruit distinct but partially overlapping parts of the cerebellum, as well as different extra-cerebellar networks. However, the relationships between the performances on these tasks remain unclear. Here we tested eyeblink conditioning, finger tapping, and prism adaptation in 42 children and 44 adults and estimated the degree of correlation between the performance measures. The results show that performance on all three tasks improves with age in typically developing school-aged children. However, the correlations between the performance measures of the different tasks were consistently weak and without any consistent directions. This reinforces the view that eyeblink conditioning, finger tapping, and prism adaptation rely on distinct mechanisms. Consequently, performance on these tasks cannot be used separately to assess a common cerebellar function or to make general conclusions about cerebellar dysfunction. However, together, these three behavioral tasks have the potential to contribute to a nuanced picture of human cerebellar functions during development.
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52
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Junttila K, Ylinen S. Intentional Training With Speech Production Supports Children's Learning the Meanings of Foreign Words: A Comparison of Four Learning Tasks. Front Psychol 2020; 11:1108. [PMID: 32547461 PMCID: PMC7273511 DOI: 10.3389/fpsyg.2020.01108] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/06/2019] [Accepted: 04/29/2020] [Indexed: 11/25/2022] Open
Abstract
To determine the best techniques to teach children foreign words, we compared the effectiveness of four different learning tasks on their foreign-word learning (i.e., learning word forms and word meanings). The tasks included incidental learning, intentional learning with production, intentional learning without production, and cross-situational statistical learning. We also analyzed whether children's age and cognitive skills correlate with the learning of word forms and word meanings. Forty-four 5-8-year-old children participated in the study. The results reveal that the children were able to learn the correct word forms from all four tasks and no differences emerged between the effectiveness of the tasks on the learning of word-forms. The children also learned the word meanings with all four tasks, yet the intentional task with production was more effective than the incidental task. This suggests that the ability of children to learn foreign words benefited from them knowing that they were supposed to learn new words and producing them aloud while training. The age of the children correlated with their learning results for word forms and meanings on the intentional task without production. The older children learned more effectively than the younger children in this task. Children's phonological processing skills were correlated with learning the word meanings from the incidental task, suggesting that children with better phonological skills were able to benefit from incidental learning more than children with poorer phonological skills. Altogether, the results suggest that children's foreign-language learning benefits from intentional training with speech production regardless of their age or cognitive skills.
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Affiliation(s)
- Katja Junttila
- Cognitive Brain Research Unit, Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Helsinki, Finland
| | - Sari Ylinen
- Cognitive Brain Research Unit, Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Helsinki, Finland
- CICERO Learning, Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland
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53
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Neurocognitive Correlates of Statistical Learning of Orthographic-Semantic Connections in Chinese Adult Learners. Neurosci Bull 2020; 36:895-906. [PMID: 32399936 DOI: 10.1007/s12264-020-00500-y] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/07/2019] [Accepted: 02/11/2020] [Indexed: 10/24/2022] Open
Abstract
We examined the neural correlates of the statistical learning of orthographic-semantic connections in Chinese adult learners. Visual event-related potentials (ERPs) were recorded while participants were exposed to a sequence of artificial logographic characters containing semantic radicals carrying low, moderate, or high levels of semantic consistency. The behavioral results showed that the mean accuracy of participants' recognition of previously exposed characters was 63.1% that was significantly above chance level (50%), indicating the statistical learning of the regularities of semantic radicals. The ERP data revealed a temporal sequence of the neural process of statistical learning of orthographic-semantic connections, and different brain indexes were found to be associated with this processing, i.e., a clear N170-P200-N400 pattern. For N170, the larger negative amplitudes were evoked by the high and moderate consistency than the low consistency. For P200, the mean amplitudes elicited by the moderate and low consistency were larger than the high consistency. In contrast, a larger N400 amplitude was observed in the low than moderate and high consistency; and more negative amplitude was elicited by the moderate than high consistency. We propose that the initial potential shifts (N170 and P200) may reflect orthographic or graphic form identification, while the later component (N400) may be associated with semantic information analysis.
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54
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Wang Z, Meltzoff AN. Imitation in Chinese Preschool Children: Influence of Prior Self-Experience and Pedagogical Cues on the Imitation of Novel Acts in a Non-Western Culture. Front Psychol 2020; 11:662. [PMID: 32351426 PMCID: PMC7174596 DOI: 10.3389/fpsyg.2020.00662] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/21/2019] [Accepted: 03/19/2020] [Indexed: 12/23/2022] Open
Abstract
Both prior experience and pedagogical cues modulate Western children’s imitation. However, these factors have not been systematically explored together within a single study. This paper explored how these factors individually and together influence imitation using 4-year-old children born and reared in mainland China (N = 210)—a country that contains almost one-fifth of the world’s population, and in which childhood imitation is under-studied using experimental methodology. The behavior of children in this culture is of special interest to theory because traditional East Asian culture places high value on conformity and fitting in with the group. Thus, high-fidelity imitation is emphasized in the local culture. This value, practice, or norm may be recognized by children at a young age and influence their imitative performance. In this study, we crossed prior self-experience and pedagogical cues, yielding four demonstration groups in addition to a control group. This design allowed us to investigate the degree to which Chinese preschoolers’ imitation was modulated by the two experimental factors. High-fidelity imitation was significantly modulated by prior self-experience but not by pedagogical cues, as measured by the number of novel acts imitated and also the serial order of these acts. This study (i) expands our understanding of factors that modulate imitation of novel behaviors in preschoolers and (ii) contributes to efforts to broaden research beyond Western societies to enrich our theories, particularly regarding social learning and imitation. Imitation is a key mechanism in the acquisition of culturally appropriate behaviors, mannerisms, and norms but who, what, and when children imitate is malleable. This study points to both cross-cultural invariants and variations to provide a fuller picture of the scope and functions of childhood imitation.
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Affiliation(s)
- Zhidan Wang
- School of Education Science, Jiangsu Normal University, Xuzhou, China
| | - Andrew N Meltzoff
- Institute for Learning & Brain Sciences, University of Washington, Seattle, WA, United States
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55
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Conway CM. How does the brain learn environmental structure? Ten core principles for understanding the neurocognitive mechanisms of statistical learning. Neurosci Biobehav Rev 2020; 112:279-299. [PMID: 32018038 PMCID: PMC7211144 DOI: 10.1016/j.neubiorev.2020.01.032] [Citation(s) in RCA: 87] [Impact Index Per Article: 21.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/08/2019] [Revised: 01/22/2020] [Accepted: 01/25/2020] [Indexed: 10/25/2022]
Abstract
Despite a growing body of research devoted to the study of how humans encode environmental patterns, there is still no clear consensus about the nature of the neurocognitive mechanisms underpinning statistical learning nor what factors constrain or promote its emergence across individuals, species, and learning situations. Based on a review of research examining the roles of input modality and domain, input structure and complexity, attention, neuroanatomical bases, ontogeny, and phylogeny, ten core principles are proposed. Specifically, there exist two sets of neurocognitive mechanisms underlying statistical learning. First, a "suite" of associative-based, automatic, modality-specific learning mechanisms are mediated by the general principle of cortical plasticity, which results in improved processing and perceptual facilitation of encountered stimuli. Second, an attention-dependent system, mediated by the prefrontal cortex and related attentional and working memory networks, can modulate or gate learning and is necessary in order to learn nonadjacent dependencies and to integrate global patterns across time. This theoretical framework helps clarify conflicting research findings and provides the basis for future empirical and theoretical endeavors.
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Affiliation(s)
- Christopher M Conway
- Center for Childhood Deafness, Language, and Learning, Boys Town National Research Hospital, Omaha, NE, United States.
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56
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McAuliffe D, Zhao Y, Pillai AS, Ament K, Adamek J, Caffo BS, Mostofsky SH, Ewen JB. Learning of skilled movements via imitation in ASD. Autism Res 2020; 13:777-784. [PMID: 31876983 PMCID: PMC11079622 DOI: 10.1002/aur.2253] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/05/2019] [Accepted: 12/01/2019] [Indexed: 11/07/2022]
Abstract
Autism spectrum disorder (ASD) consists of altered performance of a range of skills, including social/communicative and motor skills. It is unclear whether this altered performance results from atypical acquisition or learning of the skills or from atypical "online" performance of the skills. Atypicalities of skilled actions that require both motor and cognitive resources, such as abnormal gesturing, are highly prevalent in ASD and are easier to study in a laboratory context than are social/communicative skills. Imitation has long been known to be impaired in ASD; because learning via imitation is a prime method by which humans acquire skills, we tested the hypothesis that children with ASD show alterations in learning novel gestures via imitation. Eighteen participants with ASD and IQ > 80, ages 8-12.9 years, and 19 typically developing peers performed a task in which they watched a video of a model performing a novel, meaningless arm/hand gesture and copied the gesture. Each gesture video/copy sequence was repeated 4-6 times. Eight gestures were analyzed. Examination of learning trajectories revealed that while children with ASD made nearly as much progress in learning from repetition 1 to repetition 4, the shape of the learning curves differed. Causal modeling demonstrated the shape of the learning curve influenced both the performance of overlearned gestures and autism severity, suggesting that it is in the index of learning mechanisms relevant both to motor skills and to autism core features. Autism Res 2020, 13: 777-784.. © 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Imitation is a route by which humans learn a wide range of skills, naturally and in therapies. Imitation is known to be altered in autism spectrum disorder (ASD), but learning via imitation has not been rigorously examined. We found that the shape of the learning curve is altered in ASD, in a way that has a significant impact both on measures of autism severity and of other motor skills.
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Affiliation(s)
- Danielle McAuliffe
- Department of Neurology and Developmental Medicine, Kennedy Krieger Institute, Baltimore, Maryland
| | - Yi Zhao
- Department of Biostatistics, Johns Hopkins Bloomberg School of Public Health, Baltimore, Maryland
| | - Ajay S Pillai
- Department of Neurology and Developmental Medicine, Kennedy Krieger Institute, Baltimore, Maryland
- Department of Neurology, Johns Hopkins University School of Medicine, Baltimore, Maryland
| | - Katarina Ament
- Center for Neurodevelopmental and Imaging Research, Kennedy Krieger Institute, Baltimore, Maryland
| | - Jack Adamek
- Department of Neurology and Developmental Medicine, Kennedy Krieger Institute, Baltimore, Maryland
| | - Brian S Caffo
- Department of Biostatistics, Johns Hopkins Bloomberg School of Public Health, Baltimore, Maryland
| | - Stewart H Mostofsky
- Department of Neurology, Johns Hopkins University School of Medicine, Baltimore, Maryland
- Center for Neurodevelopmental and Imaging Research, Kennedy Krieger Institute, Baltimore, Maryland
- Department of Psychiatry and Behavioral Sciences, Johns Hopkins University School of Medicine, Baltimore, Maryland
| | - Joshua B Ewen
- Department of Neurology and Developmental Medicine, Kennedy Krieger Institute, Baltimore, Maryland
- Department of Neurology, Johns Hopkins University School of Medicine, Baltimore, Maryland
- Department of Psychological and Brain Sciences, Johns Hopkins University, Baltimore, Maryland
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57
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Doukakis S. Exploring brain activity and transforming knowledge in visual and textual programming using neuroeducation approaches. AIMS Neurosci 2020; 6:175-190. [PMID: 32341975 PMCID: PMC7179366 DOI: 10.3934/neuroscience.2019.3.175] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/05/2019] [Accepted: 08/12/2019] [Indexed: 11/22/2022] Open
Abstract
Eight (8) computer science students, novice programmers, who were in the first semester of their studies, participated in a field study in order to explore potential differences in their brain activity during programming with a visual programming language versus a textual programming language. The eight students were asked to develop two specific programs in both programming languages (a total of four tasks). The order of these programs was determined, while the order of languages in which they worked differed between the students. Measurement of cerebral activity was performed by the electroencephalography (EEG) imaging method. According to the analysis of the data it appears that the type of programming language did not affect the students' brain activity. Also, six students needed more time to successfully develop the programs they were asked with the first programming language versus the second one, regardless of the type of programming language that was first. In addition, it appears that six students did not show reducing or increasing brain activity as they spent their time on tasks and at the same time did not show a reduction or increase in the time they needed to develop the programs. Finally, the students showed higher average brain activity in the development of the fourth task than the third, and six of them showed higher average brain activity when developing the first versus the second program, regardless of the programming language. The results can contribute to: a) highlighting the need for a diverse educational approach for students when engaging in program development and b) identifying appropriate learning paths to enhance student education in programming.
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Affiliation(s)
- Spyridon Doukakis
- Department of Informatics, Ionian University, 7 Tsirigoti Square, 49132 Corfu, Greece
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58
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Hassinger-Das B, Zosh JM, Hansen N, Talarowski M, Zmich K, Golinkoff RM, Hirsh-Pasek K. Play-and-learn spaces: Leveraging library spaces to promote caregiver and child interaction. LIBRARY & INFORMATION SCIENCE RESEARCH 2020. [DOI: 10.1016/j.lisr.2020.101002] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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59
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Miller TP, Klosky JL, Zamora F, Swift M, Mertens AC. Feasibility and acceptability of an animatronic duck intervention for promoting adaptation to the in-patient setting among pediatric patients receiving treatment for cancer. Pediatr Blood Cancer 2019; 66:e27984. [PMID: 31486586 PMCID: PMC6938026 DOI: 10.1002/pbc.27984] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/01/2019] [Accepted: 08/12/2019] [Indexed: 11/08/2022]
Abstract
BACKGROUND During cancer treatment, children undergo potentially stressful hospitalizations and procedures. Animatronic devices are a promising means of distraction intervention. This study aimed to assess acceptability and feasibility of the My Special Aflac Duck® (MSAD) intervention among pediatric oncology patients and parents. We hypothesized that MSAD would be feasible to implement, have greater than 50% acceptance, and be useful distraction. PROCEDURES This feasibility study enrolled oncology patients aged 3-11 years admitted to Children's Healthcare of Atlanta between May and August 2018. Patients were exposed to MSAD for 3 days and completed quantitative and qualitative assessments of acceptability. Patient and hospital data were abstracted. RESULTS Seventeen (80.9%) of 21 eligible patients enrolled; 64.7% were <7 years, 47% were female, 52.9% had leukemia, 41.2% had solid tumors, and 5.9% had brain tumors. Patients had 1-12 previous admissions (mean 4.8, SD 3.1) and approximately 65% were planned hospitalizations. Approximately 69% reported MSAD helped reduce in-patient distress and 93.7% were satisfied with MSAD overall. Child satisfaction was high. There were no significant differences in acceptability or satisfaction with MSAD based on age, gender, number of inpatient procedures or previous hospitalizations, or hospitalization reason. Qualitative interviews revealed patients liked expressing feelings with tokens and thought MSAD was a fun distraction. CONCLUSIONS MSAD implementation was feasible, and its acceptability was high among both patients and parents. MSAD shows potential as good distraction and an alternative means of communicating feelings. Future research should expand upon the effectiveness of MSAD on reducing distress.
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Affiliation(s)
- Tamara P. Miller
- Aflac Cancer and Blood Disorders Center, Children’s Healthcare of Atlanta, Atlanta, Georgia,Department of Pediatrics, Emory University School of Medicine, Atlanta, Georgia
| | - James L. Klosky
- Aflac Cancer and Blood Disorders Center, Children’s Healthcare of Atlanta, Atlanta, Georgia,Department of Pediatrics, Emory University School of Medicine, Atlanta, Georgia
| | - Fernanda Zamora
- Aflac Cancer and Blood Disorders Center, Children’s Healthcare of Atlanta, Atlanta, Georgia
| | - Megan Swift
- Aflac Cancer and Blood Disorders Center, Children’s Healthcare of Atlanta, Atlanta, Georgia
| | - Ann C. Mertens
- Aflac Cancer and Blood Disorders Center, Children’s Healthcare of Atlanta, Atlanta, Georgia,Department of Pediatrics, Emory University School of Medicine, Atlanta, Georgia
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60
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Hassinger-Das B, Palti I, Golinkoff RM, Hirsh-Pasek K. Urban Thinkscape: Infusing Public Spaces with STEM Conversation and Interaction Opportunities. JOURNAL OF COGNITION AND DEVELOPMENT 2019. [DOI: 10.1080/15248372.2019.1673753] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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61
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Skinner AL, Olson KR, Meltzoff AN. Acquiring group bias: Observing other people's nonverbal signals can create social group biases. J Pers Soc Psychol 2019; 119:824-838. [PMID: 31524429 DOI: 10.1037/pspi0000218] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/10/2023]
Abstract
Evidence of group bias based on race, ethnicity, nationality, and language emerges early in the life span. Although understanding the initial acquisition of group bias has critical theoretical and practical implications, precisely how group biases are acquired has been understudied. In two preregistered experiments, we tested the hypothesis that generalized social group biases can be acquired through exposure to positive nonverbal signals directed toward a novel adult from one group and more negative nonverbal signals directed toward a novel adult from another group. We sought to determine whether children would acquire global nonverbal signal-consistent social group biases that extended beyond their explicit social preferences, by measuring children's preferences, imitation, and behavioral intentions. Supporting our preregistered hypotheses, preschool-age participants favored small and large groups whose member received positive nonverbal signals, relative to groups whose member received more negative nonverbal signals. We also replicated prior work indicating that children will acquire individual target biases from the observation of biased nonverbal signals. Here we make the case that generalized social group biases can be rapidly and unintentionally transmitted on the basis of observational learning from nonverbal signals. (PsycInfo Database Record (c) 2020 APA, all rights reserved).
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62
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Kuzyk O, Grossman S, Poulin-Dubois D. Knowing who knows: Metacognitive and causal learning abilities guide infants' selective social learning. Dev Sci 2019; 23:e12904. [PMID: 31519037 DOI: 10.1111/desc.12904] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/15/2018] [Revised: 06/28/2019] [Accepted: 08/26/2019] [Indexed: 12/01/2022]
Abstract
Given the widespread interest in the development of children's selective social learning, there is mounting evidence suggesting that infants prefer to learn from competent informants (Poulin-Dubois & Brosseau-Liard, Current Directions in Psychological Science, 2016, 25). However, little research has been dedicated to understanding how this selectivity develops. The present study investigated whether causal learning and precursor metacognitive abilities govern discriminant learning in a classic word-learning paradigm. Infants were exposed to a speaker who accurately (reliable condition) or inaccurately (unreliable condition) labeled familiar objects and were subsequently tested on their ability to learn a novel word from the informant. The predictive power of causal learning skills and precursor metacognition (as measured through decision confidence) on infants' word learning was examined across both reliable and unreliable conditions. Results suggest that infants are more inclined to accept an unreliable speaker's testimony on a word learning task when they also lack confidence in their own knowledge on a task measuring their metacognitive ability. Additionally, when uncertain, infants draw on causal learning abilities to better learn the association between a label and a novel toy. This study is the first to shed light on the role of causal learning and precursor metacognitive judgments in infants' abilities to engage in selective trust.
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63
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Origins of the concepts cause, cost, and goal in prereaching infants. Proc Natl Acad Sci U S A 2019; 116:17747-17752. [PMID: 31431537 DOI: 10.1073/pnas.1904410116] [Citation(s) in RCA: 26] [Impact Index Per Article: 5.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
Abstract
We investigated the origins and interrelations of causal knowledge and knowledge of agency in 3-month-old infants, who cannot yet effect changes in the world by reaching for, grasping, and picking up objects. Across 5 experiments, n = 152 prereaching infants viewed object-directed reaches that varied in efficiency (following the shortest physically possible path vs. a longer path), goal (lifting an object vs. causing a change in its state), and causal structure (action on contact vs. action at a distance and after a delay). Prereaching infants showed no strong looking preference between a person's efficient and inefficient reaches when the person grasped and displaced an object. When the person reached for and caused a change in the state of the object on contact, however, infants looked longer when this action was inefficient than when it was efficient. Three-month-old infants also showed a key signature of adults' and older infants' causal inferences: This looking preference was abolished if a short spatial and temporal gap separated the action from its effect. The basic intuition that people are causal agents, who navigate around physical constraints to change the state of the world, may be one important foundation for infants' ability to plan their own actions and learn from the acts of others.
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64
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Kory-Westlund JM, Breazeal C. A Long-Term Study of Young Children's Rapport, Social Emulation, and Language Learning With a Peer-Like Robot Playmate in Preschool. Front Robot AI 2019; 6:81. [PMID: 33501096 PMCID: PMC7806079 DOI: 10.3389/frobt.2019.00081] [Citation(s) in RCA: 26] [Impact Index Per Article: 5.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/17/2019] [Accepted: 08/16/2019] [Indexed: 11/13/2022] Open
Abstract
Prior research has demonstrated the importance of children's peers for their learning and development. In particular, peer interaction, especially with more advanced peers, can enhance preschool children's language growth. In this paper, we explore one factor that may modulate children's language learning with a peer-like social robot: rapport. We explore connections between preschool children's learning, rapport, and emulation of the robot's language during a storytelling intervention. We performed a long-term field study in a preschool with 17 children aged 4-6 years. Children played a storytelling game with a social robot for 8 sessions over two months. For some children, the robot matched the level of its stories to the children's language ability, acting as a slightly more advanced peer (Matched condition); for the others, the robot did not match the story level (Unmatched condition). We examined children's use of target vocabulary words and key phrases used by the robot, children's emulation of the robot's stories during their own storytelling, and children's language style matching (LSM-a measure of overlap in function word use and speaking style associated with rapport and relationship) to see whether they mirrored the robot more over time. We found that not only did children emulate the robot more over time, but also, children who emulated more of the robot's phrases during storytelling scored higher on the vocabulary posttest. Children with higher LSM scores were more likely to emulate the robot's content words in their stories. Furthermore, the robot's personalization in the Matched condition led to increases in both children's emulation and their LSM scores. Together, these results suggest first, that interacting with a more advanced peer is beneficial for children, and second, that children's emulation of the robot's language may be related to their rapport and their learning. This is the first study to empirically support that rapport may be a modulating factor in children's peer learning, and furthermore, that a social robot can serve as an effective intervention for language development by leveraging this insight.
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65
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Flynn AJ. Theory of advice as an information object targeted at an unmade decision. JOURNAL OF DOCUMENTATION 2019. [DOI: 10.1108/jd-05-2019-0099] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
PurposeThe purpose of this paper is to advance an understanding of the concept of advice and its relationship to documents, information and knowledge.Design/methodology/approachA conceptual analysis of a sample of 48 relevant advice studies and two books, directly informed by documentation and information theories, was conducted to find out how researchers have approached advice conceptually since 1940. Further gains in understanding advice came from analyzing its relationship with environmental uncertainty.FindingsResearchers have studied advice in the context of human-human, machine-machine and information and communication technology-intermediated interactions. Advice has been conceptualized and categorized in many different ways. Over time, conceptualizations of advice have broadened and become more general. In this light, it is theorized that advice is as an information object targeted at an unmade decision. This conceptualization of advice permits situated and momentary advice documents. A newly developed content-based framework of advice leads to an advice typology with four content-based categories of best possible advice: correct answers, probabilities, possibilities, and acknowledgments of the unknown.Research limitations/implicationsThe refined advice theory, content-based advice framework and related typology of advice contributed here are small steps toward improved clarity about the nature of advice. These findings are limited in their focus to advice theory and advice categorization.Practical implicationsScholars, practitioners and information system developers may reconsider advice theory and make use of the content-based framework and related advice typology in their work. These contributions will help advice-givers and the developers of advice-giving information systems and advice networks to provide better advice.Originality/valueThis paper fills a need for a clear and straightforward overall conceptualization of advice that accounts for advice documents and is informed by how advice has been previously conceptualized in multiple scientific fields.
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66
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Logan DE, Breazeal C, Goodwin MS, Jeong S, O'Connell B, Smith-Freedman D, Heathers J, Weinstock P. Social Robots for Hospitalized Children. Pediatrics 2019; 144:peds.2018-1511. [PMID: 31243158 DOI: 10.1542/peds.2018-1511] [Citation(s) in RCA: 37] [Impact Index Per Article: 7.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 03/19/2019] [Indexed: 11/24/2022] Open
Abstract
BACKGROUND AND OBJECTIVES Social robots (SRs) are increasingly present in medical and educational contexts, but their use in inpatient pediatric settings has not been demonstrated in studies. In this study, we aimed to (1) describe the introduction of SR technology into the pediatric inpatient setting through an innovative partnership among a pediatric teaching hospital, robotics development, and computational behavioral science laboratories and (2) present feasibility and acceptability data. METHODS Fifty-four children ages 3 to 10 years were randomly exposed to 1 of 3 interventions: (1) interactive SR teddy bear; (2) tablet-based avatar version of the bear; or (3) plush teddy bear with human presence. We monitored intervention enrollment and completion patterns, obtained qualitative feedback on acceptability of SR use from child life-specialist stakeholders, and assessed children's positive and negative affect, anxiety, and pain intensity pre- and postintervention. RESULTS The intervention was well received and appeared feasible, with 93% of those enrolled completing the study (with 80% complete parent data). Children exposed to the SR reported more positive affect relative to those who received a plush animal. SR interactions were characterized by greater levels of joyfulness and agreeableness than comparison interventions. Child life specialist stakeholders reported numerous potential benefits of SR technology in the pediatric setting. CONCLUSIONS The SR appears to be an engaging tool that may provide new ways to address the emotional needs of hospitalized children, potentially increasing access to emotionally targeted interventions. Rigorous development and validation of SR technology in pediatrics could ultimately lead to scalable and cost-effective tools to improve the patient care experience.
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Affiliation(s)
- Deirdre E Logan
- Departments of Anesthesia, Critical Care and Pain Medicine and.,Departments of Psychiatry and
| | - Cynthia Breazeal
- Media Laboratory, Massachusetts Institute of Technology, Cambridge, Massachusetts; and
| | - Matthew S Goodwin
- Department of Health Sciences, Bouve College of Health Sciences, Northeastern University, Boston, Massachusetts
| | - Sooyeon Jeong
- Media Laboratory, Massachusetts Institute of Technology, Cambridge, Massachusetts; and
| | - Brianna O'Connell
- Boston Children's Hospital Simulator Program and.,Child Life Services, Boston Children's Hospital, Boston, Massachusetts
| | | | - James Heathers
- Department of Health Sciences, Bouve College of Health Sciences, Northeastern University, Boston, Massachusetts
| | - Peter Weinstock
- Departments of Anesthesia, Critical Care and Pain Medicine and.,Boston Children's Hospital Simulator Program and.,Anesthesia, Harvard Medical School, Boston, Massachusetts
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67
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Pagani LS, Harbec MJ, Barnett TA. Prospective associations between television in the preschool bedroom and later bio-psycho-social risks. Pediatr Res 2019; 85:967-973. [PMID: 30587848 DOI: 10.1038/s41390-018-0265-8] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/20/2018] [Revised: 11/07/2018] [Accepted: 11/09/2018] [Indexed: 12/31/2022]
Abstract
BACKGROUND North American child media guidelines suggest screen-free zones without offering clear evidence and alternative harm-reduction strategies. Our hypothesis is that having a bedroom television during the preschool years will be prospectively associated with mental and physical health risks in adolescence. METHODS Participants are from a prospective-longitudinal birth cohort of 907 girls and 952 boys from the Quebec Longitudinal Study of Child Development. Child outcomes at ages 12 and 13, measured by multiple sources, were linearly regressed on having a bedroom television at age 4. RESULTS Bedroom television at age 4 predicted a higher body mass index at age 12 (standardized B = 0.10, p < 0.001), more unhealthy eating habits at age 13 (B = 0.10, p < 0.001), higher levels of emotional distress (B = 0.12, p < 0.001), depressive symptoms (B = 0.08, p < 0.001), victimization (B = 0.07, p < 0.001), physical aggression (B = 0.09, p < 0.001), and lowers levels of sociability (B = -0.09, p < 0.001) at age 12, above and beyond pre-existing individual and family factors. CONCLUSION The bedroom as a screen-based preschool zone does not bode well for long-term cardio-metabolic wellness, mental health, and social relationships.
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Affiliation(s)
- Linda S Pagani
- School of Psycho-Education, Université de Montréal, Montréal, Canada.
| | - Marie Josée Harbec
- School Environment Research Group, Université de Montréal, Montréal, Canada
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68
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Nicolson RI, Fawcett AJ. Development of Dyslexia: The Delayed Neural Commitment Framework. Front Behav Neurosci 2019; 13:112. [PMID: 31178705 PMCID: PMC6536918 DOI: 10.3389/fnbeh.2019.00112] [Citation(s) in RCA: 37] [Impact Index Per Article: 7.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/23/2019] [Accepted: 05/03/2019] [Indexed: 01/08/2023] Open
Abstract
It is now evident that explanations of many developmental disorders need to include a network perspective. In earlier work, we proposed that developmental dyslexia (DD) is well-characterized in terms of impaired procedural learning within the language networks, with the cerebellum being the key structure involved. Here, we deepen the analysis to include the child's developmental process of constructing these networks. The "Delayed Neural Commitment (DNC)" framework proposes that, in addition to slower skill acquisition, dyslexic children take longer to build (and to rebuild) the neural networks that underpin the acquisition of reading. The framework provides an important link backwards in time to the development of executive function networks and the earlier development of networks for language and speech. It is consistent with many theories of dyslexia while providing fruitful suggestions for further research at the genetic, brain, cognitive and behavioral levels of explanation. It also has significant implications for assessment and teaching.
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Affiliation(s)
| | - Angela J. Fawcett
- Department of Psychology, College of Human and Health Sciences, Swansea University, Swansea, United Kingdom
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69
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Hirsh-Pasek K, Golinkoff RM. Put Your Data to Use: Entering the Real World of Children and Families. PERSPECTIVES ON PSYCHOLOGICAL SCIENCE 2019; 14:37-42. [PMID: 30799755 DOI: 10.1177/1745691618815161] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Affiliation(s)
- Kathy Hirsh-Pasek
- 1 Department of Psychology, Temple University.,2 Brookings Institution, Washington, D.C
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70
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Abstract
To understand the evolution of general intelligence, Burkart et al. endorse a "cultural intelligence approach," which emphasizes the critical importance of social interaction. We argue that theory of mind provides an essential foundation and shared perspective for the efficient ontogenetic transmission of crucial knowledge and skills during human development and, together with language, can account for superior human general intelligence.
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71
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Suvilehto P. A study of animal characters as representations of humans: the animality/bibliotherapy test. JOURNAL OF POETRY THERAPY 2019. [DOI: 10.1080/08893675.2019.1583414] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Affiliation(s)
- Pirjo Suvilehto
- Department of Educational Sciences and Teacher Education, Faculty of Education, University of Oulu, Oulu, Finland
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72
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Foti F, Piras F, Vicari S, Mandolesi L, Petrosini L, Menghini D. Observational Learning in Low-Functioning Children With Autism Spectrum Disorders: A Behavioral and Neuroimaging Study. Front Psychol 2019; 9:2737. [PMID: 30687188 PMCID: PMC6338041 DOI: 10.3389/fpsyg.2018.02737] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/07/2018] [Accepted: 12/19/2018] [Indexed: 12/31/2022] Open
Abstract
New skills may be learned from the outcomes of their own internally generated actions (experiential learning) or from the observation of the consequences of externally generated actions (observational learning). Observational learning requires the coordination of cognitive functions and the processing of social information. Due to the “social” abilities underlying observational learning, the study of this process in individuals with limited social abilities such as those affected by Autism Spectrum Disorders (ASD) is worthy of being investigated. We asked a group of 16 low-functioning young children with ASD and group of 16 sex- and mental age-matched typically developing (TD) children to build a house with a set of bricks after a video-demonstration showing an actor who built the house (observational task – OBS task) and then to build by trial and error another house (experiential task – EXP task). For ASD group, performances in learning tasks were correlated with measures of cortical thickness of specific Regions of Interest (ROI) and volume of deep gray matter structures known to be related with such kinds of learning. According to our a priori hypothesis, for OBS task we selected the following ROI: frontal lobe (pars opercularis, pars triangularis, and premotor area), parietal lobe (inferior parietal gyrus), temporal lobe (superior temporal gyrus), cerebellar hemispheres. For EXP task, we selected the following ROI: precentral frontal gyrus and superior frontal gyrus, cerebellar hemispheres, basal ganglia, thalamus. Although performances of ASD and TD children improved in both OBS and EXP tasks, children with ASD obtained lower scores of goal achievement than TD children in both learning tasks. Only in ASD group, goal achievement scores positively correlated with hyperimitations indicating that children with ASD tended to have a “copy-all” approach that facilitated the goal achievement. Moreover, the marked hyperimitative tendencies of children with ASD were positively associated with the thickness of left pars opercularis, left premotor area, and right superior temporal gyrus, areas belonging to mirror neuron system, and with the volume of both cerebellar hemispheres. These findings suggest that in children with ASD the hyperimitation can represent a learning strategy that might be related to the mirror neuron system.
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Affiliation(s)
- Francesca Foti
- Department of Medical and Surgical Sciences, Magna Græcia University of Catanzaro, Catanzaro, Italy.,IRCCS Fondazione Santa Lucia, Rome, Italy
| | | | - Stefano Vicari
- Child Neuropsychiatry Unit, Neuroscience Department, Children's Hospital Bambino Gesù, Rome, Italy
| | - Laura Mandolesi
- IRCCS Fondazione Santa Lucia, Rome, Italy.,Department of Motor Sciences and Wellness, Università degli Studi di Napoli Parthenope, Naples, Italy
| | - Laura Petrosini
- IRCCS Fondazione Santa Lucia, Rome, Italy.,Department of Psychology, Sapienza University of Rome, Rome, Italy
| | - Deny Menghini
- Child Neuropsychiatry Unit, Neuroscience Department, Children's Hospital Bambino Gesù, Rome, Italy
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74
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75
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Bustamante AS, Hassinger-Das B, Hirsh-Pasek K, Golinkoff RM. Learning Landscapes: Where the Science of Learning Meets Architectural Design. CHILD DEVELOPMENT PERSPECTIVES 2018. [DOI: 10.1111/cdep.12309] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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76
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Mattson WI, Messinger DS, Gangi DN, Myers ND. A break in parental interaction does not affect the temporal dependency of infant social engagement, but disrupts non-social engagement. Sci Rep 2018; 8:15150. [PMID: 30310163 PMCID: PMC6181912 DOI: 10.1038/s41598-018-33270-9] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/04/2018] [Accepted: 09/20/2018] [Indexed: 11/23/2022] Open
Abstract
Infant looking patterns during interaction offer an early window into social and nonsocial engagement. Recent evidence indicates that infant looks exhibit temporal dependency-one look duration predicts the next look duration. It is unknown, however, whether temporal dependency emerges as infants structure their own looking or whether it is influenced by interaction. We examined whether a perturbation of social interaction affected temporal dependency. Using the Face-to-Face/Still-Face procedure, we compared temporal dependency during parental interaction (the Face-to-Face & Reunion episodes) to parental non-responsiveness (the Still-Face episode). Overall, the durations of successive infant looks were predictable; past behavior constrained current behavior. The duration of one look at the parent (Face Look) predicted the duration of the next Face Look. Likewise, the duration of a look at any place that was not the parent's face (Away Look) predicted the duration of the next Away Look. The temporal dependency of Face Looks (social engagement) was unaffected by the Still-Face perturbation, but the temporal dependency of Away Looks (nonsocial engagement) declined during the Still-Face. Infant temporal structuring of engagement during social looking is not dependent on parental interaction while the disruption of interaction affects infants' structuring of their own non-social engagement.
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Affiliation(s)
- Whitney I Mattson
- Center for Biobehavioral Health, The Research Institute at Nationwide Children's Hospital, Columbus, Ohio, United States of America.
| | - Daniel S Messinger
- Department of Psychology, University of Miami, Coral Gables, Florida, United States of America
- Department of Pediatrics, University of Miami, Coral Gables, Florida, United States of America
- Department of Music Engineering, University of Miami, Coral Gables, Florida, United States of America
- Department of Electrical & Computer Engineering, University of Miami, Coral Gables, Florida, United States of America
| | - Devon N Gangi
- MIND Institute, University of California, Davis, Sacramento, California, United States of America
| | - Nicholas D Myers
- Department of Counseling, Educational Psychology and Special Education, Michigan State University, East Lansing, Michigan, United States of America
- Department of Kinesiology, Michigan State University, East Lansing, Michigan, United States of America
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77
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Brockington G, Balardin JB, Zimeo Morais GA, Malheiros A, Lent R, Moura LM, Sato JR. From the Laboratory to the Classroom: The Potential of Functional Near-Infrared Spectroscopy in Educational Neuroscience. Front Psychol 2018; 9:1840. [PMID: 30364351 PMCID: PMC6193429 DOI: 10.3389/fpsyg.2018.01840] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/30/2018] [Accepted: 09/10/2018] [Indexed: 11/13/2022] Open
Abstract
Paralleling two decades of growth in the emergent field known as educational neuroscience is an increasing concern that educational practices and programs should be evidence-based, however, the idea that neuroscience could potentially influence education is controversial. One of the criticisms, regarding applications of the findings produced in this discipline, concerns the artificiality of neuroscientific experiments and the oversimplified nature of the tests used to investigate cognitive processes in educational contexts. The simulations may not account for all of the variables present in real classroom activities. In this study, we aim to get a step closer to the formation of data-supported classroom methodologies by employing functional near-infrared spectroscopy in various experimental paradigms. First, we present two hyperscanning scenarios designed to explore realistic interdisciplinary contexts, i.e., the classroom. In a third paradigm, we present a case study of a single student evaluated with functional near-infrared spectroscopy and mobile eye-tracking glasses. These three experiments are performed to provide proofs of concept for the application of functional near-infrared spectroscopy in scenarios that more closely resemble authentic classroom routines and daily activities. The goal of our study is to explore the potential of this technique in hopes that it offers insights in experimental design to investigate teaching-learning processes during teacher-student interactions.
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Affiliation(s)
- Guilherme Brockington
- Center for Natural and Human Sciences, Universidade Federal do ABC, Santo André, Brazil
- National Network of Science for Education, Rio de Janeiro, Brazil
| | | | | | - Amanda Malheiros
- Departamento de Ciências Exatas e da Terra, Universidade Federal de São Paulo, Diadema, Brazil
| | - Roberto Lent
- National Network of Science for Education, Rio de Janeiro, Brazil
- Institute of Biomedical Sciences, Federal University of Rio de Janeiro, Rio de Janeiro, Brazil
- D'Or Institute of Research and Education, Rio de Janeiro, Brazil
| | - Luciana Monteiro Moura
- Center of Mathematics Computing and Cognition, Universidade Federal do ABC, São Bernardo do Campo, Brazil
| | - Joao R. Sato
- National Network of Science for Education, Rio de Janeiro, Brazil
- Center of Mathematics Computing and Cognition, Universidade Federal do ABC, São Bernardo do Campo, Brazil
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78
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Haworth J, Stergiou N. Orderliness of Visual Stimulus Motion Mediates Sensorimotor Coordination. Front Physiol 2018; 9:1441. [PMID: 30364253 PMCID: PMC6193058 DOI: 10.3389/fphys.2018.01441] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/19/2018] [Accepted: 09/21/2018] [Indexed: 11/13/2022] Open
Abstract
We explored the coupling of gaze and postural sway to the motion of a visual stimulus, to further understand sensorimotor coordination. Visual stimuli consisted of a horizontally oscillating red dot, moving with periodic (sine), chaotic, or aperiodic (brown noise) temporal structure. Cross Recurrence Quantification Analysis (cRQA) was used to investigate the coupling between each measured signal with the time series of the visual stimulus position. The cRQA parameter of percent determinism indicated similar strength of coupling of gaze with either periodic or chaotic motion structures, yet weaker coupling to aperiodic stimulus motion. The cRQA parameter of Maxline indicated a particular affinity toward chaotic motion. Analysis of postural coupling supports the idea that the complex periodicity of body sway affords interactivity with non-simple environmental dynamics. These results collectively strengthen the argument that chaos is an invariant and beneficial feature of biological motion, a feature which may be critical for immediate and robust coordination of the self with the environment and other environmental agents.
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Affiliation(s)
- Joshua Haworth
- Department of Kinesiology, Science and Learning Center, Whittier College, Whittier, CA, United States.,Department of Biomechanics, University of Nebraska Omaha, Omaha, NE, United States.,Department of Environmental, Agricultural & Occupational Health, College of Public Health, University of Nebraska Medical Center, Omaha, NE, United States
| | - Nicholas Stergiou
- Department of Environmental, Agricultural & Occupational Health, College of Public Health, University of Nebraska Medical Center, Omaha, NE, United States.,Division of Biomechanics and Research Development, College of Education, University of Nebraska Omaha, Omaha, NE, United States.,Department of Biomechanics, University of Nebraska Omaha, Omaha, NE, United States
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79
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Rioux C, Leglaye L, Lafraire J. Inductive reasoning, food neophobia, and domain-specificity in preschoolers. COGNITIVE DEVELOPMENT 2018. [DOI: 10.1016/j.cogdev.2018.05.001] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/19/2023]
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80
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Meltzoff AN, Saby JN, Marshall PJ. Neural representations of the body in 60-day-old human infants. Dev Sci 2018; 22:e12698. [PMID: 29938877 DOI: 10.1111/desc.12698] [Citation(s) in RCA: 59] [Impact Index Per Article: 9.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/30/2018] [Revised: 04/23/2018] [Accepted: 05/15/2018] [Indexed: 11/28/2022]
Abstract
The organization of body representations in the adult brain has been well documented. Little is understood about this aspect of brain organization in human infancy. The current study employed electroencephalography (EEG) with 60-day-old infants to test the distribution of brain responses to tactile stimulation of three different body parts: hand, foot, and lip. Analyses focused on a prominent positive response occurring at 150-200 ms in the somatosensory evoked potential at central and parietal electrode sites. The results show differential electrophysiological signatures for touch of these three body parts. Stimulation of the left hand was associated with greater positive amplitude over the lateral central region contralateral to the side stimulated. Left foot stimulation was associated with greater positivity over the midline parietal site. Stimulation of the midline of the upper lip was associated with a strong bilateral response over the central region. These findings provide new insights into the neural representation of the body in infancy and shed light on research and theories about the involvement of somatosensory cortex in infant imitation and social perception.
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Affiliation(s)
- Andrew N Meltzoff
- Institute for Learning & Brain Sciences, University of Washington, Seattle, Washington
| | - Joni N Saby
- Department of Radiology, Children's Hospital of Philadelphia, Philadelphia, Pennsylvania
| | - Peter J Marshall
- Department of Psychology, Temple University, Philadelphia, Pennsylvania
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81
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Hadders-Algra M. Early human brain development: Starring the subplate. Neurosci Biobehav Rev 2018; 92:276-290. [PMID: 29935204 DOI: 10.1016/j.neubiorev.2018.06.017] [Citation(s) in RCA: 45] [Impact Index Per Article: 7.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/22/2018] [Revised: 06/15/2018] [Accepted: 06/19/2018] [Indexed: 12/16/2022]
Abstract
This review summarizes early human brain development on the basis of neuroanatomical data and functional connectomics. It indicates that the most significant changes in the brain occur during the second half of gestation and the first three months post-term, in particular in the cortical subplate and cerebellum. As the transient subplate pairs a high rate of intricate developmental changes and interactions with clear functional activity, two phases of development are distinguished: a) the transient cortical subplate phase, ending at 3 months post-term when the permanent circuitries in the primary motor, somatosensory and visual cortices have replaced the subplate; and subsequently, b) the phase in which the permanent circuitries dominate. In the association areas the subplate dissolves in the remainder of the first postnatal year. During both phases developmental changes are paralleled by continuous reconfigurations in network activity. The reviewed literature also suggests that disruption of subplate development may play a pivotal role in developmental disorders, such as cerebral palsy, autism spectrum disorders, attention deficit hyperactivity disorder and schizophrenia.
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Affiliation(s)
- Mijna Hadders-Algra
- University of Groningen, University Medical Center Groningen, Dept. Pediatrics - Section Developmental Neurology, Hanzeplein 1, 9713 GZ, Groningen, The Netherlands.
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82
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Jones RM, Tarpey T, Hamo A, Carberry C, Brouwer G, Lord C. Statistical Learning is Associated with Autism Symptoms and Verbal Abilities in Young Children with Autism. J Autism Dev Disord 2018; 48:3551-3561. [PMID: 29855756 DOI: 10.1007/s10803-018-3625-7] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
Statistical learning-extracting regularities in the environment-may underlie complex social behavior. 124 children, 56 with autism and 68 typically developing, ages 2-8 years, completed a novel visual statistical learning task on an iPad. Averaged together, children with autism demonstrated less learning on the task compared to typically developing children. However, multivariate classification analyses characterized individual behavior patterns, and demonstrated a subset of children with autism had similar learning patterns to typically developing children and that subset of children had less severe autism symptoms. Therefore, statistically averaging data resulted in missing critical heterogeneity. Variability in statistical learning may help to understand differences in autism symptoms across individuals and could be used to tailor and inform treatment decisions.
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Affiliation(s)
- Rebecca M Jones
- Weill Cornell Medicine, The Center for Autism and the Developing Brain, 21 Bloomingdale Road, White Plains, NY, 10605, USA.
| | - Thaddeus Tarpey
- Department of Mathematics & Statistics, Wright State University, Dayton, OH, 45435, USA
| | - Amarelle Hamo
- Weill Cornell Medicine, The Center for Autism and the Developing Brain, 21 Bloomingdale Road, White Plains, NY, 10605, USA
| | - Caroline Carberry
- Weill Cornell Medicine, The Center for Autism and the Developing Brain, 21 Bloomingdale Road, White Plains, NY, 10605, USA
| | - Gijs Brouwer
- Center for Neural Science, New York University, New York, NY, 10003, USA
| | - Catherine Lord
- Weill Cornell Medicine, The Center for Autism and the Developing Brain, 21 Bloomingdale Road, White Plains, NY, 10605, USA
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83
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Learning Landscapes: Playing the Way to Learning and Engagement in Public Spaces. EDUCATION SCIENCES 2018. [DOI: 10.3390/educsci8020074] [Citation(s) in RCA: 54] [Impact Index Per Article: 9.0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/30/2023]
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84
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Hadders-Algra M. Early human motor development: From variation to the ability to vary and adapt. Neurosci Biobehav Rev 2018; 90:411-427. [PMID: 29752957 DOI: 10.1016/j.neubiorev.2018.05.009] [Citation(s) in RCA: 128] [Impact Index Per Article: 21.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/22/2018] [Revised: 05/01/2018] [Accepted: 05/04/2018] [Indexed: 12/17/2022]
Abstract
This review summarizes early human motor development. From early fetal age motor behavior is based on spontaneous neural activity: activity of networks in the brainstem and spinal cord that is modulated by supraspinal activity. The supraspinal activity, first primarily brought about by the cortical subplate, later by the cortical plate, induces movement variation. Initially, movement variation especially serves exploration; its associated afferent information is primarily used to sculpt the developing nervous system, and less to adapt motor behavior. In the next phase, beginning at function-specific ages, movement variation starts to serve adaptation. In sucking and swallowing, this phase emerges shortly before term age. In speech, gross and fine motor development, it emerges from 3 to 4 months post-term onwards, i.e., when developmental focus in the primary sensory and motor cortices has shifted to the permanent cortical circuitries. With increasing age and increasing trial-and-error exploration, the infant improves its ability to use adaptive and efficicient forms of upright gross motor behavior, manual activities and vocalizations belonging to the native language.
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Affiliation(s)
- Mijna Hadders-Algra
- University of Groningen, University Medical Center Groningen, Dept. Pediatrics - Section Developmental Neurology, Groningen, The Netherlands.
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85
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Hirsh-Pasek K, Alper RM, Golinkoff RM. Living in Pasteur’s Quadrant: How Conversational Duets Spark Language at Home and in the Community. DISCOURSE PROCESSES 2018. [DOI: 10.1080/0163853x.2018.1442114] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
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86
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Davis B, VAN DER Feest S, Yi H. Speech sound characteristics of early words: influence of phonological factors across vocabulary development. JOURNAL OF CHILD LANGUAGE 2018; 45:673-702. [PMID: 29198209 DOI: 10.1017/s0305000917000484] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
This study investigates whether the earliest words children choose to say are mainly words containing sounds they can produce (cf. 'phonological dominance' hypotheses), or whether children choose words without regard to their phonological characteristics (cf. 'lexical dominance' hypotheses). Phonological properties of words in spontaneous speech from six children age 0;8 to 2;11 were analyzed by comparing sound distributions of consonant place and manner. Word-initial and word-final consonant patterns in children's Word Targets versus Actual Word Forms were analyzed as a function of vocabulary size. Word-initial results showed more overall evidence for phonological dominance. In word-final position, at lower vocabulary sizes, results showed several differences between Word Targets and Actual Word Forms, consistent with lexical dominance. These findings challenge an 'either-or' phonological versus lexical dominance approach, and support consideration of a multifactorial set of influences, including different phonological dimensions and word positions, on the words that young children choose to say.
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87
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Graph-Based Matching of Points-of-Interest from Collaborative Geo-Datasets. ISPRS INTERNATIONAL JOURNAL OF GEO-INFORMATION 2018. [DOI: 10.3390/ijgi7030117] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Several geospatial studies and applications require comprehensive semantic information from points-of-interest (POIs). However, this information is frequently dispersed across different collaborative mapping platforms. Surprisingly, there is still a research gap on the conflation of POIs from this type of geo-dataset. In this paper, we focus on the matching aspect of POI data conflation by proposing two matching strategies based on a graph whose nodes represent POIs and edges represent matching possibilities. We demonstrate how the graph is used for (1) dynamically defining the weights of the different POI similarity measures we consider; (2) tackling the issue that POIs should be left unmatched when they do not have a corresponding POI on the other dataset and (3) detecting multiple POIs from the same place in the same dataset and jointly matching these to the corresponding POI(s) from the other dataset. The strategies we propose do not require the collection of training samples or extensive parameter tuning. They were statistically compared with a “naive”, though commonly applied, matching approach considering POIs collected from OpenStreetMap and Foursquare from the city of London (England). In our experiments, we sequentially included each of our methodological suggestions in the matching procedure and each of them led to an increase in the accuracy in comparison to the previous results. Our best matching result achieved an overall accuracy of 91%, which is more than 10% higher than the accuracy achieved by the baseline method.
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88
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Koch FS, Sundqvist A, Herbert J, Tjus T, Heimann M. Changes in infant visual attention when observing repeated actions. Infant Behav Dev 2018; 50:189-197. [PMID: 29407428 DOI: 10.1016/j.infbeh.2018.01.003] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/05/2017] [Revised: 01/19/2018] [Accepted: 01/20/2018] [Indexed: 11/17/2022]
Abstract
Infants' early visual preferences for faces, and their observational learning abilities, are well-established in the literature. The current study examines how infants' attention changes as they become increasingly familiar with a person and the actions that person is demonstrating. The looking patterns of 12- (n = 61) and 16-month-old infants (n = 29) were tracked while they watched videos of an adult presenting novel actions with four different objects three times. A face-to-action ratio in visual attention was calculated for each repetition and summarized as a mean across all videos. The face-to-action ratio increased with each action repetition, indicating that there was an increase in attention to the face relative to the action each additional time the action was demonstrated. Infant's prior familiarity with the object used was related to face-to-action ratio in 12-month-olds and initial looking behavior was related to face-to-action ratio in the whole sample. Prior familiarity with the presenter, and infant gender and age, were not related to face-to-action ratio. This study has theoretical implications for face preference and action observations in dynamic contexts.
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Affiliation(s)
- Felix-Sebastian Koch
- Infant and Child Lab, Department of Behavioural Sciences and Learning, Linköping University, Sweden.
| | - Anett Sundqvist
- Infant and Child Lab, Department of Behavioural Sciences and Learning, Linköping University, Sweden
| | - Jane Herbert
- School of Psychology, University of Wollongong, Australia
| | - Tomas Tjus
- Department of Psychology, University of Gothenburg, Sweden
| | - Mikael Heimann
- Infant and Child Lab, Department of Behavioural Sciences and Learning, Linköping University, Sweden
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89
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He L, Li H, Holland SK, Yuan W, Altaye M, Parikh NA. Early prediction of cognitive deficits in very preterm infants using functional connectome data in an artificial neural network framework. NEUROIMAGE-CLINICAL 2018; 18:290-297. [PMID: 29876249 PMCID: PMC5987842 DOI: 10.1016/j.nicl.2018.01.032] [Citation(s) in RCA: 44] [Impact Index Per Article: 7.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 10/09/2017] [Revised: 01/22/2018] [Accepted: 01/24/2018] [Indexed: 12/15/2022]
Abstract
Investigation of the brain's functional connectome can improve our understanding of how an individual brain's organizational changes influence cognitive function and could result in improved individual risk stratification. Brain connectome studies in adults and older children have shown that abnormal network properties may be useful as discriminative features and have exploited machine learning models for early diagnosis in a variety of neurological conditions. However, analogous studies in neonates are rare and with limited significant findings. In this paper, we propose an artificial neural network (ANN) framework for early prediction of cognitive deficits in very preterm infants based on functional connectome data from resting state fMRI. Specifically, we conducted feature selection via stacked sparse autoencoder and outcome prediction via support vector machine (SVM). The proposed ANN model was unsupervised learned using brain connectome data from 884 subjects in autism brain imaging data exchange database and SVM was cross-validated on 28 very preterm infants (born at 23-31 weeks of gestation and without brain injury; scanned at term-equivalent postmenstrual age). Using 90 regions of interests, we found that the ANN model applied to functional connectome data from very premature infants can predict cognitive outcome at 2 years of corrected age with an accuracy of 70.6% and area under receiver operating characteristic curve of 0.76. We also noted that several frontal lobe and somatosensory regions, significantly contributed to prediction of cognitive deficits 2 years later. Our work can be considered as a proof of concept for utilizing ANN models on functional connectome data to capture the individual variability inherent in the developing brains of preterm infants. The full potential of ANN will be realized and more robust conclusions drawn when applied to much larger neuroimaging datasets, as we plan to do.
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Affiliation(s)
- Lili He
- Perinatal Institute, Department of Pediatrics, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, United States; Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, OH, United States; Pediatric Neuroimaging Research Consortium, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, United States.
| | - Hailong Li
- Perinatal Institute, Department of Pediatrics, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, United States; Pediatric Neuroimaging Research Consortium, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, United States
| | - Scott K Holland
- Pediatric Neuroimaging Research Consortium, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, United States; Department of Radiology, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, United States
| | - Weihong Yuan
- Pediatric Neuroimaging Research Consortium, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, United States; Department of Radiology, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, United States
| | - Mekibib Altaye
- Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, OH, United States
| | - Nehal A Parikh
- Perinatal Institute, Department of Pediatrics, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, United States; Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, OH, United States; Pediatric Neuroimaging Research Consortium, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, United States
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90
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Abstract
Technoscientific ambitions for perfecting human-like machines, by advancing state-of-the-art neuromorphic architectures and cognitive computing, may end in ironic regret without pondering the humanness of fallible artificial non-normative personalities. Self-organizing artificial personalities individualize machine performance and identity through fuzzy conscientiousness, emotionality, extraversion/introversion, and other traits, rendering insights into technology-assisted human evolution, robot ethology/pedagogy, and best practices against unwanted autonomous machine behavior.
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91
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Dupoux E. Cognitive science in the era of artificial intelligence: A roadmap for reverse-engineering the infant language-learner. Cognition 2018; 173:43-59. [PMID: 29324240 DOI: 10.1016/j.cognition.2017.11.008] [Citation(s) in RCA: 32] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/28/2016] [Revised: 11/10/2017] [Accepted: 11/22/2017] [Indexed: 10/18/2022]
Abstract
Spectacular progress in the information processing sciences (machine learning, wearable sensors) promises to revolutionize the study of cognitive development. Here, we analyse the conditions under which 'reverse engineering' language development, i.e., building an effective system that mimics infant's achievements, can contribute to our scientific understanding of early language development. We argue that, on the computational side, it is important to move from toy problems to the full complexity of the learning situation, and take as input as faithful reconstructions of the sensory signals available to infants as possible. On the data side, accessible but privacy-preserving repositories of home data have to be setup. On the psycholinguistic side, specific tests have to be constructed to benchmark humans and machines at different linguistic levels. We discuss the feasibility of this approach and present an overview of current results.
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92
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Nicolson RI, Fawcett AJ. Procedural Learning, Dyslexia and Delayed Neural Commitment. LITERACY STUDIES 2018. [DOI: 10.1007/978-3-319-90805-2_12] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/25/2023]
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93
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Foti F, Menghini D, Alfieri P, Costanzo F, Mandolesi L, Petrosini L, Vicari S. Learning by observation and learning by doing in Down and Williams syndromes. Dev Sci 2017; 21:e12642. [PMID: 29280247 DOI: 10.1111/desc.12642] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/14/2016] [Accepted: 10/19/2017] [Indexed: 12/15/2022]
Abstract
New skills may be learned by active experience (experiential learning or learning by doing) or by observation of others' experience (learning by observation). In general, learning by observation reduces the time and the attempts needed to learn complex actions and behaviors. The present research aimed to compare learning by observation and learning by doing in two clinical populations with different etiology of intellectual disability (ID), as individuals with Down syndrome (DS) and individuals with Williams syndrome (WS), with the hypothesis that specific profiles of learning may be found in each syndrome. To this end, we used a mixture of new and existing data to compare the performances of 24 individuals with DS, 24 individuals with WS and 24 typically developing children on computerized tasks of learning by observation or learning by doing. The main result was that the two groups with ID exhibited distinct patterns of learning by observation. Thus, individuals with DS were impaired in reproducing the previously observed visuo-motor sequence, while they were as efficient as TD children in the experiential learning task. On the other hand, individuals with WS benefited from the observational training while they were severely impaired in detecting the visuo-motor sequence in the experiential learning task (when presented first). The present findings reinforce the syndrome-specific hypothesis and the view of ID as a variety of conditions in which some cognitive functions are more disrupted than others because of the differences in genetic profile and brain morphology and functionality. These findings have important implications for clinicians, who should take into account the genetic etiology of ID in developing learning programs for treatment and education.
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Affiliation(s)
- Francesca Foti
- Department of Medical and Surgical Sciences, Magna Graecia University of Catanzaro, Catanzaro, Italy.,Department of Psychology, "Sapienza" University of Rome, Rome, Italy.,IRCCS Fondazione Santa Lucia, Rome, Italy
| | - Deny Menghini
- Child Neuropsychiatry Unit, Neuroscience Department, Children's Hospital Bambino Gesù, Rome, Italy
| | - Paolo Alfieri
- Child Neuropsychiatry Unit, Neuroscience Department, Children's Hospital Bambino Gesù, Rome, Italy
| | - Floriana Costanzo
- Child Neuropsychiatry Unit, Neuroscience Department, Children's Hospital Bambino Gesù, Rome, Italy
| | - Laura Mandolesi
- IRCCS Fondazione Santa Lucia, Rome, Italy.,Department of Motor Science and Wellness, University Parthenope, Naples, Italy
| | - Laura Petrosini
- Department of Psychology, "Sapienza" University of Rome, Rome, Italy.,IRCCS Fondazione Santa Lucia, Rome, Italy
| | - Stefano Vicari
- Child Neuropsychiatry Unit, Neuroscience Department, Children's Hospital Bambino Gesù, Rome, Italy
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94
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Bibliometric Analysis of Social Robotics Research: Identifying Research Trends and Knowledgebase. APPLIED SCIENCES-BASEL 2017. [DOI: 10.3390/app7121316] [Citation(s) in RCA: 28] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
As robotics becomes ubiquitous, there is increasing interest in understanding how to develop robots that better respond to social needs, as well as how robotics impacts society. This is evidenced by the growing rate of publications on social robotics. In this article, we analyze the citation network of academic articles on social robotics to understand its structure, reveal research trends and expose its knowledgebase. We found eight major clusters, namely robots as social partners, human factors and ergonomics on human robot interaction, robotics for children’s development, swarm robotics, emotion detection, assessment of robotic surgery, robots for the elderly and telepresence and human robot interaction in rescue robots. In addition, despite its social focus, social science literature as a source of knowledge is barely present. Research trends point to studies on applications, rather than to specific technologies or morphologies, and in particular, towards robots as partners, for child development and assistance for the elderly.
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95
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Heimann M, Edorsson A, Sundqvist A, Koch FS. Thirteen- to Sixteen-Months Old Infants Are Able to Imitate a Novel Act from Memory in Both Unfamiliar and Familiar Settings But Do Not Show Evidence of Rational Inferential Processes. Front Psychol 2017; 8:2186. [PMID: 29312055 PMCID: PMC5735368 DOI: 10.3389/fpsyg.2017.02186] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/17/2017] [Accepted: 11/30/2017] [Indexed: 11/13/2022] Open
Abstract
Gergely et al. (2002) reported that children imitated a novel action - illuminating a light-box by using the forehead - after a delay significantly more often if the hands of the experimenter had been visible in comparison with if they had been covered. In an attempt to explore these findings we conducted two studies with a total N of 63 children. Both studies investigated deferred imitation of the action in two conditions, with the hands of the experimenter visible or covered, but the settings differed. Study 1 (n = 30; mean age = 16.6 months) was carried out in an unfamiliar environment (a laboratory setting) while Study 2 (n = 33; mean age = 13.3 months) was conducted in familiar surroundings (at home or at day care). The results showed that 50% of the children in Study 1 and 42.4% in Study 2 evidenced deferred imitation as compared to only 4.9% (n = 2) in the baseline condition. However, in none of the studies did the children use inferential processes when imitating, we detected no significant differences between the two conditions, hands visible or hands covered. The findings add to the validity of the head touch procedure as a measure of declarative-like memory processes in the pre-verbal child. At the same time the findings question the robustness of the concept 'rational imitation,' it seems not as easy as expected to elicit a response based on rational inferential processes in this age group.
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Affiliation(s)
- Mikael Heimann
- Infant and Child Lab, Division of Psychology, Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden
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96
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Evolutionary Multi-task Learning for Modular Knowledge Representation in Neural Networks. Neural Process Lett 2017. [DOI: 10.1007/s11063-017-9718-z] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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97
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Chrobak AA, Siuda-Krzywicka K, Siwek GP, Tereszko A, Janeczko W, Starowicz-Filip A, Siwek M, Dudek D. Disrupted implicit motor sequence learning in schizophrenia and bipolar disorder revealed with ambidextrous Serial Reaction Time Task. Prog Neuropsychopharmacol Biol Psychiatry 2017. [PMID: 28648566 DOI: 10.1016/j.pnpbp.2017.06.025] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
BACKGROUND Impairment of implicit motor sequence learning was shown in schizophrenia (SZ) and, most recently, in bipolar disorder (BD), and was connected to cerebellar abnormalities. The goal of this study was to compare implicit motor sequence learning in BD and SZ. METHODS We examined 33 patients with BD, 33 patients with SZ and 31 healthy controls with a use of ambidextrous Serial Reaction Time Task (SRTT), which allows exploring asymmetries in performance depending on the hand used. RESULTS BD and SZ patients presented impaired implicit motor sequence learning, although the pattern of their impairments was different. While BD patients showed no signs of implicit motor sequence learning for both hands, the SZ group presented some features of motor learning when performing with the right, but not with the left hand. CONCLUSIONS To our best knowledge this is the first study comparing implicit motor sequence learning in BD and SZ. We show that both diseases share impairments in this domain, however in the case of SZ this impairment differs dependently on the hand performing SRTT. We propose that implicit motor sequence learning impairments constitute an overlapping symptom in BD and SZ and suggest further neuroimaging studies to verify cerebellar underpinnings as its cause.
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Affiliation(s)
| | - Katarzyna Siuda-Krzywicka
- Department of Psychophysiology, Faculty of Psychology, Jagiellonian University, Kraków, Poland; Inserm U 1127, CNRS UMR 7225, Sorbonne Universités, UPMC Univ Paris 06 UMR S 1127, Institut du Cerveau et de la Moelle épinière, ICM, F-75013 Paris, France
| | | | - Anna Tereszko
- Department of Psychiatry, Jagiellonian University, Medical College, Kraków, Poland
| | - Weronika Janeczko
- Students' Scientific Association of Affective Disorders, Jagiellonian University, Medical College, Kraków, Poland
| | - Anna Starowicz-Filip
- Medical Psychology Department, Jagiellonian University, Medical College, Kraków, Poland
| | - Marcin Siwek
- Department of Affective Disorders, Chair of Psychiatry, Jagiellonian University, Medical College, Kraków, Poland
| | - Dominika Dudek
- Department of Affective Disorders, Chair of Psychiatry, Jagiellonian University, Medical College, Kraków, Poland
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98
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Sumiya M, Koike T, Okazaki S, Kitada R, Sadato N. Brain networks of social action-outcome contingency: The role of the ventral striatum in integrating signals from the sensory cortex and medial prefrontal cortex. Neurosci Res 2017; 123:43-54. [DOI: 10.1016/j.neures.2017.04.015] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/20/2016] [Revised: 04/11/2017] [Accepted: 04/28/2017] [Indexed: 10/19/2022]
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99
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Lee CS, Wang MH, Yang SC, Hung PH, Lin SW, Shuo N, Kubota N, Chou CH, Chou PC, Kao CH. FML-based Dynamic Assessment Agent for Human-Machine Cooperative System on Game of Go. INT J UNCERTAIN FUZZ 2017. [DOI: 10.1142/s0218488517500295] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
Abstract
In this paper, we demonstrate the application of Fuzzy Markup Language (FML) to construct an FML-based Dynamic Assessment Agent (FDAA), and we present an FML-based Human–Machine Cooperative System (FHMCS) for the game of Go. The proposed FDAA comprises an intelligent decision-making and learning mechanism, an intelligent game bot, a proximal development agent, and an intelligent agent. The intelligent game bot is based on the open-source code of Facebook’s Darkforest, and it features a representational state transfer application programming interface mechanism. The proximal development agent contains a dynamic assessment mechanism, a GoSocket mechanism, and an FML engine with a fuzzy knowledge base and rule base. The intelligent agent contains a GoSocket engine and a summarization agent that is based on the estimated win rate, real-time simulation number, and matching degree of predicted moves. Additionally, the FML for player performance evaluation and linguistic descriptions for game results commentary are presented. We experimentally verify and validate the performance of the FDAA and variants of the FHMCS by testing five games in 2016 and 60 games of Google’s Master Go, a new version of the AlphaGo program, in January 2017. The experimental results demonstrate that the proposed FDAA can work effectively for Go applications.
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Affiliation(s)
- Chang-Shing Lee
- Department of Computer Science and Information Engineering, National University of Tainan, Tainan, Taiwan
| | - Mei-Hui Wang
- Department of Computer Science and Information Engineering, National University of Tainan, Tainan, Taiwan
| | - Sheng-Chi Yang
- Department of Computer Science and Information Engineering, National University of Tainan, Tainan, Taiwan
| | - Pi-Hsia Hung
- Department of Education, National University of Tainan, Tainan, Taiwan
| | - Su-Wei Lin
- Department of Education, National University of Tainan, Tainan, Taiwan
| | - Nan Shuo
- Dept. of System Design, Tokyo Metropolitan University, Japan
| | - Naoyuki Kubota
- Dept. of System Design, Tokyo Metropolitan University, Japan
| | | | | | - Chia-Hsiu Kao
- Department of Computer Science and Information Engineering, National University of Tainan, Tainan, Taiwan
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100
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Golinkoff RM, Hirsh-Pasek K, Grob R, Schlesinger M. "Oh, the Places You'll Go" by Bringing Developmental Science Into the World! Child Dev 2017; 88:1403-1408. [PMID: 28810066 DOI: 10.1111/cdev.12929] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
Urie Bronfenbrenner and Ernest Boyer argued for leaving the laboratory to conduct rigorous developmental research in the real world where children are found-in the places they go. Contributions to this special issue meet Bronfenbrenner and Boyer's call while at the same time recognizing the continued importance of laboratory research. These articles range from a review of research on the arts to a language intervention in Senegal to large-scale dissemination and intervention projects designed to communicate the best developmental science to families, public agencies, and schools. Together these articles illustrate how we can study development in the world and enrich our work on the factors that promote development. Taking this path presents us with a set of additional hurdles to be addressed, such as how to communicate with the public and how to scale up our interventions in the face of diversity along many dimensions.
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