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Steffen GM, Jerry CM, Bell C, Kolberg AR, Patel B, Abney DH. The operationalization of coordinated attention and the relations to language development: A meta-analysis. ADVANCES IN CHILD DEVELOPMENT AND BEHAVIOR 2024; 66:81-107. [PMID: 39074926 DOI: 10.1016/bs.acdb.2024.05.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/31/2024]
Abstract
Using a structured literature search and meta-regression procedures, this chapter reports a study that sought to determine whether the associations between coordinated attention and language are moderated by operationalizations of coordinated attention, study design, and other participant characteristics. Studies were located using database searches. This resulted in 46 reports or datasets, 464 effect sizes representing 1,482 participants. Meta-regression was used to answer research questions regarding potential moderators of the effects sizes of interest, which were Pearson's r values quantifying the association between coordinated attention and language assessments. In the final models, we observed that overall effect sizes were significantly above zero, suggesting robust effects across variables of interest. Age when coordinated attention was measured was a significant moderator, suggesting that the relations between coordinated attention and language was stronger when coordinated attention was measured at earlier ages. Interestingly, the longitudinal gap duration between coordinated attention measurement and language assessment was a significant moderator suggesting that the relation between coordinated attention and language was stronger when the longitudinal gap duration was longer. We conclude the meta-analysis by suggesting the phenomena of interest-dynamic coordinated visual attention between infant and caregiver-is robust across operationalizations and has predictive value for concurrent and future language abilities.
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Affiliation(s)
- Grace M Steffen
- Department of Psychology, University of Georgia, Athens, GA, United States.
| | - Christian M Jerry
- Department of Psychology, University of Georgia, Athens, GA, United States
| | - Christopher Bell
- Department of Psychology, University of Georgia, Athens, GA, United States
| | - Amanda R Kolberg
- Department of Psychology, University of Georgia, Athens, GA, United States
| | - Bhumy Patel
- Department of Psychology, University of Georgia, Athens, GA, United States
| | - Drew H Abney
- Department of Psychology, University of Georgia, Athens, GA, United States
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2
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Wang X, Huang Y, Chen L, Mai J, Fang D, Mo T, Qi X, Zeng H. A Potential Mechanism of Neurological Impairment in Children With Infantile Spasm: Based on Microanatomic Structure Analysis Employing Voxel-Based Morphometry and Surface-Based Morphometry. Pediatr Neurol 2024; 153:116-124. [PMID: 38367486 DOI: 10.1016/j.pediatrneurol.2023.12.009] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/03/2022] [Revised: 10/09/2023] [Accepted: 12/11/2023] [Indexed: 02/19/2024]
Abstract
BACKGROUND Infantile epileptic spasms syndrome (IESS) would accompany with severe neurological impairment. Our study aimed to explore the potential mechanism by employing voxel-based and surface-based morphometry to detect brain microwould accompany with severe neurological impairment. Our study aimed to explore the potential mechanism by employing voxel-based and surface-based morphometry to detect brain microanatomic structure alteration. METHODS The IESS group had 21 males and 13 females (mean age: 17.7 ± 15.6 months), whereas the healthy controls group had 22 males and 10 females (mean age: 29.4 ± 18.7 months). High-resolution 3D T1WI was performed. Computational Anatomy Toolbox implemented in Statistical Parametric Mapping 12 was used to measure the gray matter and white matter volume, and the cortical thickness separately. Independent sample t test was used to assess between-group differences. IESS group was assessed using the Bayley Scales of Infant Development. RESULTS The IESS group showed a significantly decreased volume of gray matter in right middle temporal gyrus, inferior temporal gyrus, superior temporal gyrus, right fusiform, and bilateral precuneus (P < 0.001). There were no significant between-group differences with respect to white matter volume or cortical thickness (P > 0.001). The results of Bayley Scales of Infant Development showed that the Mental Development Index (MDI) and Psychomotor Development Index scores of children with IESS were almost concentrated in the range of <70. MDI score showed a positive correlation with gray matter reduction area in IESS group. CONCLUSION Children with IESS had impaired cognitive and delayed motor development. And the decreased gray matter in the right temporal lobe, fusiform, and bilateral precuneus could be the potential anatomic basis for impaired function, such as hearing, visual, and language.
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Affiliation(s)
- Xiaoyu Wang
- Department of Radiology, Shenzhen Children's Hospital, Shenzhen, China
| | - Yuchun Huang
- Department of Radiology, Longhua District Shenzhen People's Hospital, Shenzhen, China
| | - Li Chen
- Department of Neurology, Shenzhen Children's Hospital, Shenzhen, China
| | - Jiahui Mai
- Department of Neurology, Shenzhen Children's Hospital, Shenzhen, China
| | - Diangang Fang
- Department of Radiology, Shenzhen Children's Hospital, Shenzhen, China
| | - Tong Mo
- Department of Radiology, Shenzhen Children's Hospital, Shenzhen, China
| | - Xinxin Qi
- China Medical University, Shenyang, China
| | - Hongwu Zeng
- Department of Radiology, Shenzhen Children's Hospital, Shenzhen, China.
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3
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Castillo E, Pronina M, Hübscher I, Prieto P. Narrative Performance and Sociopragmatic Abilities in Preschool Children are Linked to Multimodal Imitation Skills. JOURNAL OF CHILD LANGUAGE 2023; 50:52-77. [PMID: 36503549 DOI: 10.1017/s0305000921000404] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/17/2023]
Abstract
Over recent decades much research has analyzed the relevance of 9- to 20- month-old infants' early imitation skills (object- and language-based imitation) for language development. Yet there have been few systematic comparisons of the joint relevance of these imitative behaviors later on in development. This correlational study investigated whether multimodal imitation (gestural, prosodic, and lexical components) and object-based imitation are related to narratives and sociopragmatics in preschoolers. Thirty-one typically developing 3- to 4-year-old children performed four tasks to assess multimodal imitation, object-based imitation, narrative abilities, and sociopragmatic abilities. Results revealed that both narrative and sociopragmatic skills were significantly related to multimodal imitation, but not to object-based imitation, indicating that preschoolers' ability to imitate socially relevant multimodal cues is strongly related to language and sociocommunicative skills. Therefore, this evidence supports a broader conceptualization of imitation behaviors in the field of language development that systematically integrates prosodic, gestural, and verbal linguistic patterns.
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Affiliation(s)
- Eva Castillo
- Department of Translation and Language Sciences, Universitat Pompeu Fabra
| | - Mariia Pronina
- Department of Translation and Language Sciences, Universitat Pompeu Fabra
| | - Iris Hübscher
- URPP Language and Space, University of Zurich
- Department of Applied Linguistics, Zurich University of Applied Sciences
| | - Pilar Prieto
- Department of Translation and Language Sciences, Universitat Pompeu Fabra
- Institució Catalana de Recerca i Estudis Avançats (ICREA)
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4
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Kilroy E, Ring P, Hossain A, Nalbach A, Butera C, Harrison L, Jayashankar A, Vigen C, Aziz-Zadeh L, Cermak SA. Motor performance, praxis, and social skills in autism spectrum disorder and developmental coordination disorder. Autism Res 2022; 15:1649-1664. [PMID: 35785418 PMCID: PMC9543450 DOI: 10.1002/aur.2774] [Citation(s) in RCA: 18] [Impact Index Per Article: 9.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/26/2021] [Accepted: 05/24/2022] [Indexed: 12/20/2022]
Abstract
Previous research has shown that individuals with autism spectrum disorder (ASD) and developmental coordination disorder (DCD) may have overlapping social and motor skill impairments. This study compares ASD, DCD, and typically developing (TD) youth on a range of social, praxis and motor skills, and investigates the relationship between these skills in each group. Data were collected on participants aged 8–17 (n = 33 ASD, n = 28 DCD, n = 35 TD). Overall, the clinical groups showed some similar patterns of social and motor impairments but diverged in praxis impairments, cognitive empathy, and Theory of Mind ability. When controlling for both social and motor performance impairments, the ASD group showed significantly lower accuracy on imitation of meaningful gestures and gesture to command, indicating a prominent deficit in these praxis skills in ASD.
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Affiliation(s)
- Emily Kilroy
- USC Chan Division of Occupational Science and Occupational Therapy, University of Southern California, Los Angeles, California, USA.,Dornsife College of Letters, Arts and Sciences, University of Southern California, Brain and Creativity Institute, Los Angeles, California, USA
| | - Priscilla Ring
- USC Chan Division of Occupational Science and Occupational Therapy, University of Southern California, Los Angeles, California, USA
| | - Anusha Hossain
- USC Chan Division of Occupational Science and Occupational Therapy, University of Southern California, Los Angeles, California, USA
| | - Alexis Nalbach
- USC Chan Division of Occupational Science and Occupational Therapy, University of Southern California, Los Angeles, California, USA
| | - Christiana Butera
- USC Chan Division of Occupational Science and Occupational Therapy, University of Southern California, Los Angeles, California, USA.,Dornsife College of Letters, Arts and Sciences, University of Southern California, Brain and Creativity Institute, Los Angeles, California, USA
| | - Laura Harrison
- USC Chan Division of Occupational Science and Occupational Therapy, University of Southern California, Los Angeles, California, USA.,Dornsife College of Letters, Arts and Sciences, University of Southern California, Brain and Creativity Institute, Los Angeles, California, USA
| | - Aditya Jayashankar
- USC Chan Division of Occupational Science and Occupational Therapy, University of Southern California, Los Angeles, California, USA.,Dornsife College of Letters, Arts and Sciences, University of Southern California, Brain and Creativity Institute, Los Angeles, California, USA
| | - Cheryl Vigen
- USC Chan Division of Occupational Science and Occupational Therapy, University of Southern California, Los Angeles, California, USA
| | - Lisa Aziz-Zadeh
- USC Chan Division of Occupational Science and Occupational Therapy, University of Southern California, Los Angeles, California, USA.,Dornsife College of Letters, Arts and Sciences, University of Southern California, Brain and Creativity Institute, Los Angeles, California, USA
| | - Sharon A Cermak
- USC Chan Division of Occupational Science and Occupational Therapy, University of Southern California, Los Angeles, California, USA
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5
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Micheletti S, Vivanti G, Renzetti S, Martelli P, Calza S, Fazzi E. Imitation in Angelman syndrome: the role of social engagement. Sci Rep 2020; 10:16398. [PMID: 33009450 PMCID: PMC7532435 DOI: 10.1038/s41598-020-72079-3] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/11/2020] [Accepted: 08/25/2020] [Indexed: 11/09/2022] Open
Abstract
Individuals with Angelman syndrome (AS) are characterized by severe cognitive impairments alongside an enhanced drive for social engagement. As knowledge on imitation skills in this population is limited, we conducted the first controlled study of imitation in AS. We examined how 23 individuals with AS and 21 typically developing young children with similar mental age imitated novel actions in response to socially or non-socially engaging models, and in response to video-recorded versus live demonstrations of novel actions. Individuals with AS imitated as frequently and as accurately as typical young children in response to live demonstrations; but they imitated less frequently and less accurately in response to video-recorded demonstrations. Further, imitation was modulated by whether the demonstrator was socially engaging or emotionally neutral in the AS group, while this modulation was not present in the comparison group. Individuals with higher mental age imitated more frequently and more accurately across groups. Imitation performance in AS appears to be more modulated by the social context compared to typical infants and young children with similar mental age, possibly reflecting an enhanced drive for social engagement. A socially engaging instructional style might facilitate imitative learning in this population.
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Affiliation(s)
- Serena Micheletti
- Unit of Child Neurology and Psychiatry, ASST Spedali Civili of Brescia, Brescia, Italy.
| | - Giacomo Vivanti
- AJ Drexel Autism Institute, Drexel University, Philadelphia, PA, USA
| | - Stefano Renzetti
- Unit of Biostatistics and Bioinformatics, Department of Molecular and Translational Medicine, University of Brescia, Brescia, Italy
| | - Paola Martelli
- Unit of Child Neurology and Psychiatry, ASST Spedali Civili of Brescia, Brescia, Italy
| | - Stefano Calza
- Unit of Biostatistics and Bioinformatics, Department of Molecular and Translational Medicine, University of Brescia, Brescia, Italy
| | - Elisa Fazzi
- Unit of Child Neurology and Psychiatry, ASST Spedali Civili of Brescia, Brescia, Italy
- Department of Clinical and Experimental Sciences, University of Brescia, Brescia, Italy
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6
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Tham EKH, Richmond J, Gooley JJ, Jafar NK, Chong YS, Yap F, Teoh OH, Goh DYT, Broekman BFP, Rifkin-Graboi A. Variations in habitual sleep and relational memory in 6-month-olds. Sleep Health 2019; 5:257-265. [PMID: 31208709 DOI: 10.1016/j.sleh.2018.12.007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/05/2018] [Revised: 12/10/2018] [Accepted: 12/11/2018] [Indexed: 11/30/2022]
Abstract
OBJECTIVES Adequate sleep duration and good sleep quality are considered essential for development, especially during periods of major neurodevelopmental change. Still, relations between parent-reported habitual sleep and emerging cognitive abilities within the first year of life are not well studied. Here, we examined relations between habitual sleep measures and an aspect of cognitive functioning, relational memory, which emerges as early as 6 months of age, as compared to other abilities (ie, recognition memory and attentional orienting), both of which are considered to emerge earlier in development. PARTICIPANTS Participants were a subset of 267 healthy typically developing 6-month-olds taking part in the Growing Up in Singapore towards Healthy Outcomes cohort study. MEASUREMENTS Sleep duration, sleep latency, and number and duration of night awakenings were derived from the Brief Infant Sleep Questionnaire (BISQ). Short sleep was defined as <10 hours per day, categorized as "not recommended" based on the National Sleep Foundation recommendations. Associations between sleep variables and infants' performance on 2 relational memory tests (deferred imitation and relational binding) were examined independently using hierarchical (blockwise entry) linear regression. Associations between sleep and recognition memory and attentional orienting were also explored. RESULTS Habitual short sleepers had poorer relational memory recall in the deferred imitation task compared with 'typical' sleepers (10-18 hours per day). Shorter sleep latency was related to a greater proportion of correct responses for certain aspects of relational binding. There were no associations between sleep and recognition memory or attention. CONCLUSIONS Our findings suggest that habitual sleep duration and short sleep latency associate with 6-month-olds' relational memory, suggesting a preferential association with memory tasks that are sensitive to development during the second half of the first year.
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Affiliation(s)
- Elaine K H Tham
- Singapore Institute for Clinical Sciences, Agency for Science and Technology Research (A*STAR), Singapore
| | - Jenny Richmond
- School of Psychology, University of New South Wales, Sydney, Australia
| | - Joshua J Gooley
- Program in Neuroscience and Behavioral Disorders, Duke-NUS Medical School, Singapore
| | - Nur K Jafar
- Singapore Institute for Clinical Sciences, Agency for Science and Technology Research (A*STAR), Singapore
| | - Yap-Seng Chong
- Singapore Institute for Clinical Sciences, Agency for Science and Technology Research (A*STAR), Singapore; Department of Obstetrics & Gynaecology, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Fabian Yap
- Department of Obstetrics & Gynaecology, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | | | - Daniel Y T Goh
- Department of Pediatrics, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Birit F P Broekman
- Singapore Institute for Clinical Sciences, Agency for Science and Technology Research (A*STAR), Singapore; Department of Psychological Medicine, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Anne Rifkin-Graboi
- Singapore Institute for Clinical Sciences, Agency for Science and Technology Research (A*STAR), Singapore.
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7
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Hoehl S, Keupp S, Schleihauf H, McGuigan N, Buttelmann D, Whiten A. ‘Over-imitation’: A review and appraisal of a decade of research. DEVELOPMENTAL REVIEW 2019. [DOI: 10.1016/j.dr.2018.12.002] [Citation(s) in RCA: 49] [Impact Index Per Article: 9.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
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8
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Salo VC, Rowe ML, Reeb-Sutherland B. Exploring Infant Gesture and Joint Attention as Related Constructs and as Predictors of Later Language. INFANCY 2018; 23:432-452. [PMID: 29725273 DOI: 10.1111/infa.12229] [Citation(s) in RCA: 24] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
In infancy, use of gesture and the ability to engage in joint attention with others both predict later language development. Conceptually, gesture and joint attention abilities may reflect a similar underlying social communicative skill. However, these abilities are often studied separately. Despite the fact that gesture is often used in episodes of joint attention, little is known about the degree to which measures of gesture use and joint attention ability are associated with one another or how they similarly, or differentially, predict children's language abilities. Participants in the current study were 53 infants. At 12-months, multiple measures of infants' gesture use were gleaned from a free-play interaction with a parent. Infants' responding to and initiating joint attention were measured via the Early Social-Communicative Scales (ESCS, Mundy et al., 2003). Infants' expressive and receptive language was measured at 24-months with the Mullen Scales of Early Learning (Mullen, 1995). A factor analysis including gesture and joint attention measures indicated that at 12-months joint attention, particularly responding to joint attention, reflects a similar underlying construct with infant gesture use, yet they uniquely predict later language ability.
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9
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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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10
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Vöhringer IA, Kolling T, Graf F, Poloczek S, Fassbender I, Freitag C, Lamm B, Suhrke J, Teiser J, Teubert M, Keller H, Lohaus A, Schwarzer G, Knopf M. The Development of Implicit Memory From Infancy to Childhood: On Average Performance Levels and Interindividual Differences. Child Dev 2017; 89:370-382. [PMID: 28220933 DOI: 10.1111/cdev.12749] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
The present multimethod longitudinal study aimed at investigating development and stability of implicit memory during infancy and early childhood. A total of 134 children were followed longitudinally from 3 months to 3 years of life assessing different age-appropriate measures of implicit memory. Results from structural equation modeling give further evidence that implicit memory is stable from 9 months of life on, with earlier performance predicting later performance. Second, it was found that implicit memory is present from early on, and no age-related improvements are found from 3 months on. Results are discussed with respect to the basic brain structures implicit memory builds on, as well as methodological issues.
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11
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Wadsworth HM, Maximo JO, Lemelman AR, Clayton K, Sivaraman S, Deshpande HD, Ver Hoef L, Kana RK. The Action Imitation network and motor imitation in children and adolescents with autism. Neuroscience 2016; 343:147-156. [PMID: 27956067 DOI: 10.1016/j.neuroscience.2016.12.001] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/18/2016] [Revised: 11/30/2016] [Accepted: 12/01/2016] [Indexed: 11/19/2022]
Abstract
While deficits in imitation had been reported in children with autism spectrum disorder (ASD), its exact nature remains unclear. A dysfunction in mirroring mechanisms (through action imitation) has been proposed by some studies to explain this, although some recent evidence points against this hypothesis. The current study used behavior and functional MRI to examine the integrated functioning of the regions that are considered part of the Action Imitation network (AIN) in children and adolescents with ASD during a motor imitation task. Fourteen ASD and 15 age-and-IQ-matched typically developing (TD) children were asked to imitate a series of hand gestures in the MRI scanner. Intact performance on imitation (accurate imitation of hand gestures outside the scanner) in both ASD and TD groups was accompanied by significantly lower activity in ASD participants, relative to TD, in right angular gyrus, precentral gyrus, and left middle cingulate. In addition, autism traits were found to be significantly correlated with activation in the right angular gyrus. Overall, the findings of this study support the role of AIN in imitation and a potential difference in the recruitment of this network in ASD children.
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Affiliation(s)
- Heather M Wadsworth
- Department of Psychology, University of Alabama at Birmingham, Birmingham, USA
| | - Jose O Maximo
- Department of Psychology, University of Alabama at Birmingham, Birmingham, USA
| | - Amy R Lemelman
- Department of Psychology, University of Alabama at Birmingham, Birmingham, USA
| | - Kacy Clayton
- Department of Psychology, University of Alabama at Birmingham, Birmingham, USA
| | - Soumya Sivaraman
- Department of Psychology, University of Alabama at Birmingham, Birmingham, USA
| | | | - Lawrence Ver Hoef
- Department of Neurology, University of Alabama at Birmingham, Birmingham, USA
| | - Rajesh K Kana
- Department of Psychology, University of Alabama at Birmingham, Birmingham, USA.
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12
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Määttä S, Laakso ML, Ahonen T, Tolvanen A, Westerholm J, Aro T. Continuity From Prelinguistic Communication to Later Language Ability: A Follow-Up Study From Infancy to Early School Age. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2016; 59:1357-1372. [PMID: 27788278 DOI: 10.1044/2016_jslhr-l-15-0209] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/09/2015] [Accepted: 04/11/2016] [Indexed: 06/06/2023]
Abstract
PURPOSE This longitudinal study examined the development of prelinguistic skills and the continuity of communication and language from the prelinguistic stage to school age. METHOD Prelinguistic communication of 427 Finnish children was followed repeatedly from 6 to 18 months of age (n = 203-322 at ages 6, 9, 12, 15, and 18 months), and its associations with language ability at ages 2;0 (n = 104), 3;0 (n = 112), 4;7 (n = 253), 5;3 (n = 102), and 7;9 (n = 236) were examined using latent growth curve modeling. RESULTS Prelinguistic development across several skills emerged as a rather stable intraindividual characteristic during the first 2 years of life. Continuity from prelinguistic development to later language ability was indicated. The common level and growth of prelinguistic skills were significant predictors of language ability between ages 2;0 (years;months) and 7;9; the percentage explained varied between 10.5% and 53.3%. A slow pace of development across multiple skills, in particular, led to weaker language skills. CONCLUSIONS The results support (a) the idea of a developmental continuum from prelinguistic to linguistic ability and (b) the dimensional view of language ability by indicating that individual variations in early communication skills show consistency that extends beyond the toddler years. Our results also advocate developmental surveillance of early communication by emphasizing the significance of growth in predicting language development.
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Affiliation(s)
- Sira Määttä
- Niilo Mäki Institute, Jyväskylä, FinlandDepartment of Psychology, University of Jyväskylä, Finland
| | | | - Timo Ahonen
- Department of Psychology, University of Jyväskylä, Finland
| | | | | | - Tuija Aro
- Niilo Mäki Institute, Jyväskylä, FinlandDepartment of Psychology, University of Jyväskylä, Finland
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13
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Early declarative memory predicts productive language: A longitudinal study of deferred imitation and communication at 9 and 16months. J Exp Child Psychol 2016; 151:109-19. [DOI: 10.1016/j.jecp.2016.01.015] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/30/2015] [Revised: 01/11/2016] [Accepted: 01/26/2016] [Indexed: 11/21/2022]
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14
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Cochet H, Byrne RW. Communication in the second and third year of life: Relationships between nonverbal social skills and language. Infant Behav Dev 2016; 44:189-98. [PMID: 27450099 DOI: 10.1016/j.infbeh.2016.07.003] [Citation(s) in RCA: 26] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/24/2015] [Revised: 02/23/2016] [Accepted: 07/07/2016] [Indexed: 11/30/2022]
Abstract
We aimed to investigate developmental continuities between a range of early social and communicative abilities (including gestural communication) and language acquisition in children aged between 11 and 41 months. Initiation of joint attention and imitation were strongly correlated to language comprehension and production. Moreover, the analysis of different communicative gestures revealed significant relationships between language development and the production of symbolic gestures, declarative pointing (declarative informative pointing in particular), and head nodding. Other gestures such as imperative pointing, showing, and head shaking were not found to correlate with language level. Our results also suggest that distinct processes are involved in the development of language comprehension and production, and highlight the importance of considering various characteristics of children's early communicative skills.
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Affiliation(s)
- Hélène Cochet
- CLLE, Toulouse University, CNRS, UT2J, 5 Allées Antonio Machado, 31058 Toulouse Cedex 9, France.
| | - Richard W Byrne
- School of Psychology & Neuroscience, Centre for Social Learning & Cognitive Evolution, St Andrews, United Kingdom.
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15
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Heimann M, Nordqvist E, Strid K, Connant Almrot J, Tjus T. Children with autism respond differently to spontaneous, elicited and deferred imitation. JOURNAL OF INTELLECTUAL DISABILITY RESEARCH : JIDR 2016; 60:491-501. [PMID: 27018212 DOI: 10.1111/jir.12272] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/18/2015] [Revised: 01/17/2016] [Accepted: 02/16/2016] [Indexed: 06/05/2023]
Abstract
BACKGROUND Imitation, a key vehicle for both cognitive and social development, is often regarded as more difficult for children with autism spectrum disorders (ASD) than for children with Down syndrome (DS) or typically developing (TD) children. The current study investigates similarities and differences in observed elicited, spontaneous and deferred imitation using both actions with objects and gestures as imitation tasks in these groups. METHODS Imitation among 19 children with autism was compared with 20 children with DS and 23 TD children matched for mental and language age. RESULTS Elicited imitation resulted in significantly lower scores for the ASD group compared with the other two groups, an effect mainly carried by a low level of gesture imitation among ASD children. We observed no differences among the groups for spontaneous imitation. However, children with ASD or DS displayed less deferred imitation than the TD group. Proneness to imitate also differed among groups: only 10 (53%) of the children with autism responded in the elicited imitation condition compared with all children with DS and almost all TD children (87%). CONCLUSIONS These findings add to our understanding of the kind of imitation difficulties children with ASD might have. They also point to the necessity of not equating various imitation measures because these may capture different processes and be differently motivating for children with autism.
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Affiliation(s)
- M Heimann
- The Swedish Institute for Disability Research and Division of Psychology, Department of Behavioural Sciences and Learning, Linköping University, Sweden
| | - E Nordqvist
- The Swedish Institute for Disability Research and Division of Psychology, Department of Behavioural Sciences and Learning, Linköping University, Sweden
| | - K Strid
- Department of Psychology, University of Gothenburg, Sweden
| | - J Connant Almrot
- Department of Psychology, University of Gothenburg, Sweden
- Psychologists for Maternal and Child Health Care, Primary Health Care, Region Västra Götaland, Sweden
| | - T Tjus
- Department of Psychology, University of Gothenburg, Sweden
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Nordqvist E, Rudner M, Johansson M, Lindgren M, Heimann M. The relationship between deferred imitation, associative memory, and communication in 14-months-old children. Behavioral and electrophysiological indices. Front Psychol 2015; 6:260. [PMID: 25852588 PMCID: PMC4360574 DOI: 10.3389/fpsyg.2015.00260] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/12/2015] [Accepted: 02/21/2014] [Indexed: 11/30/2022] Open
Abstract
The present study combines behavioral observations of memory (deferred imitation, DI, after a brief delay of 30 min and after a long delay of 2-3 weeks) and electrophysiological (event-related potentials, ERPs) measures of associative memory, as well as parental reports of non-verbal and verbal communication in sixteen 14-months-old children. Results show that for DI, the children remembered the stimulus after the brief but not after the long delay. There was a clear electrophysiological response indicating associative memory. Furthermore, a correlation between DI and ERP suggests that both measures of memory (DI and associative memory) tap into similar mechanisms in 14-months-old children. There was also a statistically significant relation between parental report of receptive (verbal) language and the ERP, showing an association between receptive language skills and associative memory.
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Affiliation(s)
- Emelie Nordqvist
- Department of Behavioral Sciences and Learning, Linköping UniversityLinköping, Sweden
- The Swedish Institute for Disability Research, Linköping UniversityLinköping, Sweden
| | - Mary Rudner
- Department of Behavioral Sciences and Learning, Linköping UniversityLinköping, Sweden
- The Swedish Institute for Disability Research, Linköping UniversityLinköping, Sweden
- Linnaeus Centre HEAD, Linköping UniversityLinköping, Sweden
| | | | | | - Mikael Heimann
- Department of Behavioral Sciences and Learning, Linköping UniversityLinköping, Sweden
- The Swedish Institute for Disability Research, Linköping UniversityLinköping, Sweden
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Kolling T, Knopf M. Measuring declarative memory from infancy to childhood: The Frankfurt imitation tests for infants and children aged 12–36 months. EUROPEAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2015. [DOI: 10.1080/17405629.2015.1015515] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Guzzetta F. Behavioral assessment of language brain processing in the first year of life. Eur J Paediatr Neurol 2014; 18:551-7. [PMID: 25022340 DOI: 10.1016/j.ejpn.2014.04.015] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/28/2013] [Revised: 04/16/2014] [Accepted: 04/27/2014] [Indexed: 10/25/2022]
Abstract
An up-to-date review of the behavioral assessments of language development in the first year of life is reported. After recalling the anatomical bases of the early development of the auditory system, the different stages of language development during the first year of life are considered: discrimination, transition and perception. The different kinds of behavioral assessment during the course of the first year are then described by stressing their indications and limitations.
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Affiliation(s)
- Francesco Guzzetta
- Unit of Child Neurology and Psychiatry, Catholic University, Rome, Italy.
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Kröger A, Bletsch A, Krick C, Siniatchkin M, Jarczok TA, Freitag CM, Bender S. Visual event-related potentials to biological motion stimuli in autism spectrum disorders. Soc Cogn Affect Neurosci 2014; 9:1214-22. [PMID: 23887808 PMCID: PMC4127027 DOI: 10.1093/scan/nst103] [Citation(s) in RCA: 32] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/21/2012] [Revised: 05/24/2013] [Accepted: 07/16/2013] [Indexed: 12/29/2022] Open
Abstract
Atypical visual processing of biological motion contributes to social impairments in autism spectrum disorders (ASD). However, the exact temporal sequence of deficits of cortical biological motion processing in ASD has not been studied to date. We used 64-channel electroencephalography to study event-related potentials associated with human motion perception in 17 children and adolescents with ASD and 21 typical controls. A spatio-temporal source analysis was performed to assess the brain structures involved in these processes. We expected altered activity already during early stimulus processing and reduced activity during subsequent biological motion specific processes in ASD. In response to both, random and biological motion, the P100 amplitude was decreased suggesting unspecific deficits in visual processing, and the occipito-temporal N200 showed atypical lateralization in ASD suggesting altered hemispheric specialization. A slow positive deflection after 400 ms, reflecting top-down processes, and human motion-specific dipole activation differed slightly between groups, with reduced and more diffuse activation in the ASD-group. The latter could be an indicator of a disrupted neuronal network for biological motion processing in ADS. Furthermore, early visual processing (P100) seems to be correlated to biological motion-specific activation. This emphasizes the relevance of early sensory processing for higher order processing deficits in ASD.
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Affiliation(s)
- Anne Kröger
- Department of Child and Adolescent Psychiatry, Psychosomatics, and Psychotherapy, JW Goethe University Frankfurt, Deutschordenstrasse 50, Frankfurt 60528, Germany, Department of Neuroradiology, Saarland University Hospital, Kirrbergerstraße, Homburg/Saar 66424, Germany, and Department of Child and Adolescent Psychiatry and Psychotherapy, University of Technology Dresden, Fetscherstraße 74, Dresden 01307, Germany
| | - Anke Bletsch
- Department of Child and Adolescent Psychiatry, Psychosomatics, and Psychotherapy, JW Goethe University Frankfurt, Deutschordenstrasse 50, Frankfurt 60528, Germany, Department of Neuroradiology, Saarland University Hospital, Kirrbergerstraße, Homburg/Saar 66424, Germany, and Department of Child and Adolescent Psychiatry and Psychotherapy, University of Technology Dresden, Fetscherstraße 74, Dresden 01307, Germany
| | - Christoph Krick
- Department of Child and Adolescent Psychiatry, Psychosomatics, and Psychotherapy, JW Goethe University Frankfurt, Deutschordenstrasse 50, Frankfurt 60528, Germany, Department of Neuroradiology, Saarland University Hospital, Kirrbergerstraße, Homburg/Saar 66424, Germany, and Department of Child and Adolescent Psychiatry and Psychotherapy, University of Technology Dresden, Fetscherstraße 74, Dresden 01307, Germany
| | - Michael Siniatchkin
- Department of Child and Adolescent Psychiatry, Psychosomatics, and Psychotherapy, JW Goethe University Frankfurt, Deutschordenstrasse 50, Frankfurt 60528, Germany, Department of Neuroradiology, Saarland University Hospital, Kirrbergerstraße, Homburg/Saar 66424, Germany, and Department of Child and Adolescent Psychiatry and Psychotherapy, University of Technology Dresden, Fetscherstraße 74, Dresden 01307, Germany
| | - Tomasz A Jarczok
- Department of Child and Adolescent Psychiatry, Psychosomatics, and Psychotherapy, JW Goethe University Frankfurt, Deutschordenstrasse 50, Frankfurt 60528, Germany, Department of Neuroradiology, Saarland University Hospital, Kirrbergerstraße, Homburg/Saar 66424, Germany, and Department of Child and Adolescent Psychiatry and Psychotherapy, University of Technology Dresden, Fetscherstraße 74, Dresden 01307, Germany
| | - Christine M Freitag
- Department of Child and Adolescent Psychiatry, Psychosomatics, and Psychotherapy, JW Goethe University Frankfurt, Deutschordenstrasse 50, Frankfurt 60528, Germany, Department of Neuroradiology, Saarland University Hospital, Kirrbergerstraße, Homburg/Saar 66424, Germany, and Department of Child and Adolescent Psychiatry and Psychotherapy, University of Technology Dresden, Fetscherstraße 74, Dresden 01307, Germany
| | - Stephan Bender
- Department of Child and Adolescent Psychiatry, Psychosomatics, and Psychotherapy, JW Goethe University Frankfurt, Deutschordenstrasse 50, Frankfurt 60528, Germany, Department of Neuroradiology, Saarland University Hospital, Kirrbergerstraße, Homburg/Saar 66424, Germany, and Department of Child and Adolescent Psychiatry and Psychotherapy, University of Technology Dresden, Fetscherstraße 74, Dresden 01307, GermanyDepartment of Child and Adolescent Psychiatry, Psychosomatics, and Psychotherapy, JW Goethe University Frankfurt, Deutschordenstrasse 50, Frankfurt 60528, Germany, Department of Neuroradiology, Saarland University Hospital, Kirrbergerstraße, Homburg/Saar 66424, Germany, and Department of Child and Adolescent Psychiatry and Psychotherapy, University of Technology Dresden, Fetscherstraße 74, Dresden 01307, Germany
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Phung JN, Milojevich HM, Lukowski AF. Adult language use and infant comprehension of English: associations with encoding and generalization across cues at 20 months. Infant Behav Dev 2014; 37:465-79. [PMID: 24983506 DOI: 10.1016/j.infbeh.2014.05.005] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/09/2013] [Revised: 02/07/2014] [Accepted: 05/04/2014] [Indexed: 11/17/2022]
Abstract
Adult-provided language shapes event memory in children who are preverbal and in those who are able to discuss the past using language. The research conducted to date, however, has not yet established whether infant language comprehension abilities moderate the extent to which preverbal infants benefit from adult-provided supportive language. The present study was conducted to address this question by examining immediate imitation and 1-week delayed generalization across cues in 20-month-old infants as a function of (a) variability in adult-provided linguistic support at encoding and test, (b) infant language comprehension abilities, and (c) their interaction. The provision of supportive adult language at encoding and test was associated with delayed generalization across cues although supportive adult language at encoding did not influence performance at immediate imitation. Infant language comprehension abilities were associated with performance at immediate imitation and delayed generalization across cues. In addition, infant language comprehension abilities moderated the extent to which infants benefited from adult-provided supportive language at encoding and test. The findings contribute to the literature by demonstrating that adult language use and infant language comprehension are independently and differentially associated with immediate imitation and 1-week delayed generalization across cues but also serve to jointly structure event memory in the second year of life.
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Affiliation(s)
- Janice N Phung
- Department of Psychology and Social Behavior, University of California-Irvine, United States
| | - Helen M Milojevich
- Department of Psychology and Social Behavior, University of California-Irvine, United States
| | - Angela F Lukowski
- Department of Psychology and Social Behavior, University of California-Irvine, United States.
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21
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Määttä S, Laakso ML, Tolvanen A, Ahonen T, Aro T. Children with differing developmental trajectories of prelinguistic communication skills: language and working memory at age 5. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2014; 57:1026-1039. [PMID: 24686441 DOI: 10.1044/2014_jslhr-l-13-0012] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
Abstract
PURPOSE In this article, the authors examine the developmental continuity from prelinguistic communication to kindergarten age in language and working memory capacity. METHOD Following work outlining 6 groups of children with different trajectories of early communication development (ECD; Määttä, Laakso, Tolvanen, Ahonen, & Aro, 2012), the authors examined their later development by psychometric assessment. Ninety-one children first assessed at ages 12-21 months completed a battery of language and working memory tests at age 5;3 (years;months). RESULTS Two of the ECD groups previously identified as being at risk for language difficulties continued to show weaker performance at follow-up. Seventy-nine percent of the children with compromised language skills at follow-up were identified on the basis of the ECD groups, but the number of false positives was high. The 2 at-risk groups also differed significantly from the typically developing groups in the measures tapping working memory capacity. CONCLUSIONS In line with the dimensional view of language impairment, the accumulation of early delays predicted the amount of later difficulties; however, at the individual level, the prediction had rather low specificity. The results imply a strong link between language and working memory and call for further studies examining the early developmental interaction between language and memory.
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22
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Cochet H, Jover M, Oger L, Vauclair J. Morphological Differences Between Imperative and Declarative Pointing: Hand Shape, Arm Extension, and Body Posture. J Mot Behav 2014; 46:223-32. [DOI: 10.1080/00222895.2014.889066] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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23
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Heaton AE, Meldrum SJ, Foster JK, Prescott SL, Simmer K. Does docosahexaenoic acid supplementation in term infants enhance neurocognitive functioning in infancy? Front Hum Neurosci 2013; 7:774. [PMID: 24312040 PMCID: PMC3834239 DOI: 10.3389/fnhum.2013.00774] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/15/2013] [Accepted: 10/27/2013] [Indexed: 01/06/2023] Open
Abstract
The proposal that dietary docosahexaenoic acid (DHA) enhances neurocognitive functioning in term infants is controversial. Theoretical evidence, laboratory research and human epidemiological studies have convincingly demonstrated that DHA deficiency can negatively impact neurocognitive development. However, the results from randomized controlled trials (RCTs) of DHA supplementation in human term-born infants have been inconsistent. This article will (i) discuss the role of DHA in the human diet, (ii) explore the physiological mechanisms by which DHA plausibly influences neurocognitive capacity, and (iii) seek to characterize the optimal intake of DHA during infancy for neurocognitive functioning, based on existing research that has been undertaken in developed countries (specifically, within Australia). The major observational studies and RCTs that have examined dietary DHA in human infants and animals are presented, and we consider suggestions that DHA requirements vary across individuals according to genetic profile. It is important that the current evidence concerning DHA supplementation is carefully evaluated so that appropriate recommendations can be made and future directions of research can be strategically planned.
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Affiliation(s)
- Alexandra E. Heaton
- School of Paediatrics and Child Health, University of Western AustraliaPerth, WA, Australia
| | - Suzanne J. Meldrum
- School of Paediatrics and Child Health, University of Western AustraliaPerth, WA, Australia
| | - Jonathan K. Foster
- School of Paediatrics and Child Health, University of Western AustraliaPerth, WA, Australia
- School of Psychology and Speech Pathology, Curtin Health Innovation Research Institute, Curtin UniversityPerth, WA, Australia
- Neurosciences Unit, Western Australia Department of HealthPerth, WA, Australia
- Telethon Institute for Child Health ResearchPerth, WA, Australia
| | - Susan L. Prescott
- School of Paediatrics and Child Health, University of Western AustraliaPerth, WA, Australia
- Telethon Institute for Child Health ResearchPerth, WA, Australia
| | - Karen Simmer
- School of Paediatrics and Child Health, University of Western AustraliaPerth, WA, Australia
- Telethon Institute for Child Health ResearchPerth, WA, Australia
- Centre for Neonatal Research and Education, University of Western AustraliaPerth, WA, Australia
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Pueyo R, Ariza M, Narberhaus A, Ballester-Plané J, Laporta-Hoyos O, Junqué C, Vendrell P. Does verbal and gestural expression ability predict comprehension ability in cerebral palsy? Percept Mot Skills 2013; 116:512-27. [PMID: 24032327 DOI: 10.2466/15.10.pms.116.2.512-527] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Some people with cerebral palsy have motor and associated impairments that may hinder verbal and gestural expression to various extents. This study explores whether the ability to produce verbal or gestural expressions may be related to the comprehension of verbal communications and gestures. The influence of severity of motor impairment, general cognitive performance, and age on comprehension ability was also explored. Forty people with cerebral palsy were assigned to different groups according to their verbal and gestural expression abilities. A neuropsychological assessment of comprehension abilities and general cognitive performance was carried out. Multiple linear regression analysis was applied to identify the possible influence of expression abilities on comprehension abilities and also to detect the possible contribution of severity of motor impairment, general cognitive performance, and age. Results indicate that verbal and gestural comprehension was mainly predicted by general cognitive performance. Severity of motor impairment and age did not contribute to predicting comprehension abilities. Only verbal grammar comprehension was significantly predicted by verbal expression ability. Verbal expression ability may be an important marker for cerebral palsy therapies. In non-ambulant patients with bilateral cerebral palsy, impaired gestural expression should not be taken as an indicator of impaired gestural comprehension.
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Affiliation(s)
- Roser Pueyo
- University of Barcelona and Institute for Brain, Cognition and Behavior (IR3C), Spain.
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25
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Pueyo R, Ariza M, Narberhaus A, Ballester-Plané J, Laporta-Hoyos O, Junqué C, Vendrell P. DOES VERBAL AND GESTURAL EXPRESSION ABILITY PREDICT COMPREHENSION ABILITY IN CEREBRAL PALSY? 1, 2. Percept Mot Skills 2013. [DOI: 10.2466/15.10.pms.116.2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
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Structured Task Versus Free Play: The Influence of Social Context on Parenting Quality, Toddlers’ Engagement with Parents and Play Behaviors, and Parent–Toddler Language Use. CHILD & YOUTH CARE FORUM 2013. [DOI: 10.1007/s10566-013-9198-x] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Heimann M, Nordqvist E, Rudner M, Johansson M, Lindgren M. Associative learning measured with ERP predicts deferred imitation using a strict observation only design in 14 to 15 month old children. Scand J Psychol 2013; 54:33-40. [PMID: 23320882 DOI: 10.1111/sjop.12005] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
Deferred imitation (DI) is an established procedure for behavioral measurement of early declarative-like memories in infancy and previous work has indicated a link between this type of memory and brain potentials in infants. The present study compared infants' memory performance in this paradigm with electrophysiological indices of associative learning. Thirty children (M = 14.5 months) participated, of which 15 (8 boys) had acceptable event-related potentials (ERP) recordings that could be included in the final analysis. Deferred imitation was measured with an observation-only procedure using three actions and a 30 min delay. ERP was recorded with a high-density electrode net (128 electrodes) during associative learning. Change scores based on Nc, a middle latency component associated with attentional processes, predicted deferred imitation performance. Thus, associative learning measured with ERP predicts deferred imitation using a strict observation only design in 14 to 15 month old children.
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Affiliation(s)
- Mikael Heimann
- Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden.
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Strid K, Heimann M, Tjus T. Pretend play, deferred imitation and parent-child interaction in speaking and non-speaking children with autism. Scand J Psychol 2012; 54:26-32. [PMID: 23121545 DOI: 10.1111/sjop.12003] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Affiliation(s)
- Karin Strid
- Department of Psychology, University of Gothenburg, Gothenburg, Sweden.
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Burbacher TM, Grant KS. Measuring infant memory: Utility of the visual paired-comparison test paradigm for studies in developmental neurotoxicology. Neurotoxicol Teratol 2012; 34:473-80. [PMID: 22750243 PMCID: PMC5420201 DOI: 10.1016/j.ntt.2012.06.003] [Citation(s) in RCA: 21] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/20/2012] [Revised: 06/15/2012] [Accepted: 06/15/2012] [Indexed: 10/28/2022]
Abstract
The assessment of brain function and behavior in young infants is central to understanding the effects of chemical exposure on central nervous system development. One approach to infant cognitive assessment, based on the direct observation of infant eye movements, is known as the Visual Paired-Comparison task. The Visual Paired-Comparison test methodology uses selective visual attention as a vehicle to study emerging recognition memory skills. The utility of this procedure to study visual recognition memory has been well established in both human and nonhuman primate infants. The primary outcome measure produced by this assessment technique is known as the Novelty Preference Score, reflecting the amount of time the infant spends actively looking at novel rather than familiar test stimuli. Visual recognition memory testing has demonstrated a strong sensitivity to conditions that may place infants at risk for poor developmental outcome (e.g. preterm birth, Down syndrome) and in humans; performance is significantly related to later measures of I.Q. and language competency. This assessment methodology has been successfully applied to the study of neurobehavioral effects after fetal neurotoxicant exposure. Field and laboratory studies have used tests of visual recognition memory to better understand the effects of compounds such as lead, methylmercury and polychlorinated biphenyls on emergent cognitive processing. The Visual Paired-Comparison paradigm and its capacity to measure recognition memory in preverbal infants provides a valid and theoretically meaningful approach to neurobehavioral assessment for studies in developmental toxicology and teratology.
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Affiliation(s)
- Thomas M Burbacher
- Department of Environmental and Occupational Health Sciences, School of Public Health, University of Washington, Seattle, WA 98195, USA.
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30
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Vauclair J, Cochet H. Hand preference for pointing and language development in toddlers. Dev Psychobiol 2012; 55:757-65. [DOI: 10.1002/dev.21073] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/17/2012] [Accepted: 07/12/2012] [Indexed: 11/08/2022]
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Määttä S, Laakso ML, Tolvanen A, Ahonen T, Aro T. Developmental trajectories of early communication skills. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2012; 55:1083-1096. [PMID: 22232414 DOI: 10.1044/1092-4388(2011/10-0305)] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/31/2023]
Abstract
PURPOSE This study focused on developmental trajectories of prelinguistic communication skills and their connections to later parent-reported language difficulties. METHOD The participants represent a subset of a community-based sample of 508 children. Data include parent reports of prelinguistic communication skills at 12, 15, 18, and 21 months and language difficulties at age 4;7 (years;months). The authors used latent profile analysis to identify groups of children with differing developmental trajectories of prelinguistic communication skills ( n = 271). The relations among these groups and follow-up data of parent-reported concerns of language development ( n = 187), as well as the role of gender, were examined. RESULTS Six meaningful prelinguistic communication groups were identified with the latent profile analysis, and these groups showed connections to later parent-reported concerns of language difficulties. Delayed early expressive language and a minor delay of overall performance, together with symbolic difficulties, appeared as predictors of later language difficulties. Nearly 80% of the children whose parents reported language-related concerns at the follow-up stage could already be identified before their 2nd birthday. CONCLUSION The results support the potential of early screening in identifying children at risk of developing language difficulties, particularly when screening includes repeated surveillance of more than one area of communication skills.
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Balcomb F, Newcombe NS, Ferrara K. Finding Where and Saying Where: Developmental Relationships Between Place Learning and Language in the First Year. JOURNAL OF COGNITION AND DEVELOPMENT 2011. [DOI: 10.1080/15248372.2010.544692] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
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Damm F, Petermann F, Petermann U. Imitationsfähigkeit von Kleinkindern in den ersten beiden Lebensjahren. PSYCHOLOGISCHE RUNDSCHAU 2011. [DOI: 10.1026/0033-3042/a000072] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
Zusammenfassung. Die Imitation repräsentiert eine wichtige kognitive und sozial-kognitive Fähigkeit in der frühen Kindheit. In den letzten zwei Jahrzehnten konzentrierte sich die Kleinkindforschung hauptsächlich auf die Untersuchung der verzögerten Imitation als nonverbales deklaratives Gedächtnismaß und der Imitation im Zusammenhang mit dem Intentionsverständnis. Ergebnisse von Längsschnittstudien zeigen zudem, dass individuelle Unterschiede in der verzögerten Imitationsleistung mit weiteren kognitiven, aber auch mit sprachlichen und sozialen Fertigkeiten assoziiert sind. Studien, die neue Präsentationsmedien (z.B. Videopräsentationen) nutzen, konnten bisherige Ergebnisse zu zugrunde liegenden kognitiven Prozessen bestätigen. Darüber hinaus erweitern sie unseren Kenntnisstand über die Bedeutung der sozialen Interaktion für das Imitationslernen. Für zukünftige Forschungsarbeiten zu diesem Thema ergibt sich, dass aufgrund der engen Beziehung zwischen dem Imitationsverhalten und anderen Fertigkeiten umfassendere Längsschnittstudien erforderlich sind, die individuelle Merkmale des Kindes, aber auch Merkmale seiner sozialen Umgebung in der Analyse der Imitation stärker berücksichtigen.
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Cochet H, Vauclair J. Pointing gestures produced by toddlers from 15 to 30 months: Different functions, hand shapes and laterality patterns. Infant Behav Dev 2010; 33:431-41. [DOI: 10.1016/j.infbeh.2010.04.009] [Citation(s) in RCA: 92] [Impact Index Per Article: 6.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/14/2009] [Revised: 01/27/2010] [Accepted: 04/23/2010] [Indexed: 11/24/2022]
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Gender Differences in Mother-toddler and Father-toddler Verbal Initiations and Responses during a Caregiving and Play Context. SEX ROLES 2010. [DOI: 10.1007/s11199-010-9803-5] [Citation(s) in RCA: 11] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Memory development throughout the second year: Overall developmental pattern, individual differences, and developmental trajectories. Infant Behav Dev 2010; 33:159-67. [DOI: 10.1016/j.infbeh.2009.12.007] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/07/2009] [Revised: 06/29/2009] [Accepted: 12/29/2009] [Indexed: 10/19/2022]
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Lindsey EW, Cremeens PR, Colwell MJ, Caldera YM. The Structure of Parent-Child Dyadic Synchrony in Toddlerhood and Children's Communication Competence and Self-control. SOCIAL DEVELOPMENT 2009. [DOI: 10.1111/j.1467-9507.2008.00489.x] [Citation(s) in RCA: 54] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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Abstract
A controversial issue in the field of language development is whether language emergence and growth is dependent solely on processes specifically tied to language or could also depend on basic cognitive processes that affect all aspects of cognitive competence (domain-general processes). The present article examines this issue using a large battery of infant information-processing measures of memory, representational competence, processing speed, and attention, many of which have been shown to predict general cognition in a cohort of full-terms and preterms. Results showed that various aspects of infant memory and representational competence (a) related to language at both 12 and 36 months, (b) predicted similarly for the two groups, and (c) predicted 36-month language, independently of birth status, 12-month language, and the 12-month Bayley Mental Development Index. Additionally, the results established predictive validity for the MacArthur 12-month language measure. These findings support a domain-general view of language.
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Affiliation(s)
- Susan A Rose
- Departments of Pediatrics and Psychiatry and the Behavioral Sciences, Albert Einstein College of Medicine/Children's Hospital at Montefiore, Bronx, NY, USA.
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Lindsey EW, Cremeens PR, Caldera YM. Mother-child and father-child mutuality in two contexts: consequences for young children's peer relationships. INFANT AND CHILD DEVELOPMENT 2009. [DOI: 10.1002/icd.645] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
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Law J, Roy P. Parental Report of Infant Language Skills: A Review of the Development and Application of the Communicative Development Inventories. Child Adolesc Ment Health 2008; 13:198-206. [PMID: 32847184 DOI: 10.1111/j.1475-3588.2008.00503.x] [Citation(s) in RCA: 114] [Impact Index Per Article: 7.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
The Communicative Development Inventories (CDIs) are parent report measures of vocabulary and other aspects of language development in very young children. They have evolved over the past 20 years to be one of the most well recognised assessments of infant language. Of particular significance is the fact that the CDIs are the first measures of their kind to be widely translated and adapted for use in many different languages. The inventories have served a variety of functions including measuring early language acquisition, deriving normative data on language acquisition, and both identifying and describing children whose early language is significantly delayed. This review describes the development of the CDIs, summarises the volume of research that has been generated in a range of applications of the measures, and evaluates their current standing both as a research tool and as a clinical measure. Issues around the sensitivity and predictive value of the CDIs are also considered.
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Affiliation(s)
- James Law
- Centre for Integrated Healthcare Research, Queen Margaret University, Edinburgh EH21 6UU, Scotland. E-mail:
| | - Penny Roy
- Department of Language and Communication Science, City University, Northampton Square, London EC1V 0HB, UK
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Goertz C, Kolling T, Frahsek S, Knopf M. Die Frankfurter Imitationstests für 18 und 24 Monate alte Kinder. ZEITSCHRIFT FUR ENTWICKLUNGSPSYCHOLOGIE UND PADAGOGISCHE PSYCHOLOGIE 2008. [DOI: 10.1026/0049-8637.40.3.152] [Citation(s) in RCA: 12] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
Zusammenfassung. Das Verfahren der Verzögerten Imitation gilt als eine Methode, durch die deklaratives Gedächtnis bei vorsprachlichen Kindern erfasst werden kann. Dabei werden den Kindern neuartige, objektbezogene Handlungen gezeigt, die sie lediglich beobachten dürfen. Nach einem Behaltensintervall werden die Objekte sukzessive präsentiert, das Spiel der Kinder wird analysiert und mit dem Spontanspiel einer Kontrollgruppe verglichen, die zuvor kein Modell gesehen hat. Während wenig umstritten ist, dass dieses Verfahren deklaratives Gedächtnis erfasst, fehlt es an altersangepassten Testinstrumenten. Vorgestellt werden neu entwickelte Testverfahren für 18 und 24 Monate alte Kinder (Frankfurter Imitationstests FIT 18 bzw. FIT 24) und mit Tests für jüngere und ältere Kinder in Beziehung gesetzt (FIT 12 und FIT 36). Für diese Instrumente lässt sich nachweisen, dass das Spielverhalten nicht spontan erfolgt, sondern die Handlungen beobachtet und behalten wurden. Ferner erweisen sich die Tests als objektiv auswertbar, hinsichtlich ihrer Schwierigkeit als altersangemessen sowie als geeignet, den alterskorrelierten Zuwachs der Gedächtnisleistung wie die interindividuellen Unterschiede innerhalb der Altersstufen abzubilden. Ein Vergleich mit den Ergebnissen im ET6-6 zeigt, dass vor allem Dimensionen, die auch Imitationsverhalten abbilden, mit dem Summenwert der FIT-Tests korrelieren.
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Affiliation(s)
| | | | | | - Monika Knopf
- Johann Wolfgang Goethe-Universität Frankfurt am Main
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Masur EF, Olson J. Mothers' and infants' responses to their partners' spontaneous action and vocal/verbal imitation. Infant Behav Dev 2008; 31:704-15. [PMID: 18533270 DOI: 10.1016/j.infbeh.2008.04.005] [Citation(s) in RCA: 26] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/14/2007] [Revised: 03/03/2008] [Accepted: 04/16/2008] [Indexed: 11/17/2022]
Abstract
Twenty mother-infant dyads (10 boys, 10 girls) were videotaped longitudinally at ages 10, 13, 17, and 21 months during in-home free play and bath sessions. Mothers' and infants' responses to their partners' naturally occurring action and vocal/verbal imitations were described, and relations to infants' imitation rates and vocabularies were examined. Mothers' response rates were consistently high and unrelated to infants' imitation rates. As early as 10 months, infants responded to the great majority of maternal imitations, especially action imitations, often with actions. Infants' return imitations to action matching indicated increasing awareness of being imitated. Infants' responses to mothers' vocal/verbal imitation were associated with their later vocabulary levels. Children who would be more lexically advanced at 17 and/or 21 months provided more social responses at 10 months, more socially responsive actions and return verbal imitations at 13 months, and more non-imitative socially responsive words at 17 and 21 months.
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Affiliation(s)
- Elise Frank Masur
- Department of Psychology, Northern Illinois University, DeKalb, IL 60115, USA.
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Infant recall memory and communication predicts later cognitive development. Infant Behav Dev 2006; 29:545-53. [PMID: 17138307 DOI: 10.1016/j.infbeh.2006.07.002] [Citation(s) in RCA: 30] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/20/2005] [Revised: 05/08/2006] [Accepted: 07/13/2006] [Indexed: 11/16/2022]
Abstract
This longitudinal study investigates the relation between recall memory and communication in infancy and later cognitive development. Twenty-six typically developing Swedish children were tested during infancy for deferred imitation (memory), joint attention (JA), and requesting (nonverbal communication); they also were tested during childhood for language and cognitive competence. Results showed that infants with low performance on both deferred imitation at 9 months and joint attention at 14 months obtained a significantly lower score on a test of cognitive abilities at 4 years of age. This long-term prediction from preverbal infancy to childhood cognition is of interest both to developmental theory and to practice.
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Nagy E. From imitation to conversation: the first dialogues with human neonates. INFANT AND CHILD DEVELOPMENT 2006. [DOI: 10.1002/icd.460] [Citation(s) in RCA: 52] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
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Zeedyk MS. From intersubjectivity to subjectivity: the transformative roles of emotional intimacy and imitation. INFANT AND CHILD DEVELOPMENT 2006. [DOI: 10.1002/icd.457] [Citation(s) in RCA: 24] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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O'Neill MB, Suzanne Zeedyk M. Spontaneous imitation in the social interactions of young people with developmental delay and their adult carers. INFANT AND CHILD DEVELOPMENT 2006. [DOI: 10.1002/icd.458] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
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