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Guo D, Wang Y, Liao Y, Li J, Zhang X, Gao Z, Shen M, He J. Development of information integration in the visual working memory of preschoolers. Child Dev 2022; 93:1793-1803. [PMID: 35726966 DOI: 10.1111/cdev.13820] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
Visual working memory (WM) plays a pivotal role in integrating fragments into meaningful units, but no study has addressed how visual WM integration takes place in children. The current study examined whether WM integration emerges once preschoolers master Gestalt cue and can retain two representations in WM (automatic integration hypothesis), or still needs time to mature (maturation-of-integration hypothesis). Four experiments (N = 168, 81 females, 4- to 6-year-olds, Chinese, in Hangzhou, China, from 2016.10 to 2021.11) were conducted. Although 4-year-olds can retain two objects in WM and benefit from Gestalt cues in simultaneous display (Cohen's ds >1.00), they failed when memory arrays were presented sequentially. Meanwhile, 5- and 6-year-olds consistently demonstrated WM integration ability (all Cohen's ds >0.69), supporting the maturation-of-integration hypothesis.
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Affiliation(s)
- Dong Guo
- Department of Psychology and Behavioral Sciences, Zhejiang University, Zhejiang, China.,Institute of Brain and Psychological Sciences, Sichuan Normal University, Chengdu, China
| | - Yudan Wang
- Department of Psychology and Behavioral Sciences, Zhejiang University, Zhejiang, China.,Publicity and Education Department, Palace Museum, Beijing, China
| | - Yifan Liao
- Department of Psychology and Behavioral Sciences, Zhejiang University, Zhejiang, China
| | - Jiaofeng Li
- Department of Psychology and Behavioral Sciences, Zhejiang University, Zhejiang, China
| | | | - Zaifeng Gao
- Department of Psychology and Behavioral Sciences, Zhejiang University, Zhejiang, China
| | - Mowei Shen
- Department of Psychology and Behavioral Sciences, Zhejiang University, Zhejiang, China
| | - Jie He
- Department of Psychology and Behavioral Sciences, Zhejiang University, Zhejiang, China
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3
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Wang C, Li B, Yao Y. Proactive Control Mediates the Relationship Between Working Memory and Math Ability in Early Childhood. Front Psychol 2021; 12:611429. [PMID: 34025497 PMCID: PMC8137833 DOI: 10.3389/fpsyg.2021.611429] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/29/2020] [Accepted: 04/13/2021] [Indexed: 11/13/2022] Open
Abstract
Based on the dual mechanisms of control (DMC) theory, there are two distinct mechanisms of cognitive control, proactive and reactive control. Importantly, accumulating evidence indicates that there is a developmental shift from predominantly using reactive control to proactive control during childhood, and the engagement of proactive control emerges as early as 5–7 years old. However, less is known about whether and how proactive control at this early age stage is associated with children’s other cognitive abilities such as working memory and math ability. To address this issue, the current study recruited 98 Chinese children under 5–7 years old. Among them, a total of 81 children (mean age = 6.29 years) contributed useable data for the assessments of cognitive control, working memory, and math ability. The results revealed that children at this age period predominantly employed a pattern of proactive control during an AX-Continuous Performance Task (AX-CPT). Moreover, the proactive control index estimated by this task was positively associated with both working memory and math performance. Further regression analysis showed that proactive control accounted for significant additional variance in predicting math performance after controlling for working memory. Most interestingly, mediation analysis showed that proactive control significantly mediated the association between working memory and math performance. This suggests that as working memory increases so does proactive control, which may in turn improve math ability in early childhood. Our findings may have important implications for educational practice.
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Affiliation(s)
- Chunjie Wang
- Institute of Brain Science and Department of Psychology, School of Education, Hangzhou Normal University, Hangzhou, China
| | - Baoming Li
- Institute of Brain Science and Department of Psychology, School of Education, Hangzhou Normal University, Hangzhou, China
| | - Yuan Yao
- Department of Psychology, Suzhou University of Science and Technology, Suzhou, China
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4
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Ureña N, Fernández N, Cárdenas D, Madinabeitia I, Alarcón F. Acute Effect of Cognitive Compromise during Physical Exercise on Self-Regulation in Early Childhood Education. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:E9325. [PMID: 33322157 PMCID: PMC7764645 DOI: 10.3390/ijerph17249325] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/12/2020] [Revised: 12/04/2020] [Accepted: 12/10/2020] [Indexed: 12/15/2022]
Abstract
Self-regulation (SR) in pre-schoolers is a strong predictor of different aspects of mental health and wellbeing. However, SR only recently has been examined concerning physical activity and its effects on cognitive performance. In the present study, 49 preschool children aged 4-5 years were submitted to classroom movement breaks (CMBs) of 15-min with different degrees of difficulty. Before beginning the intervention, SR (i.e., head, toes, knees and shoulders test, HTKS) and skill levels were assessed for tasks demand adjustment to individual resources and the counterbalanced assignment of the participants to the groups. Similarly, after the intervention, the performance on the HTKS was re-evaluated. There was a general intervention effect on the SR of pre-schoolers, regardless of the difficulty level of the task [F (3) = 11.683, p-value < 0.001, η2p = 0.438]. Nevertheless, it seems that only when CMBs stimulate the children cognitively with optimal difficulty, is it possible to obtain benefits. We recommend providing teachers with professional support when implementing physical activity breaks in their daily program to generate an individualized level of cognitive load that would allow children to reach the optimal challenge point.
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Affiliation(s)
- Nuria Ureña
- Department of Faculty of Education, University of Murcia, Street Campus Universitario, Espinardo, 12, 30100 Murcia, Spain; (N.U.); (N.F.)
| | - Noelia Fernández
- Department of Faculty of Education, University of Murcia, Street Campus Universitario, Espinardo, 12, 30100 Murcia, Spain; (N.U.); (N.F.)
| | - David Cárdenas
- Department of Physical Education and Sport, Faculty of Sport Sciences, University of Granada, 18071 Granada, Spain;
- Sport and Health University Research Institute (iMUDS), 18071 Granada, Spain
| | - Iker Madinabeitia
- Department of Physical Education and Sport, Faculty of Sport Sciences, University of Granada, 18071 Granada, Spain;
- Sport and Health University Research Institute (iMUDS), 18071 Granada, Spain
| | - Francisco Alarcón
- Department of General and Specific Didactics, Faculty of Education, University of Alicante, 03690 Alicante, Spain;
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5
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Pelegrina S, Molina R, Rodríguez-Martínez EI, Linares R, Gómez CM. Age-related changes in selection, recognition, updating and maintenance information in WM. An ERP study in children and adolescents. Biol Psychol 2020; 157:107977. [PMID: 33159983 DOI: 10.1016/j.biopsycho.2020.107977] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/25/2020] [Revised: 09/03/2020] [Accepted: 10/18/2020] [Indexed: 11/25/2022]
Abstract
Possible age-related changes in different working memory (WM) subcomponents were assessed by analyzing the event-related-potentials associated with the n-back task. Two versions of the task (0- and 1-back) were administered to 168 subjects between 6 and 20 years of age. In both n-back tasks, lists of symbol-letter pairs were presented. Participants had to select the letter and decide whether it matched the target in memory. Selection-matching of the relevant item, as indexed by an N2pc component, was evident in all age groups, indicating early maturation of this ability. The decreasing amplitude of the P300 with age, coupled with the longer duration of the load effect in young children, suggests that WM updating requires greater processing resources at younger ages. The slow wave, present during the maintenance period, showed an inversion of polarity with age in anterior sites that could reflect age-related changes in the active maintenance of information in WM.
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Affiliation(s)
| | - Rosa Molina
- University of Jaén, Department of Psychology, Jaén, Spain
| | | | - Rocío Linares
- University of Jaén, Department of Psychology, Jaén, Spain
| | - Carlos M Gómez
- University of Sevilla, Experimental Psychology Department, Human Psychobiology Lab., Sevilla, Spain
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6
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Schmidt M, Mavilidi MF, Singh A, Englert C. Combining physical and cognitive training to improve kindergarten children’s executive functions: A cluster randomized controlled trial. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2020. [DOI: 10.1016/j.cedpsych.2020.101908] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/19/2022]
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7
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Magis-Weinberg L, Custers R, Dumontheil I. Rewards Enhance Proactive and Reactive Control in Adolescence and Adulthood. Soc Cogn Affect Neurosci 2019; 14:1219-1232. [PMID: 31820793 PMCID: PMC7057287 DOI: 10.1093/scan/nsz093] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/10/2019] [Revised: 10/13/2019] [Accepted: 10/22/2019] [Indexed: 02/05/2023] Open
Abstract
Cognitive control allows the coordination of cognitive processes to achieve goals. Control may be sustained in anticipation of goal-relevant cues (proactive control) or transient in response to the cues themselves (reactive control). Adolescents typically exhibit a more reactive pattern than adults in the absence of incentives. We investigated how reward modulates cognitive control engagement in a letter-array working memory (WM) task in 30 adolescents (12-17 years) and 20 adults (23-30 years) using a mixed block- and event-related functional magnetic resonance imaging design. After a Baseline run without rewards, participants performed a Reward run where 50% trials were monetarily rewarded. Accuracy and reaction time (RT) differences between Reward and Baseline runs indicated engagement of proactive control, which was associated with increased sustained activity in the bilateral anterior insula (AI), right dorsolateral prefrontal cortex (PFC) and right posterior parietal cortex (PPC). RT differences between Reward and No reward trials of the Reward run suggested additional reactive engagement of cognitive control, accompanied with transient activation in bilateral AI, lateral PFC, PPC, supplementary motor area, anterior cingulate cortex, putamen and caudate. Despite behavioural and neural differences during Baseline WM task performance, adolescents and adults showed similar modulations of proactive and reactive control by reward.
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Affiliation(s)
- Lucía Magis-Weinberg
- Department of Experimental Psychology, University College London, London WC1H 0AP, UK
- Institute of Human Development, University of California, Berkeley 94720 Berkeley, USA
| | - Ruud Custers
- Department of Experimental Psychology, University College London, London WC1H 0AP, UK
- Department of Psychology, Utrecht University, 3584 CS Utrecht, The Netherlands
| | - Iroise Dumontheil
- Department of Psychological Sciences, Birkbeck, University of London, London WC1E 7HX, UK
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Zhou H, Geng F, Wang Y, Wang C, Hu Y, Chen F. Transfer effects of abacus training on transient and sustained brain activation in the frontal–parietal network. Neuroscience 2019; 408:135-146. [DOI: 10.1016/j.neuroscience.2019.04.001] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/26/2018] [Revised: 03/15/2019] [Accepted: 04/01/2019] [Indexed: 11/25/2022]
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9
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Yang CY, Huang CK. Working-memory evaluation based on EEG signals during n-back tasks. J Integr Neurosci 2018; 17:695-707. [DOI: 10.3233/jin-180096] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Affiliation(s)
- Chia-Yen Yang
- Department of Biomedical Engineering, Ming Chuan University, No. 5 De Ming Rd., Gui Shan District, Taoyuan County 333, Taiwan
| | - Chong-Kai Huang
- Department of Electrical Engineering, Chang Gung University, No. 259, Wen hua 1st Rd., Gui shan District, Taoyuan County 333, Taiwan
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10
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Gonthier C, Zira M, Colé P, Blaye A. Evidencing the developmental shift from reactive to proactive control in early childhood and its relationship to working memory. J Exp Child Psychol 2018; 177:1-16. [PMID: 30165288 DOI: 10.1016/j.jecp.2018.07.001] [Citation(s) in RCA: 44] [Impact Index Per Article: 7.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/27/2018] [Revised: 07/02/2018] [Accepted: 07/03/2018] [Indexed: 10/28/2022]
Abstract
As they age, children tend to get more effective at regulating their behavior in complex situations; this improvement in cognitive control is often interpreted as a shift from predominantly reactive control to proactive control. There are three issues with this interpretation. First, hard evidence is lacking that younger children actually rely on reactive control. Second, the precise age range when such a shift would occur is still unclear. Third, the reasons for this shift have not been explored. In the current study, we tested the hypothesis that children under 5 years of age do rely on reactive control, that they progressively shift to proactive control with age, and that this shift is related to increases in working memory capacity (which is necessary for proactive control). Children aged 4 to 7 years performed a cognitive control task, the AX-CPT (AX-Continuous Performance Task), as well as verbal and visuospatial working memory tasks. Using the paradigmatic AX-CPT in this age range allowed us to observe, for the first time, an actual reactive pattern in children under 5 years of age. There was a progressive shift from reactive control to proactive control, with an estimated turning point between 5 and 6 years of age. The effect of age on proactive control was essentially shared with working memory capacity, confirming that these two cognitive processes develop in tandem.
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Affiliation(s)
- Corentin Gonthier
- Laboratoire de Psychologie et NeuroCognition, LP3C EA 1285, University of Rennes, 35000 Rennes, France
| | - Melody Zira
- Laboratoire de Psychologie Cognitive, CNRS, LPC, UMR 7290, Aix Marseille University, 13331 Marseille, France
| | - Pascale Colé
- Laboratoire de Psychologie Cognitive, CNRS, LPC, UMR 7290, Aix Marseille University, 13331 Marseille, France
| | - Agnès Blaye
- Laboratoire de Psychologie Cognitive, CNRS, LPC, UMR 7290, Aix Marseille University, 13331 Marseille, France.
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11
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Mavilidi MF, Lubans DR, Eather N, Morgan PJ, Riley N. Preliminary Efficacy and Feasibility of the "Thinking While Moving in English": A Program with Integrated Physical Activity into the Primary School English Lessons. CHILDREN (BASEL, SWITZERLAND) 2018; 5:E109. [PMID: 30103471 PMCID: PMC6111322 DOI: 10.3390/children5080109] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 07/25/2018] [Revised: 08/03/2018] [Accepted: 08/08/2018] [Indexed: 12/12/2022]
Abstract
Background: The physical, cognitive, and learning benefits of physical activity for children have already been established. However, many schools are failing to provide children with sufficient activity at school due to a crowded school curriculum. Physical activity interventions that integrate physical activity with learning is a way to enhance physical and cognitive benefits without loss of academic time. This study evaluated the preliminary efficacy and feasibility of "Thinking While Moving in English", a primary school program that integrates physical activity into English lessons. Method: Two classes of Grade 4 students (n = 55, 10⁻11 years old) were randomly assigned to the intervention (n = 29) or control (n = 26) conditions. The program components consisted of 3 × 40 min physically active academic lessons per week, delivered over a 4-week period. The following measures were taken at baseline and immediate post-intervention: on-task behavior, cognition (inhibition and working memory), and learning outcomes (spelling and grammar). Results: Results revealed significant improvements in on-task behavior and spelling in the intervention group, compared to the control group. There were no observed improvements in cognitive outcomes or grammar. Conclusions: This study provides preliminary evidence for the efficacy of physically active English lessons to enhance children's educational outcomes.
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Affiliation(s)
- Myrto F Mavilidi
- Priority Research Centre for Physical Activity and Nutrition, School of Education, University of Newcastle, Callaghan, NSW 2308, Australia.
| | - David R Lubans
- Priority Research Centre for Physical Activity and Nutrition, School of Education, University of Newcastle, Callaghan, NSW 2308, Australia.
| | - Narelle Eather
- Priority Research Centre for Physical Activity and Nutrition, School of Education, University of Newcastle, Callaghan, NSW 2308, Australia.
| | - Philip J Morgan
- Priority Research Centre for Physical Activity and Nutrition, School of Education, University of Newcastle, Callaghan, NSW 2308, Australia.
| | - Nicholas Riley
- Priority Research Centre for Physical Activity and Nutrition, School of Education, University of Newcastle, Callaghan, NSW 2308, Australia.
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12
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Examining distinct working memory processes in children and adolescents using fMRI: Results and validation of a modified Brown-Peterson paradigm. PLoS One 2017; 12:e0179959. [PMID: 28704424 PMCID: PMC5509143 DOI: 10.1371/journal.pone.0179959] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/06/2016] [Accepted: 06/07/2017] [Indexed: 11/19/2022] Open
Abstract
Verbal working memory (WM) comprises different processes (encoding, maintenance, retrieval) that are often compromised in brain diseases, but their neural correlates have not yet been examined in childhood and adolescence. To probe WM processes and associated neural correlates in developmental samples, and obtain comparable effects across different ages and populations, we designed an adapted Brown-Peterson task (verbal encoding and retrieval combined with verbal and visual concurrent tasks during maintenance) to implement during functional magnetic resonance imaging (fMRI). In a sample of typically developing children and adolescents (n = 16), aged 8 to 16 years, our paradigm successfully identified distinct patterns of activation for encoding, maintenance, and retrieval. While encoding activated perceptual systems in posterior and ventral visual regions, retrieval activated fronto-parietal regions associated with executive control and attention. We found a different impact of verbal versus visual concurrent processing during WM maintenance: at retrieval, the former condition evoked greater activations in visual cortex, as opposed to selective involvement of language-related areas in left temporal cortex in the latter condition. These results are in accord with WM models, suggesting greater competition for processing resources when retrieval follows within-domain compared with cross-domain interference. This pattern was found regardless of age. Our study provides a novel paradigm to investigate distinct WM brain systems with reliable results across a wide age range in developmental populations, and suitable for participants with different WM capacities.
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13
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Neural Perspectives on Cognitive Control Development during Childhood and Adolescence. Trends Cogn Sci 2017; 21:205-215. [DOI: 10.1016/j.tics.2017.01.003] [Citation(s) in RCA: 127] [Impact Index Per Article: 18.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/05/2016] [Revised: 12/15/2016] [Accepted: 01/04/2017] [Indexed: 11/18/2022]
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Harrell W, Zou L, Englander Z, Hooper SR, Keshavan MS, Song A, Shashi V. Frontal Hypoactivation During a Working Memory Task in Children With 22q11 Deletion Syndrome. J Child Neurol 2017; 32:94-99. [PMID: 27702912 PMCID: PMC5852670 DOI: 10.1177/0883073816670813] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 02/05/2023]
Abstract
Impairments in executive function, such as working memory, are almost universal in children with chromosome 22q11.2 deletion syndrome. Delineating the neural underpinnings of these functions would enhance understanding of these impairments. In this study, children and adolescents with 22q11 deletion syndrome were compared with healthy control participants in a functional magnetic resonance imaging (MRI) study of working memory. When the 2-back condition was contrasted with the 1-back and 0-back conditions, the participants with 22q11 deletion syndrome showed lower activation in several brain areas involved in working memory-notably dorsolateral prefrontal cortex, anterior cingulate, and precuneus. This hypoactivation may be due to reduced gray matter volumes or white matter connectivity in the frontal and parietal regions, differences that have previously been documented in children with 22q11 deletion syndrome. Understanding differences in brain function will provide a foundation for future interventions to address the wide range of neurodevelopmental deficits observed in 22q11 deletion syndrome.
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Affiliation(s)
- Waverly Harrell
- 1 Division of Medical Genetics, Department of Pediatrics, Duke University Medical Center, Durham, NC, USA
| | - Ling Zou
- 2 Brain Imaging and Analysis Center, Duke University, Durham, NC, USA.,3 Huaxi MR Research Center, Radiology Department, West China Hospital, Sichuan University, Chengdu, Sichuan, China
| | - Zoe Englander
- 2 Brain Imaging and Analysis Center, Duke University, Durham, NC, USA
| | - Stephen R Hooper
- 4 Department of Psychiatry, University of North Carolina School of Medicine, Chapel Hill, NC, USA.,5 Carolina Institute for Developmental Disabilities, University of North Carolina School of Medicine, Chapel Hill, NC, USA
| | - Matcheri S Keshavan
- 6 Department of Psychiatry, Beth Israel Deaconess Medical Center, Boston, MA, USA
| | - Allen Song
- 2 Brain Imaging and Analysis Center, Duke University, Durham, NC, USA.,7 Departments of Radiology, Biomedical Engineering, Psychiatry, and Neurobiology, Duke University, Durham, NC, USA
| | - Vandana Shashi
- 1 Division of Medical Genetics, Department of Pediatrics, Duke University Medical Center, Durham, NC, USA
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15
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Gonthier C, Macnamara BN, Chow M, Conway ARA, Braver TS. Inducing Proactive Control Shifts in the AX-CPT. Front Psychol 2016; 7:1822. [PMID: 27920741 PMCID: PMC5118587 DOI: 10.3389/fpsyg.2016.01822] [Citation(s) in RCA: 69] [Impact Index Per Article: 8.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/01/2016] [Accepted: 11/03/2016] [Indexed: 11/20/2022] Open
Abstract
The Dual Mechanisms of Control (DMC) account (Braver, 2012) proposes two distinct mechanisms of cognitive control, proactive and reactive. This account has been supported by a large number of studies using the AX-CPT paradigm that have demonstrated not only between-group differences, but also within-subjects variability in the use of the two control mechanisms. Yet there has been little investigation of task manipulations that can experimentally modulate the use of proactive control in healthy young adults; such manipulations could be useful to better understand the workings of cognitive control mechanisms. In the current study, a series of three experiments demonstrate how individuals can be systematically biased toward and away from the utilization of proactive control, via strategy training and no-go manipulations, respectively. These results provide increased support for the DMC framework, and provide a new basis from which to examine group-based differences and neural mechanisms underlying the two control modes.
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Affiliation(s)
- Corentin Gonthier
- Department of Psychology, LPNC UMR CNRS 5105, University of SavoyChambéry, France; Department of Psychology, CRPCC EA 1285, University of RennesRennes, France
| | - Brooke N Macnamara
- Department of Psychology, Princeton University, PrincetonNJ, USA; Department of Psychological Sciences, Case Western Reserve University, ClevelandOH, USA
| | - Michael Chow
- Department of Psychology, Princeton University, Princeton NJ, USA
| | - Andrew R A Conway
- Department of Psychology, Princeton University, PrincetonNJ, USA; Division of Behavioral and Organizational Sciences, Claremont Graduate University, ClaremontCA, USA
| | - Todd S Braver
- Department of Psychology and Brain Sciences, Washington University in St. Louis, St. Louis MO, USA
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Bilder DA, Noel JK, Baker ER, Irish W, Chen Y, Merilainen MJ, Prasad S, Winslow BJ. Systematic Review and Meta-Analysis of Neuropsychiatric Symptoms and Executive Functioning in Adults With Phenylketonuria. Dev Neuropsychol 2016; 41:245-260. [PMID: 27805419 PMCID: PMC5152552 DOI: 10.1080/87565641.2016.1243109] [Citation(s) in RCA: 93] [Impact Index Per Article: 11.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
This systematic review and meta-analysis (MA) investigates the impact of elevated blood phenylalanine (Phe) on neuropsychiatric symptoms in adults with phenylketonuria (PKU). The meta-analysis of PKU is challenging because high-quality evidence is lacking due to the limited number of affected individuals and few placebo-controlled, double-blind studies of adults with high and low blood Phe. Neuropsychiatric symptoms associated with PKU exceed general population estimates for inattention, hyperactivity, depression, and anxiety. High Phe is associated with an increased prevalence of neuropsychiatric symptoms and executive functioning deficits whereas low Phe is associated with improved neurological performance. Findings support lifelong maintenance of low blood Phe.
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Affiliation(s)
- Deborah A Bilder
- a Department of Psychiatry , University of Utah , Salt Lake City , Utah
| | - J Kay Noel
- b CTI Clinical Trial and Consulting Services Inc ., Cincinnati , Ohio
| | - Erin R Baker
- b CTI Clinical Trial and Consulting Services Inc ., Cincinnati , Ohio
| | - William Irish
- b CTI Clinical Trial and Consulting Services Inc ., Cincinnati , Ohio
| | - Yinpu Chen
- c BioMarin Pharmaceutical Inc ., Novato , California
| | | | - Suyash Prasad
- d Audentes Therapeutics , San Francisco , California
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Shanmugan S, Satterthwaite TD. Neural Markers of the Development of Executive Function: Relevance for Education. Curr Opin Behav Sci 2016; 10:7-13. [PMID: 27182537 DOI: 10.1016/j.cobeha.2016.04.007] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/12/2023]
Abstract
Executive functions are involved in the development of academic skills and are critical for functioning in school settings. The relevance of executive functions to education begins early and continues throughout development, with clear impact on achievement. Diverse efforts increasingly suggest ways in which facilitating development of executive function may be used to improve academic performance. Such interventions seek to alter the trajectory of executive development, which exhibits a protracted course of maturation that stretches into young adulthood. As such, it may be useful to understand how the executive system develops normally and abnormally in order to tailor interventions within educational settings. Here we review recent work investigating the neural basis for executive development during childhood and adolescence.
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Affiliation(s)
- Sheila Shanmugan
- Department of Psychiatry, University of Pennsylvania, Philadelphia PA 19104, USA
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18
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Silk JS, Tan PZ, Ladouceur CD, Meller S, Siegle GJ, McMakin DL, Forbes EE, Dahl RE, Kendall PC, Mannarino A, Ryan ND. A Randomized Clinical Trial Comparing Individual Cognitive Behavioral Therapy and Child-Centered Therapy for Child Anxiety Disorders. JOURNAL OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY 2016; 47:542-554. [PMID: 26983904 DOI: 10.1080/15374416.2016.1138408] [Citation(s) in RCA: 48] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/03/2023]
Abstract
This study compared individual cognitive behavioral therapy (CBT) and a supportive child-centered therapy (CCT) for child anxiety disorders on rates of treatment response and recovery at posttreatment and 1-year follow-up, as well as on real-world measures of emotional functioning. Youth (N = 133; ages 9-14) with anxiety disorders (generalized, separation, and/or social anxiety) were randomized using a 2:1 ratio to CBT (n = 90) or CCT (n = 43), which served as an active comparison. Treatment response and recovery at posttreatment and 1-year follow-up were assessed by Independent Evaluators, and youth completed ecological momentary assessment of daily emotions throughout treatment. The majority of youth in both CBT and CCT were classified as treatment responders (71.1% for CBT, 55.8% for CCT), but youth treated with CBT were significantly more likely to fully recover, no longer meeting diagnostic criteria for any of the targeted anxiety disorders and no longer showing residual symptoms (66.7% for CBT vs. 46.5% for CCT). Youth treated with CBT also reported significantly lower negative emotions associated with recent negative events experienced in daily life during the latter stages of treatment relative to youth treated with CCT. Furthermore, a significantly higher percentage of youth treated with CBT compared to CCT were in recovery at 1-year follow-up (82.2% for CBT vs. 65.1% for CCT). These findings indicate potential benefits of CBT above and beyond supportive therapy on the breadth, generalizability, and durability of treatment-related gains.
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Affiliation(s)
- Jennifer S Silk
- a Department of Psychology , University of Pittsburgh.,b Department of Psychiatry , University of Pittsburgh School of Medicine
| | - Patricia Z Tan
- c Department of Psychiatry and Biobehavioral Sciences , University of California, Los Angeles
| | - Cecile D Ladouceur
- b Department of Psychiatry , University of Pittsburgh School of Medicine
| | | | - Greg J Siegle
- b Department of Psychiatry , University of Pittsburgh School of Medicine
| | - Dana L McMakin
- b Department of Psychiatry , University of Pittsburgh School of Medicine
| | - Erika E Forbes
- b Department of Psychiatry , University of Pittsburgh School of Medicine
| | - Ronald E Dahl
- d School of Public Health , University of California at Berkeley
| | | | | | - Neal D Ryan
- b Department of Psychiatry , University of Pittsburgh School of Medicine
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Linares R, Bajo MT, Pelegrina S. Age-related differences in working memory updating components. J Exp Child Psychol 2016; 147:39-52. [PMID: 26985577 DOI: 10.1016/j.jecp.2016.02.009] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/17/2015] [Revised: 02/01/2016] [Accepted: 02/11/2016] [Indexed: 11/26/2022]
Abstract
The aim of this study was to investigate possible age-related changes throughout childhood and adolescence in different component processes of working memory updating (WMU): retrieval, transformation, and substitution. A set of numerical WMU tasks was administered to four age groups (8-, 11-, 14-, and 21-year-olds). To isolate the effect of each of the WMU components, participants performed different versions of a task that included different combinations of the WMU components. The results showed an expected overall decrease in response times and an increase in accuracy performance with age. Most important, specific age-related changes in the retrieval component were found, demonstrating that the effect of retrieval on accuracy was larger in children than in adolescents or young adults. These findings indicate that the availability of representations from outside the focus of attention may change with age. Thus, the retrieval component of updating could contribute to the age-related changes observed in the performance of many updating tasks.
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Affiliation(s)
- Rocío Linares
- Department of Psychology, University of Jaén, 23071 Jaén, Spain
| | - M Teresa Bajo
- Research Center for Mind, Brain, and Behavior, University of Granada, 18071 Granada, Spain
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20
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Working memory circuit as a function of increasing age in healthy adolescence: A systematic review and meta-analyses. NEUROIMAGE-CLINICAL 2015; 12:940-948. [PMID: 27995059 PMCID: PMC5153561 DOI: 10.1016/j.nicl.2015.12.002] [Citation(s) in RCA: 40] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/13/2015] [Revised: 11/19/2015] [Accepted: 12/07/2015] [Indexed: 12/15/2022]
Abstract
Working memory ability matures through puberty and early adulthood. Deficits in working memory are linked to the risk of onset of neurodevelopmental disorders such as schizophrenia, and there is a significant temporal overlap between the peak of first episode psychosis risk and working memory maturation. In order to characterize the normal working memory functional maturation process through this critical phase of cognitive development we conducted a systematic review and coordinate based meta-analyses of all the available primary functional magnetic resonance imaging studies (n = 382) that mapped WM function in healthy adolescents (10–17 years) and young adults (18–30 years). Activation Likelihood Estimation analyses across all WM tasks revealed increased activation with increasing subject age in the middle frontal gyrus (BA6) bilaterally, the left middle frontal gyrus (BA10), the left precuneus and left inferior parietal gyri (BA7; 40). Decreased activation with increasing age was found in the right superior frontal (BA8), left junction of postcentral and inferior parietal (BA3/40), and left limbic cingulate gyrus (BA31). These results suggest that brain activation during adolescence increased with age principally in higher order cortices, part of the core working memory network, while reductions were detected in more diffuse and potentially more immature neural networks. Understanding the process by which the brain and its cognitive functions mature through healthy adulthood may provide us with new clues to understanding the vulnerability to neurodevelopmental disorders. Healthy working memory functional maturation process in adolescence Brain activation increased with age in higher order cortices. Activation decreased in more diffuse and potentially more immature networks. Provide new clues to understanding vulnerability to neurodevelopmental disorders
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21
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Pelegrina S, Lechuga MT, García-Madruga JA, Elosúa MR, Macizo P, Carreiras M, Fuentes LJ, Bajo MT. Normative data on the n-back task for children and young adolescents. Front Psychol 2015; 6:1544. [PMID: 26500594 PMCID: PMC4597481 DOI: 10.3389/fpsyg.2015.01544] [Citation(s) in RCA: 61] [Impact Index Per Article: 6.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/13/2015] [Accepted: 09/24/2015] [Indexed: 11/25/2022] Open
Abstract
The n-back task is a frequently used measure of working memory (WM) in cognitive neuroscience research contexts, and it has become widely adopted in other areas over the last decade. This study aimed to obtain normative data for the n-back task from a large sample of children and adolescents. To this end, a computerized verbal n-back task with three levels of WM load (1-back, 2-back, and 3-back) was administered to 3722 Spanish school children aged 7–13 years. Results showed an overall age-related increase in performance for the different levels of difficulty. This trend was less pronounced at 1-back than at 2-back when hits were considered. Gender differences were also observed, with girls outperforming boys although taking more time to respond. The theoretical implications of these results are discussed. Normative data stratified by age and gender for the three WM load levels are provided.
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Affiliation(s)
| | | | - Juan A García-Madruga
- Department of Developmental and Educational Psychology, National University of Distance Education , Madrid, Spain
| | - M Rosa Elosúa
- Department of Basic Psychology, National University of Distance Education , Madrid, Spain
| | - Pedro Macizo
- Research Center for Mind, Brain and Behavior, University of Granada , Granada, Spain
| | - Manuel Carreiras
- Basque Center of Cognition, Brain and Language , San Sebastián-Donostia, Spain
| | - Luis J Fuentes
- Department of Basic Psychology and Methodology, University of Murcia , Murcia, Spain
| | - M Teresa Bajo
- Research Center for Mind, Brain and Behavior, University of Granada , Granada, Spain
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22
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Luking KR, Luby JL, Barch DM. Kids, candy, brain and behavior: age differences in responses to candy gains and losses. Dev Cogn Neurosci 2014; 9:82-92. [PMID: 24534632 PMCID: PMC4061265 DOI: 10.1016/j.dcn.2014.01.005] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/22/2013] [Revised: 01/13/2014] [Accepted: 01/17/2014] [Indexed: 01/31/2023] Open
Abstract
Neural responses to candy loss feedback vary greatly between children and adults. Children and adults show largely similar neural responses to candy gain feedback. Striatal responses to candy gains/losses are influenced by age and by task behavior. Insular responses to loss relate to age, even when controlling for task behavior.
The development of reward-related neural systems, from adolescence through adulthood, has received much recent attention in the developmental neuroimaging literature. However, few studies have investigated behavioral and neural responses to both gains and losses in pre-pubertal child populations. To address this gap in the literature, in the present study healthy children aged 7–11 years and young-adults completed an fMRI card-guessing game using candy pieces delivered post-scan as an incentive. Age differences in behavioral and neural responses to candy gains/losses were investigated. Adults and children displayed similar responses to gains, but robust age differences were observed following candy losses within the caudate, thalamus, insula, and hippocampus. Interestingly, when task behavior was included as a factor in post hoc mediation analyses, activation following loss within the caudate/thalamus related to task behavior and relationships with age were no longer significant. Conversely, relationships between response to loss and age within the hippocampus and insula remained significant even when controlling for behavior, with children showing heightened loss responses within the dorsal/posterior insula. These results suggest that both age and task behavior influence responses within the extended reward circuitry, and that children seem to be more sensitive than adults to loss feedback particularly within the dorsal/posterior insula.
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Affiliation(s)
- Katherine R Luking
- Neuroscience Program at Washington University in St. Louis, United States.
| | - Joan L Luby
- Department of Psychiatry at Washington University in St. Louis, United States
| | - Deanna M Barch
- Neuroscience Program at Washington University in St. Louis, United States; Department of Psychiatry at Washington University in St. Louis, United States; Department of Psychology at Washington University in St. Louis, United States; Department of Radiology at Washington University in St. Louis, United States
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23
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Abstract
Adolescence is characterized by rapid development of executive function. Working memory (WM) is a key element of executive function, but it is not known what brain changes during adolescence allow improved WM performance. Using a fractal n-back fMRI paradigm, we investigated brain responses to WM load in 951 human youths aged 8-22 years. Compared with more limited associations with age, WM performance was robustly associated with both executive network activation and deactivation of the default mode network. Multivariate patterns of brain activation predicted task performance with a high degree of accuracy, and also mediated the observed age-related improvements in WM performance. These results delineate a process of functional maturation of the executive system, and suggest that this process allows for the improvement of cognitive capability seen during adolescence.
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Bayless SJ, Nagata Y, Mills T, Taylor MJ. MEG measures of covert orienting and gaze processing in children. Brain Topogr 2013; 26:616-26. [PMID: 23504066 DOI: 10.1007/s10548-013-0279-9] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/29/2012] [Accepted: 03/04/2013] [Indexed: 01/10/2023]
Abstract
We investigated developmental differences in the cortical attention processing network using magnetoencephalography (MEG) and a spatial cueing task in 7-8 and 12-13 year old children. The cueing paradigm consisted of a centrally presented face with left or right averted eye-gaze in the gaze cue condition, and a central face with straight gaze presented with a cue stimulus to the left or right of the face in the peripheral cue condition. Cue congruency was 50 %. MEG was recorded during the two conditions and event-related beamforming was used to determine the timing and location of the brain activity related to target detection with the two types of cueing. The MEG data showed no age differences in the eye-gaze condition, but a developmental difference characterised by slower and more diffuse activations for peripheral cues in the younger versus the older age group. In the 7-8 year olds activation peaked around 300 ms, and was localised to left inferior frontal gyrus as well as posterior areas related to visuo-spatial processing. The 12-13 year olds showed a temporoparietal pattern of activation characteristic of spatial reorientation which resembled that seen for adult participants using the same paradigm (Nagata et al. 2012). The activation peaked around 200 ms and was localised to the left superior frontal gyrus, middle frontal gyrus but bilaterally near the temporoparietal junction. The data indicate maturational changes in brain activity for peripheral cueing.
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Affiliation(s)
- Sarah J Bayless
- Department of Diagnostic Imaging & Research Institute, Hospital for Sick Children, Toronto, ON, Canada,
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Jolles DD, van Buchem MA, Crone EA, Rombouts SARB. Functional brain connectivity at rest changes after working memory training. Hum Brain Mapp 2013; 34:396-406. [PMID: 22076823 PMCID: PMC6870317 DOI: 10.1002/hbm.21444] [Citation(s) in RCA: 126] [Impact Index Per Article: 11.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/24/2011] [Revised: 06/27/2011] [Accepted: 07/27/2011] [Indexed: 11/12/2022] Open
Abstract
Networks of functional connectivity are highly consistent across participants, suggesting that functional connectivity is for a large part predetermined. However, several studies have shown that functional connectivity may change depending on instructions or previous experience. In the present study, we investigated whether 6 weeks of practice with a working memory task changes functional connectivity during a resting period preceding the task. We focused on two task-relevant networks, the frontoparietal network and the default network, using seed regions in the right middle frontal gyrus (MFG) and the medial prefrontal cortex (PFC), respectively. After practice, young adults showed increased functional connectivity between the right MFG and other regions of the frontoparietal network, including bilateral superior frontal gyrus, paracingulate gyrus, and anterior cingulate cortex. In addition, they showed reduced functional connectivity between the medial PFC and right posterior middle temporal gyrus. Moreover, a regression with performance changes revealed a positive relation between performance increases and changes of frontoparietal connectivity, and a negative relation between performance increases and changes of default network connectivity. Next, to study whether experience-dependent effects would be different during development, we also examined practice effects in a pilot sample of 12-year-old children. No practice effects were found in this group, suggesting that practice-related changes of functional connectivity are age-dependent. Nevertheless, future studies with larger samples are necessary to confirm this hypothesis.
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Affiliation(s)
- Dietsje D Jolles
- Leiden Institute for Brain and Cognition, Leiden University, P.O. Box 9600, 2300 RC Leiden, The Netherlands.
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26
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Understanding adolescence as a period of social-affective engagement and goal flexibility. Nat Rev Neurosci 2012; 13:636-50. [PMID: 22903221 DOI: 10.1038/nrn3313] [Citation(s) in RCA: 1234] [Impact Index Per Article: 102.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/14/2022]
Abstract
Research has demonstrated that extensive structural and functional brain development continues throughout adolescence. A popular notion emerging from this work states that a relative immaturity in frontal cortical neural systems could explain adolescents' high rates of risk-taking, substance use and other dangerous behaviours. However, developmental neuroimaging studies do not support a simple model of frontal cortical immaturity. Rather, growing evidence points to the importance of changes in social and affective processing, which begin around the onset of puberty, as crucial to understanding these adolescent vulnerabilities. These changes in social-affective processing also may confer some adaptive advantages, such as greater flexibility in adjusting one's intrinsic motivations and goal priorities amidst changing social contexts in adolescence.
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27
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Petersen SE, Dubis JW. The mixed block/event-related design. Neuroimage 2012; 62:1177-84. [PMID: 22008373 PMCID: PMC3288695 DOI: 10.1016/j.neuroimage.2011.09.084] [Citation(s) in RCA: 116] [Impact Index Per Article: 9.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/19/2011] [Revised: 09/27/2011] [Accepted: 09/28/2011] [Indexed: 11/29/2022] Open
Abstract
Neuroimaging studies began using block design and event-related design experiments. While providing many insights into brain functions, these fMRI design types ignore components of the BOLD signal that can teach us additional elements. The development of the mixed block/event-related fMRI design allowed for a fuller characterization of nonlinear and time-sensitive neuronal responses: for example, the interaction between block and event related factors and the simultaneous extraction of transient activity related to trials and block transitions and sustained activity related to task-level processing. This review traces the origins of the mixed block/event-related design from conceptual precursors to a seminal paper and on to subsequent studies using the method. The review also comments on aspects of the experimental design that must be considered when attempting to use the mixed block/event-related design. When taking into account these considerations, the mixed block/event-related design allows fuller utilization of the BOLD signal allowing deeper interpretation of how regions of the brain function on multiple timescales.
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Affiliation(s)
- Steven E. Petersen
- Department of Neurology, Washington University School of Medicine, St. Louis, MO 63110, USA
- Department of Psychology, Washington University, St. Louis, MO 63110, USA
- Department of Radiology, Washington University School of Medicine, St. Louis, MO 63110, USA
- Department of Anatomy and Neurobiology, Washington University School of Medicine, St. Louis, MO 63110, USA
| | - Joseph W. Dubis
- Department of Neurology, Washington University School of Medicine, St. Louis, MO 63110, USA
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Sander MC, Lindenberger U, Werkle-Bergner M. Lifespan age differences in working memory: a two-component framework. Neurosci Biobehav Rev 2012; 36:2007-33. [PMID: 22771333 DOI: 10.1016/j.neubiorev.2012.06.004] [Citation(s) in RCA: 91] [Impact Index Per Article: 7.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/22/2011] [Revised: 05/29/2012] [Accepted: 06/12/2012] [Indexed: 10/28/2022]
Abstract
We suggest that working memory (WM) performance can be conceptualized as the interplay of low-level feature binding processes and top-down control, relating to posterior and frontal brain regions and their interaction in a distributed neural network. We propose that due to age-differential trajectories of posterior and frontal brain regions top-down control processes are not fully mature until young adulthood and show marked decline with advancing age, whereas binding processes are relatively mature in children, but show senescent decline in older adults. A review of the literature spanning from middle childhood to old age shows that binding and top-down control processes undergo profound changes across the lifespan. We illustrate commonalities and dissimilarities between children, younger adults, and older adults reflecting the change in the two components' relative contribution to visual WM performance across the lifespan using results from our own lab. We conclude that an integrated account of visual WM lifespan changes combining research from behavioral neuroscience and cognitive psychology of child development as well as aging research opens avenues to advance our understanding of cognition in general.
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Affiliation(s)
- Myriam C Sander
- Max Planck Institute for Human Development, Center for Lifespan Psychology, Lentzeallee 94, 14195 Berlin, Germany.
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29
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Dalton P, Mennella JA, Maute C, Castor SM, Silva-Garcia A, Slotkin J, Grindle CR, Parkes W, Pribitkin EA, Reilly JS. Development of a test to evaluate olfactory function in a pediatric population. Laryngoscope 2011; 121:1843-50. [PMID: 22024835 DOI: 10.1002/lary.21928] [Citation(s) in RCA: 31] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/04/2011] [Revised: 04/10/2011] [Accepted: 04/12/2011] [Indexed: 11/05/2022]
Abstract
OBJECTIVES/HYPOTHESIS This study evaluated two versions of a test for olfactory function to determine suitability for use in a pediatric population. STUDY DESIGN Cross-sectional cohort study. METHODS In phase 1, 369 children (ages 3-17 years) and 277 adults (parents) were tested. Children began with identification and familiarity judgments to pictures representing target odors and distractors. Odors were administered via a six-item scratch and sniff test. Each answer sheet contained the correct odor source and three distractors. In phase 2, 50 children (ages 3-4 years) and 43 adults were given a revised version with eight odors judged more representative of the source and familiar to children. RESULTS Both completion time and identification accuracy in phase 1 improved with age. Accuracy of children 5 years old and above equaled adults for two of the three best odors. In phase 2, adults' accuracy significantly improved relative to phase 1 (92% vs. 68%), and exceeded that of 4 year olds for four of eight odors and 3 year olds for seven of eight odors. CONCLUSIONS Children as young as 3 years of age can perform olfactory testing, but take longer than do older children and adults (7.44 vs. 5.66 vs. 3.71 minutes). Identification accuracy also increases as a function of age. The current six-item National Institutes of Health Toolbox Odor Identification Test is a brief, easily conducted test for evaluating olfactory ability. Collection of normative data for children of all ages and adults is needed to determine the clinical utility of the test and its interpretations for pathological conditions.
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Affiliation(s)
- Pamela Dalton
- Monell Chemical Senses Center, 3500 Market Street, Philadelphia, PA 19104, USA.
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30
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Andrews-Hanna JR, Mackiewicz Seghete KL, Claus ED, Burgess GC, Ruzic L, Banich MT. Cognitive control in adolescence: neural underpinnings and relation to self-report behaviors. PLoS One 2011; 6:e21598. [PMID: 21738725 PMCID: PMC3125248 DOI: 10.1371/journal.pone.0021598] [Citation(s) in RCA: 90] [Impact Index Per Article: 6.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/12/2011] [Accepted: 06/04/2011] [Indexed: 11/19/2022] Open
Abstract
BACKGROUND Adolescence is commonly characterized by impulsivity, poor decision-making, and lack of foresight. However, the developmental neural underpinnings of these characteristics are not well established. METHODOLOGY/PRINCIPAL FINDINGS To test the hypothesis that these adolescent behaviors are linked to under-developed proactive control mechanisms, the present study employed a hybrid block/event-related functional Magnetic Resonance Imaging (fMRI) Stroop paradigm combined with self-report questionnaires in a large sample of adolescents and adults, ranging in age from 14 to 25. Compared to adults, adolescents under-activated a set of brain regions implicated in proactive top-down control across task blocks comprised of difficult and easy trials. Moreover, the magnitude of lateral prefrontal activity in adolescents predicted self-report measures of impulse control, foresight, and resistance to peer pressure. Consistent with reactive compensatory mechanisms to reduced proactive control, older adolescents exhibited elevated transient activity in regions implicated in response-related interference resolution. CONCLUSIONS/SIGNIFICANCE Collectively, these results suggest that maturation of cognitive control may be partly mediated by earlier development of neural systems supporting reactive control and delayed development of systems supporting proactive control. Importantly, the development of these mechanisms is associated with cognitive control in real-life behaviors.
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Affiliation(s)
- Jessica R. Andrews-Hanna
- The Institute of Cognitive Science, University of Colorado at Boulder, Boulder, Colorado, United States of America
- * E-mail: (JRA-H); (MTB)
| | | | - Eric D. Claus
- The Mind Research Network, Albuquerque, New Mexico, United States of America
| | - Gregory C. Burgess
- The Institute of Cognitive Science, University of Colorado at Boulder, Boulder, Colorado, United States of America
| | - Luka Ruzic
- The Institute of Cognitive Science, University of Colorado at Boulder, Boulder, Colorado, United States of America
| | - Marie T. Banich
- The Institute of Cognitive Science, University of Colorado at Boulder, Boulder, Colorado, United States of America
- Department of Psychology and Neuroscience, University of Colorado at Boulder, Boulder, Colorado, United States of America
- Department of Psychiatry, University of Colorado at Denver, Denver, Colorado, United States of America
- * E-mail: (JRA-H); (MTB)
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