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Robert S, Granovetter MC, Patterson C, Behrmann M. Hemispheric functional organization, as revealed by naturalistic neuroimaging, in pediatric epilepsy patients with cortical resections. Proc Natl Acad Sci U S A 2024; 121:e2317458121. [PMID: 38950362 PMCID: PMC11252739 DOI: 10.1073/pnas.2317458121] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/08/2023] [Accepted: 05/14/2024] [Indexed: 07/03/2024] Open
Abstract
Functional changes in the pediatric brain following neural injuries attest to remarkable feats of plasticity. Investigations of the neurobiological mechanisms that underlie this plasticity have largely focused on activation in the penumbra of the lesion or in contralesional, homotopic regions. Here, we adopt a whole-brain approach to evaluate the plasticity of the cortex in patients with large unilateral cortical resections due to drug-resistant childhood epilepsy. We compared the functional connectivity (FC) in patients' preserved hemisphere with the corresponding hemisphere of matched controls as they viewed and listened to a movie excerpt in a functional magnetic resonance imaging (fMRI) scanner. The preserved hemisphere was segmented into 180 and 200 parcels using two different anatomical atlases. We calculated all pairwise multivariate statistical dependencies between parcels, or parcel edges, and between 22 and 7 larger-scale functional networks, or network edges, aggregated from the smaller parcel edges. Both the left and right hemisphere-preserved patient groups had widespread reductions in FC relative to matched controls, particularly for within-network edges. A case series analysis further uncovered subclusters of patients with distinctive edgewise changes relative to controls, illustrating individual postoperative connectivity profiles. The large-scale differences in networks of the preserved hemisphere potentially reflect plasticity in the service of maintained and/or retained cognitive function.
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Affiliation(s)
- Sophia Robert
- Department of Psychology, Carnegie Mellon University, Pittsburgh, PA15213
- The Center for the Neural Basis of Cognition, Carnegie Mellon University, Pittsburgh, PA15213
| | - Michael C. Granovetter
- Department of Psychology, Carnegie Mellon University, Pittsburgh, PA15213
- The Center for the Neural Basis of Cognition, Carnegie Mellon University, Pittsburgh, PA15213
- School of Medicine, University of Pittsburgh, Pittsburgh, PA15213
| | - Christina Patterson
- Department of Pediatrics, Division of Child Neurology, University of Pittsburgh, Pittsburgh, PA15213
| | - Marlene Behrmann
- Department of Psychology, Carnegie Mellon University, Pittsburgh, PA15213
- The Center for the Neural Basis of Cognition, Carnegie Mellon University, Pittsburgh, PA15213
- Department of Ophthalmology, University of Pittsburgh School of Medicine, Pittsburgh, PA15219
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2
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Poikonen H, Tobler S, Trninić D, Formaz C, Gashaj V, Kapur M. Math on cortex-enhanced delta phase synchrony in math experts during long and complex math demonstrations. Cereb Cortex 2024; 34:bhae025. [PMID: 38365270 DOI: 10.1093/cercor/bhae025] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/18/2023] [Revised: 01/10/2024] [Accepted: 01/11/2024] [Indexed: 02/18/2024] Open
Abstract
Neural oscillations are important for working memory and reasoning and they are modulated during cognitively challenging tasks, like mathematics. Previous work has examined local cortical synchrony on theta (4-8 Hz) and alpha (8-13 Hz) bands over frontal and parietal electrodes during short mathematical tasks when sitting. However, it is unknown whether processing of long and complex math stimuli evokes inter-regional functional connectivity. We recorded cortical activity with EEG while math experts and novices watched long (13-68 seconds) and complex (bachelor-level) math demonstrations when sitting and standing. Fronto-parietal connectivity over the left hemisphere was stronger in math experts than novices reflected by enhanced delta (0.5-4 Hz) phase synchrony in experts. Processing of complex math tasks when standing extended the difference to right hemisphere, suggesting that other cognitive processes, such as maintenance of body balance when standing, may interfere with novice's internal concentration required during complex math tasks more than in experts. There were no groups differences in phase synchrony over theta or alpha frequencies. These results suggest that low-frequency oscillations modulate inter-regional connectivity during long and complex mathematical cognition and demonstrate one way in which the brain functions of math experts differ from those of novices: through enhanced fronto-parietal functional connectivity.
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Affiliation(s)
- Hanna Poikonen
- Professorship for Learning Sciences and Higher Education, Department of Humanities, Social and Political Sciences, Swiss Federal Institute of Technology (ETH) Zurich, Zurich 8092, Switzerland
- Centre of Excellence in Music, Mind, Body and Brain, Faculty of Educational Sciences, University of Helsinki, Helsinki 00014, Finland
| | - Samuel Tobler
- Professorship for Learning Sciences and Higher Education, Department of Humanities, Social and Political Sciences, Swiss Federal Institute of Technology (ETH) Zurich, Zurich 8092, Switzerland
| | - Dragan Trninić
- Professorship for Learning Sciences and Higher Education, Department of Humanities, Social and Political Sciences, Swiss Federal Institute of Technology (ETH) Zurich, Zurich 8092, Switzerland
| | - Cléa Formaz
- Professorship for Learning Sciences and Higher Education, Department of Humanities, Social and Political Sciences, Swiss Federal Institute of Technology (ETH) Zurich, Zurich 8092, Switzerland
| | - Venera Gashaj
- Professorship for Learning Sciences and Higher Education, Department of Humanities, Social and Political Sciences, Swiss Federal Institute of Technology (ETH) Zurich, Zurich 8092, Switzerland
- Department of Psychology, University of Tuebingen, Tuebingen 72076, Germany
| | - Manu Kapur
- Professorship for Learning Sciences and Higher Education, Department of Humanities, Social and Political Sciences, Swiss Federal Institute of Technology (ETH) Zurich, Zurich 8092, Switzerland
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3
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Olson HA, Chen EM, Lydic KO, Saxe RR. Left-Hemisphere Cortical Language Regions Respond Equally to Observed Dialogue and Monologue. NEUROBIOLOGY OF LANGUAGE (CAMBRIDGE, MASS.) 2023; 4:575-610. [PMID: 38144236 PMCID: PMC10745132 DOI: 10.1162/nol_a_00123] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 02/01/2023] [Accepted: 09/20/2023] [Indexed: 12/26/2023]
Abstract
Much of the language we encounter in our everyday lives comes in the form of conversation, yet the majority of research on the neural basis of language comprehension has used input from only one speaker at a time. Twenty adults were scanned while passively observing audiovisual conversations using functional magnetic resonance imaging. In a block-design task, participants watched 20 s videos of puppets speaking either to another puppet (the dialogue condition) or directly to the viewer (the monologue condition), while the audio was either comprehensible (played forward) or incomprehensible (played backward). Individually functionally localized left-hemisphere language regions responded more to comprehensible than incomprehensible speech but did not respond differently to dialogue than monologue. In a second task, participants watched videos (1-3 min each) of two puppets conversing with each other, in which one puppet was comprehensible while the other's speech was reversed. All participants saw the same visual input but were randomly assigned which character's speech was comprehensible. In left-hemisphere cortical language regions, the time course of activity was correlated only among participants who heard the same character speaking comprehensibly, despite identical visual input across all participants. For comparison, some individually localized theory of mind regions and right-hemisphere homologues of language regions responded more to dialogue than monologue in the first task, and in the second task, activity in some regions was correlated across all participants regardless of which character was speaking comprehensibly. Together, these results suggest that canonical left-hemisphere cortical language regions are not sensitive to differences between observed dialogue and monologue.
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Camacho MC, Nielsen AN, Balser D, Furtado E, Steinberger DC, Fruchtman L, Culver JP, Sylvester CM, Barch DM. Large-scale encoding of emotion concepts becomes increasingly similar between individuals from childhood to adolescence. Nat Neurosci 2023; 26:1256-1266. [PMID: 37291338 DOI: 10.1038/s41593-023-01358-9] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/12/2022] [Accepted: 05/12/2023] [Indexed: 06/10/2023]
Abstract
Humans require a shared conceptualization of others' emotions for adaptive social functioning. A concept is a mental blueprint that gives our brains parameters for predicting what will happen next. Emotion concepts undergo refinement with development, but it is not known whether their neural representations change in parallel. Here, in a sample of 5-15-year-old children (n = 823), we show that the brain represents different emotion concepts distinctly throughout the cortex, cerebellum and caudate. Patterns of activation to each emotion changed little across development. Using a model-free approach, we show that activation patterns were more similar between older children than between younger children. Moreover, scenes that required inferring negative emotional states elicited higher default mode network activation similarity in older children than younger children. These results suggest that representations of emotion concepts are relatively stable by mid to late childhood and synchronize between individuals during adolescence.
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Affiliation(s)
- M Catalina Camacho
- Division of Biology and Biomedical Sciences, Washington University School of Medicine, St. Louis, MO, USA.
| | - Ashley N Nielsen
- Department of Psychiatry, Washington University School of Medicine, St. Louis, MO, USA
| | - Dori Balser
- Department of Psychological and Brain Sciences, Washington University in St. Louis, St. Louis, MO, USA
| | - Emily Furtado
- Department of Psychiatry, Washington University School of Medicine, St. Louis, MO, USA
| | - David C Steinberger
- Department of Psychological and Brain Sciences, Washington University in St. Louis, St. Louis, MO, USA
| | - Leah Fruchtman
- Department of Psychological and Brain Sciences, Washington University in St. Louis, St. Louis, MO, USA
| | - Joseph P Culver
- Division of Biology and Biomedical Sciences, Washington University School of Medicine, St. Louis, MO, USA
- Department of Radiology, Washington University School of Medicine, St. Louis, MO, USA
- Department of Physics, Washington University in St. Louis, St. Louis, MO, USA
- Department of Biomedical Engineering, Washington University in St. Louis, St. Louis, MO, USA
- Department of Electrical and Systems Engineering, Washington University in St. Louis, St. Louis, MO, USA
| | - Chad M Sylvester
- Division of Biology and Biomedical Sciences, Washington University School of Medicine, St. Louis, MO, USA
- Department of Psychiatry, Washington University School of Medicine, St. Louis, MO, USA
| | - Deanna M Barch
- Division of Biology and Biomedical Sciences, Washington University School of Medicine, St. Louis, MO, USA
- Department of Psychiatry, Washington University School of Medicine, St. Louis, MO, USA
- Department of Psychological and Brain Sciences, Washington University in St. Louis, St. Louis, MO, USA
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5
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Schröer L, Cooper RP, Mareschal D. Assessing executive functions in free-roaming 2- to 3-year-olds. Front Psychol 2023; 14:1210109. [PMID: 37457086 PMCID: PMC10338926 DOI: 10.3389/fpsyg.2023.1210109] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/21/2023] [Accepted: 06/02/2023] [Indexed: 07/18/2023] Open
Abstract
Introduction Core aspects of executive functions (EFs) are known to be related to academic skills such as literacy and numeracy. However, school outcomes may also be related to higher-level functions such as planning. Nevertheless, few studies have considered assessing natural manifestations of higher-level EFs in children who are on the cusp of entering formal schooling. One reason for this is the difficulty of obtaining ecologically valid measures of EFs in preschool-aged children. Method We describe a novel task - building a striped Duplo tower subject to two constraints - designed to assess planning in real-world multi-action situation. Children were instructed to build a tower to a certain height by alternating between two different colors of blocks. Results Performance on one of the constraints in this task was found to vary with age. Importantly, distinct components of multiple constraints planning performance predicted laboratory-based measures of inhibitory control and working memory efficacy. Discussion Thus, this task provides a simple, cheap and effective way of assessing executive function in toddlers through the observation of natural behavior. It also opens up possibilities to investigate the neurodevelopment of EF in the real world.
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Affiliation(s)
- Lisanne Schröer
- Centre for Brain and Cognitive Development, Birkbeck, University of London, London, United Kingdom
| | - Richard P. Cooper
- Centre for Cognition, Computation and Modelling, Birkbeck, University of London, London, United Kingdom
| | - Denis Mareschal
- Centre for Brain and Cognitive Development, Birkbeck, University of London, London, United Kingdom
- Centre for Cognition, Computation and Modelling, Birkbeck, University of London, London, United Kingdom
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6
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Tansey R, Graff K, Rohr CS, Dimond D, Ip A, Yin S, Dewey D, Bray S. Functional MRI responses to naturalistic stimuli are increasingly typical across early childhood. Dev Cogn Neurosci 2023; 62:101268. [PMID: 37327695 PMCID: PMC10275704 DOI: 10.1016/j.dcn.2023.101268] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/13/2022] [Revised: 04/05/2023] [Accepted: 06/12/2023] [Indexed: 06/18/2023] Open
Abstract
While findings show that throughout development, there are child- and age-specific patterns of brain functioning, there is also evidence for significantly greater inter-individual response variability in young children relative to adults. It is currently unclear whether this increase in functional "typicality" (i.e., inter-individual similarity) is a developmental process that occurs across early childhood, and what changes in BOLD response may be driving changes in typicality. We collected fMRI data from 81 typically developing 4-8-year-old children during passive viewing of age-appropriate television clips and asked whether there is increasing typicality of brain response across this age range. We found that the "increasing typicality" hypothesis was supported across many regions engaged by passive viewing. Post hoc analyses showed that in a priori ROIs related to language and face processing, the strength of the group-average shared component of activity increased with age, with no concomitant decline in residual signal or change in spatial extent or variability. Together, this suggests that increasing inter-individual similarity of functional responses to audiovisual stimuli is an important feature of early childhood functional brain development.
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Affiliation(s)
- Ryann Tansey
- Child and Adolescent Imaging Research Program, University of Calgary, Calgary, AB, Canada; Alberta Children's Hospital Research Institute, University of Calgary, Calgary, AB, Canada; Hotchkiss Brain Institute, University of Calgary, Calgary, AB, Canada.
| | - Kirk Graff
- Child and Adolescent Imaging Research Program, University of Calgary, Calgary, AB, Canada; Alberta Children's Hospital Research Institute, University of Calgary, Calgary, AB, Canada; Hotchkiss Brain Institute, University of Calgary, Calgary, AB, Canada
| | - Christiane S Rohr
- Child and Adolescent Imaging Research Program, University of Calgary, Calgary, AB, Canada; Alberta Children's Hospital Research Institute, University of Calgary, Calgary, AB, Canada; Hotchkiss Brain Institute, University of Calgary, Calgary, AB, Canada
| | - Dennis Dimond
- Child and Adolescent Imaging Research Program, University of Calgary, Calgary, AB, Canada; Alberta Children's Hospital Research Institute, University of Calgary, Calgary, AB, Canada; Hotchkiss Brain Institute, University of Calgary, Calgary, AB, Canada
| | - Amanda Ip
- Child and Adolescent Imaging Research Program, University of Calgary, Calgary, AB, Canada; Alberta Children's Hospital Research Institute, University of Calgary, Calgary, AB, Canada; Hotchkiss Brain Institute, University of Calgary, Calgary, AB, Canada
| | - Shelly Yin
- Child and Adolescent Imaging Research Program, University of Calgary, Calgary, AB, Canada; Alberta Children's Hospital Research Institute, University of Calgary, Calgary, AB, Canada; Hotchkiss Brain Institute, University of Calgary, Calgary, AB, Canada
| | - Deborah Dewey
- Child and Adolescent Imaging Research Program, University of Calgary, Calgary, AB, Canada; Alberta Children's Hospital Research Institute, University of Calgary, Calgary, AB, Canada; Hotchkiss Brain Institute, University of Calgary, Calgary, AB, Canada; Department of Pediatrics, Cumming School of Medicine, University of Calgary, Calgary, AB, Canada; Department of Community Health Science, Cumming School of Medicine, University of Calgary, Calgary, AB, Canada; Owerko Centre at the Alberta Children's Hospital Research Institute, University of Calgary, Calgary, AB, Canada
| | - Signe Bray
- Child and Adolescent Imaging Research Program, University of Calgary, Calgary, AB, Canada; Alberta Children's Hospital Research Institute, University of Calgary, Calgary, AB, Canada; Hotchkiss Brain Institute, University of Calgary, Calgary, AB, Canada; Department of Pediatrics, Cumming School of Medicine, University of Calgary, Calgary, AB, Canada; Department of Radiology, Cumming School of Medicine, University of Calgary, Calgary, AB, Canada
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7
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Hyde DC. Cognitive neuroscience: An abstract sense of number in the infant brain. Curr Biol 2023; 33:R400-R402. [PMID: 37220730 DOI: 10.1016/j.cub.2023.03.079] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/25/2023]
Abstract
The human infant brain automatically extracts number from the environment. A new study recovers an abstract code for number from the brain electrophysiology of sleeping infants.
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Affiliation(s)
- Daniel C Hyde
- Department of Psychology, University of Illinois Urbana-Champaign, 603 E Daniel St, Champaign, IL 61820, USA.
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8
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Poikonen H, Zaluska T, Wang X, Magno M, Kapur M. Nonlinear and machine learning analyses on high-density EEG data of math experts and novices. Sci Rep 2023; 13:8012. [PMID: 37198273 DOI: 10.1038/s41598-023-35032-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/07/2022] [Accepted: 05/11/2023] [Indexed: 05/19/2023] Open
Abstract
Current trend in neurosciences is to use naturalistic stimuli, such as cinema, class-room biology or video gaming, aiming to understand the brain functions during ecologically valid conditions. Naturalistic stimuli recruit complex and overlapping cognitive, emotional and sensory brain processes. Brain oscillations form underlying mechanisms for such processes, and further, these processes can be modified by expertise. Human cortical functions are often analyzed with linear methods despite brain as a biological system is highly nonlinear. This study applies a relatively robust nonlinear method, Higuchi fractal dimension (HFD), to classify cortical functions of math experts and novices when they solve long and complex math demonstrations in an EEG laboratory. Brain imaging data, which is collected over a long time span during naturalistic stimuli, enables the application of data-driven analyses. Therefore, we also explore the neural signature of math expertise with machine learning algorithms. There is a need for novel methodologies in analyzing naturalistic data because formulation of theories of the brain functions in the real world based on reductionist and simplified study designs is both challenging and questionable. Data-driven intelligent approaches may be helpful in developing and testing new theories on complex brain functions. Our results clarify the different neural signature, analyzed by HFD, of math experts and novices during complex math and suggest machine learning as a promising data-driven approach to understand the brain processes in expertise and mathematical cognition.
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Affiliation(s)
- Hanna Poikonen
- Learning Sciences and Higher Education, ETH Zurich, Clausiusstrasse 59 RZ J2, 8092, Zurich, Switzerland.
| | - Tomasz Zaluska
- Integrated Systems Laboratory, ETH Zurich, Zurich, Switzerland
| | - Xiaying Wang
- Integrated Systems Laboratory, ETH Zurich, Zurich, Switzerland
| | - Michele Magno
- Integrated Systems Laboratory, ETH Zurich, Zurich, Switzerland
| | - Manu Kapur
- Learning Sciences and Higher Education, ETH Zurich, Clausiusstrasse 59 RZ J2, 8092, Zurich, Switzerland
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9
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Amalric M, Cantlon JF. Entropy, complexity, and maturity in children’s neural responses to naturalistic video lessons. Cortex 2023; 163:14-25. [PMID: 37037065 DOI: 10.1016/j.cortex.2023.02.008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/04/2022] [Revised: 11/29/2022] [Accepted: 02/17/2023] [Indexed: 03/19/2023]
Abstract
Temporal characteristics of neural signals are often overlooked in traditional fMRI developmental studies but are critical to studying brain functions in ecologically valid settings. In the present study, we explore the temporal properties of children's neural responses during naturalistic mathematics and grammar tasks. To do so, we introduce a novel measure in developmental fMRI: neural entropy, which indicates temporal complexity of BOLD signals. We show that temporal patterns of neural activity have lower complexity and greater variability in children than in adults in the association cortex but not in the sensory-motor cortex. We also show that neural entropy is associated with both child-adult similarity in functional connectivity and neural synchrony, and that neural entropy increases with the size of functionally connected networks in the association cortex. In addition, neural entropy increases with functional maturity (i.e., child-adult neural synchrony) in content-specific regions. These exploratory findings suggest the hypothesis that neural entropy indexes the increasing breadth and diversity of neural processes available to children for analyzing mathematical information over development.
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Affiliation(s)
- Marie Amalric
- Carnegie Mellon University, Department of Psychology, CAOs Laboratory, USA.
| | - Jessica F Cantlon
- Carnegie Mellon University, Department of Psychology, CAOs Laboratory, USA
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10
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Park AT, Richardson H, Tooley UA, McDermott CL, Boroshok AL, Ke A, Leonard JA, Tisdall MD, Deater-Deckard K, Edgar JC, Mackey AP. Early stressful experiences are associated with reduced neural responses to naturalistic emotional and social content in children. Dev Cogn Neurosci 2022; 57:101152. [PMID: 36137356 PMCID: PMC9493069 DOI: 10.1016/j.dcn.2022.101152] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/25/2022] [Revised: 08/01/2022] [Accepted: 09/15/2022] [Indexed: 01/27/2023] Open
Abstract
How do children's experiences relate to their naturalistic emotional and social processing? Because children can struggle with tasks in the scanner, we collected fMRI data while 4-to-11-year-olds watched a short film with positive and negative emotional events, and rich parent-child interactions (n = 70). We captured broad, normative stressful experiences by examining socioeconomic status (SES) and stressful life events, as well as children's more proximal experiences with their parents. For a sub-sample (n = 30), parenting behaviors were measured during a parent-child interaction, consisting of a picture book, a challenging puzzle, and free play with novel toys. We characterized positive parenting behaviors (e.g., warmth, praise) and negative parenting behaviors (e.g., harsh tone, physical control). We found that higher SES was related to greater activity in medial orbitofrontal cortex during parent-child interaction movie events. Negative parenting behaviors were associated with less activation of the ventral tegmental area and cerebellum during positive emotional events. In a region-of-interest analysis, we found that stressful life events and negative parenting behaviors were associated with less activation of the amygdala during positive emotional events. These exploratory results demonstrate the promise of using movie fMRI to study how early experiences may shape emotional, social, and motivational processes.
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Affiliation(s)
- Anne T Park
- Department of Psychology, School of Arts and Sciences, University of Pennsylvania, United States
| | - Hilary Richardson
- Department of Psychology, School of Philosophy, Psychology and Language Sciences, University of Edinburgh, United Kingdom
| | - Ursula A Tooley
- Department of Psychology, School of Arts and Sciences, University of Pennsylvania, United States; Neuroscience Graduate Group, Perelman School of Medicine, University of Pennsylvania, United States
| | - Cassidy L McDermott
- Department of Psychology, School of Arts and Sciences, University of Pennsylvania, United States
| | - Austin L Boroshok
- Department of Psychology, School of Arts and Sciences, University of Pennsylvania, United States
| | - Adrian Ke
- Department of Psychology, School of Arts and Sciences, University of Pennsylvania, United States
| | - Julia A Leonard
- Department of Psychology, School of Arts and Sciences, University of Pennsylvania, United States; Department of Psychology, Yale University, United States
| | - M Dylan Tisdall
- Department of Radiology, Perelman School of Medicine, University of Pennsylvania, United States
| | - Kirby Deater-Deckard
- Department of Psychological and Brain Sciences, University of Massachusetts Amherst, United States
| | | | - Allyson P Mackey
- Department of Psychology, School of Arts and Sciences, University of Pennsylvania, United States.
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11
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Kamps FS, Richardson H, Murty NAR, Kanwisher N, Saxe R. Using child-friendly movie stimuli to study the development of face, place, and object regions from age 3 to 12 years. Hum Brain Mapp 2022; 43:2782-2800. [PMID: 35274789 PMCID: PMC9120553 DOI: 10.1002/hbm.25815] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/26/2021] [Revised: 02/11/2022] [Accepted: 02/13/2022] [Indexed: 01/21/2023] Open
Abstract
Scanning young children while they watch short, engaging, commercially-produced movies has emerged as a promising approach for increasing data retention and quality. Movie stimuli also evoke a richer variety of cognitive processes than traditional experiments, allowing the study of multiple aspects of brain development simultaneously. However, because these stimuli are uncontrolled, it is unclear how effectively distinct profiles of brain activity can be distinguished from the resulting data. Here we develop an approach for identifying multiple distinct subject-specific Regions of Interest (ssROIs) using fMRI data collected during movie-viewing. We focused on the test case of higher-level visual regions selective for faces, scenes, and objects. Adults (N = 13) were scanned while viewing a 5.6-min child-friendly movie, as well as a traditional localizer experiment with blocks of faces, scenes, and objects. We found that just 2.7 min of movie data could identify subject-specific face, scene, and object regions. While successful, movie-defined ssROIS still showed weaker domain selectivity than traditional ssROIs. Having validated our approach in adults, we then used the same methods on movie data collected from 3 to 12-year-old children (N = 122). Movie response timecourses in 3-year-old children's face, scene, and object regions were already significantly and specifically predicted by timecourses from the corresponding regions in adults. We also found evidence of continued developmental change, particularly in the face-selective posterior superior temporal sulcus. Taken together, our results reveal both early maturity and functional change in face, scene, and object regions, and more broadly highlight the promise of short, child-friendly movies for developmental cognitive neuroscience.
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Affiliation(s)
- Frederik S. Kamps
- Department of Brain and Cognitive SciencesMassachusetts Institute of TechnologyCambridgeMassachusettsUSA
| | - Hilary Richardson
- School of Philosophy, Psychology and Language SciencesUniversity of EdinburghEdinburghUK
| | - N. Apurva Ratan Murty
- Department of Brain and Cognitive SciencesMassachusetts Institute of TechnologyCambridgeMassachusettsUSA
| | - Nancy Kanwisher
- Department of Brain and Cognitive SciencesMassachusetts Institute of TechnologyCambridgeMassachusettsUSA
| | - Rebecca Saxe
- Department of Brain and Cognitive SciencesMassachusetts Institute of TechnologyCambridgeMassachusettsUSA
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12
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Amalric M, Cantlon JF. Common Neural Functions during Children's Learning from Naturalistic and Controlled Mathematics Paradigms. J Cogn Neurosci 2022; 34:1164-1182. [PMID: 35303098 DOI: 10.1162/jocn_a_01848] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
Two major goals of human neuroscience are to understand how the brain functions in the real world and to measure neural processes under conditions that are ecologically valid. A critical step toward these goals is understanding how brain activity during naturalistic tasks that mimic the real world relates to brain activity in more traditional laboratory tasks. In this study, we used intersubject correlations to locate reliable stimulus-driven cerebral processes among children and adults in a naturalistic video lesson and a laboratory forced-choice task that shared the same arithmetic concept. We show that relative to a control condition with grammatical content, naturalistic and laboratory arithmetic tasks evoked overlapping activation within brain regions previously associated with math semantics. The regions of specific functional overlap between the naturalistic mathematics lesson and laboratory mathematics task included bilateral intraparietal cortex, which confirms that this region processes mathematical content independently of differences in task mode. These findings suggest that regions of the intraparietal cortex process mathematical content when children are learning about mathematics in a naturalistic setting.
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13
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Lee KS, Xiao J, Luo J, Leibenluft E, Liew Z, Tseng WL. Characterizing the Neural Correlates of Response Inhibition and Error Processing in Children With Symptoms of Irritability and/or Attention-Deficit/Hyperactivity Disorder in the ABCD Study®. Front Psychiatry 2022; 13:803891. [PMID: 35308882 PMCID: PMC8931695 DOI: 10.3389/fpsyt.2022.803891] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/28/2021] [Accepted: 01/28/2022] [Indexed: 11/13/2022] Open
Abstract
Attention-deficit/hyperactivity disorder (ADHD), characterized by symptoms of inattention and/or hyperactivity and impulsivity, is a neurodevelopmental disorder associated with executive dysfunctions, including response inhibition and error processing. Research has documented a common co-occurrence between ADHD and pediatric irritability. The latter is more characterized by affective symptoms, specifically frequent temper outbursts and low frustration tolerance relative to typically developing peers. Shared and non-shared neural correlates of youths with varied profiles of ADHD and irritability symptoms during childhood remain largely unknown. This study first classified a large sample of youths in the Adolescent Brain Cognitive Development (ABCD) study at baseline into distinct phenotypic groups based on ADHD and irritability symptoms (N = 11,748), and then examined shared and non-shared neural correlates of response inhibition and error processing during the Stop Signal Task in a subset of sample with quality neuroimaging data (N = 5,948). Latent class analysis (LCA) revealed four phenotypic groups, i.e., high ADHD with co-occurring irritability symptoms (n = 787, 6.7%), moderate ADHD with low irritability symptoms (n = 901, 7.7%), high irritability with no ADHD symptoms (n = 279, 2.4%), and typically developing peers with low ADHD and low irritability symptoms (n = 9,781, 83.3%). Latent variable modeling revealed group differences in the neural coactivation network supporting response inhibition in the fronto-parietal regions, but limited differences in error processing across frontal and posterior regions. These neural differences were marked by decreased coactivation in the irritability only group relative to youths with ADHD and co-occurring irritability symptoms and typically developing peers during response inhibition. Together, this study provided initial evidence for differential neural mechanisms of response inhibition associated with ADHD, irritability, and their co-occurrence. Precision medicine attending to individual differences in ADHD and irritability symptoms and the underlying mechanisms are warranted when treating affected children and families.
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Affiliation(s)
- Ka Shu Lee
- Department of Experimental Psychology, Medical Sciences Division, University of Oxford, Oxford, United Kingdom
- Yale Child Study Center, Yale School of Medicine, New Haven, CT, United States
| | - Jingyuan Xiao
- Department of Environmental Health Sciences, Yale School of Public Health, New Haven, CT, United States
- Yale Center for Perinatal, Pediatric and Environmental Epidemiology, Yale School of Public Health, New Haven, CT, United States
| | - Jiajun Luo
- Department of Environmental Health Sciences, Yale School of Public Health, New Haven, CT, United States
- Yale Center for Perinatal, Pediatric and Environmental Epidemiology, Yale School of Public Health, New Haven, CT, United States
- Institute for Population and Precision Health, The University of Chicago, Chicago, IL, United States
| | - Ellen Leibenluft
- Section on Mood Dysregulation and Neuroscience, Emotion and Development Branch, National Institute of Mental Health, National Institutes of Health, Bethesda, MD, United States
| | - Zeyan Liew
- Yale Center for Perinatal, Pediatric and Environmental Epidemiology, Yale School of Public Health, New Haven, CT, United States
| | - Wan-Ling Tseng
- Yale Child Study Center, Yale School of Medicine, New Haven, CT, United States
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14
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Camacho MC, Williams EM, Balser D, Kamojjala R, Sekar N, Steinberger D, Yarlagadda S, Perlman SB, Barch DM. EmoCodes: a Standardized Coding System for Socio-emotional Content in Complex Video Stimuli. AFFECTIVE SCIENCE 2022; 3:168-181. [PMID: 36046099 PMCID: PMC9383008 DOI: 10.1007/s42761-021-00100-7] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/19/2021] [Accepted: 12/21/2021] [Indexed: 06/10/2023]
Abstract
UNLABELLED Social information processing is vital for inferring emotional states in others, yet affective neuroscience has only begun to scratch the surface of how we represent emotional information in the brain. Most previous affective neuroscience work has used isolated stimuli such as static images of affective faces or scenes to probe affective processing. While this work has provided rich insight to the initial stages of emotion processing (encoding cues), activation to isolated stimuli provides limited insight into later phases of emotion processing such as interpretation of cues or interactions between cues and established cognitive schemas. Recent work has highlighted the potential value of using complex video stimuli to probe socio-emotional processing, highlighting the need to develop standardized video coding schemas as this exciting field expands. Toward that end, we present a standardized and open-source coding system for complex videos, two fully coded videos, and a video and code processing Python library. The EmoCodes manual coding system provides an externally validated and replicable system for coding complex cartoon stimuli, with future plans to validate the system for other video types. The emocodes Python library provides automated tools for extracting low-level features from video files as well as tools for summarizing and analyzing the manual codes for suitability of use in neuroimaging analysis. Materials can be freely accessed at https://emocodes.org/. These tools represent an important step toward replicable and standardized study of socio-emotional processing using complex video stimuli. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s42761-021-00100-7.
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Affiliation(s)
- M. Catalina Camacho
- Department of Psychological and Brain Sciences, Washington University in St. Louis, One Brookings Drive, St. Louis, MO 63130 USA
| | - Elizabeth M. Williams
- Department of Psychological and Brain Sciences, Washington University in St. Louis, One Brookings Drive, St. Louis, MO 63130 USA
| | - Dori Balser
- Department of Psychological and Brain Sciences, Washington University in St. Louis, One Brookings Drive, St. Louis, MO 63130 USA
| | - Ruchika Kamojjala
- Department of Psychological and Brain Sciences, Washington University in St. Louis, One Brookings Drive, St. Louis, MO 63130 USA
| | - Nikhil Sekar
- Department of Psychological and Brain Sciences, Washington University in St. Louis, One Brookings Drive, St. Louis, MO 63130 USA
| | - David Steinberger
- Department of Psychological and Brain Sciences, Washington University in St. Louis, One Brookings Drive, St. Louis, MO 63130 USA
| | - Sishir Yarlagadda
- Department of Psychological and Brain Sciences, Washington University in St. Louis, One Brookings Drive, St. Louis, MO 63130 USA
| | - Susan B. Perlman
- Department of Psychiatry, Washington University in St. Louis, 4444 Forest Park Drive, MO 63110 St. Louis, USA
| | - Deanna M. Barch
- Department of Psychological and Brain Sciences, Washington University in St. Louis, One Brookings Drive, St. Louis, MO 63130 USA
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15
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Finn ES, Glerean E, Hasson U, Vanderwal T. Naturalistic imaging: The use of ecologically valid conditions to study brain function. Neuroimage 2021; 247:118776. [PMID: 34864153 DOI: 10.1016/j.neuroimage.2021.118776] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
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16
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Turoman N, Tivadar RI, Retsa C, Murray MM, Matusz PJ. Towards understanding how we pay attention in naturalistic visual search settings. Neuroimage 2021; 244:118556. [PMID: 34492292 DOI: 10.1016/j.neuroimage.2021.118556] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/30/2020] [Revised: 08/31/2021] [Accepted: 09/03/2021] [Indexed: 10/20/2022] Open
Abstract
Research on attentional control has largely focused on single senses and the importance of behavioural goals in controlling attention. However, everyday situations are multisensory and contain regularities, both likely influencing attention. We investigated how visual attentional capture is simultaneously impacted by top-down goals, the multisensory nature of stimuli, and the contextual factors of stimuli's semantic relationship and temporal predictability. Participants performed a multisensory version of the Folk et al. (1992) spatial cueing paradigm, searching for a target of a predefined colour (e.g. a red bar) within an array preceded by a distractor. We manipulated: 1) stimuli's goal-relevance via distractor's colour (matching vs. mismatching the target), 2) stimuli's multisensory nature (colour distractors appearing alone vs. with tones), 3) the relationship between the distractor sound and colour (arbitrary vs. semantically congruent) and 4) the temporal predictability of distractor onset. Reaction-time spatial cueing served as a behavioural measure of attentional selection. We also recorded 129-channel event-related potentials (ERPs), analysing the distractor-elicited N2pc component both canonically and using a multivariate electrical neuroimaging framework. Behaviourally, arbitrary target-matching distractors captured attention more strongly than semantically congruent ones, with no evidence for context modulating multisensory enhancements of capture. Notably, electrical neuroimaging of surface-level EEG analyses revealed context-based influences on attention to both visual and multisensory distractors, in how strongly they activated the brain and type of activated brain networks. For both processes, the context-driven brain response modulations occurred long before the N2pc time-window, with topographic (network-based) modulations at ∼30 ms, followed by strength-based modulations at ∼100 ms post-distractor onset. Our results reveal that both stimulus meaning and predictability modulate attentional selection, and they interact while doing so. Meaning, in addition to temporal predictability, is thus a second source of contextual information facilitating goal-directed behaviour. More broadly, in everyday situations, attention is controlled by an interplay between one's goals, stimuli's perceptual salience, meaning and predictability. Our study calls for a revision of attentional control theories to account for the role of contextual and multisensory control.
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Affiliation(s)
- Nora Turoman
- The LINE (Laboratory for Investigative Neurophysiology), Department of Radiology, Lausanne University Hospital and University of Lausanne, Lausanne, Switzerland; MEDGIFT Lab, Institute of Information Systems, School of Management, HES-SO Valais-Wallis University of Applied Sciences and Arts Western Switzerland, Techno-Pôle 3, 3960 Sierre, Switzerland; Working Memory, Cognition and Development lab, Department of Psychology and Educational Sciences, University of Geneva, Geneva, Switzerland
| | - Ruxandra I Tivadar
- The LINE (Laboratory for Investigative Neurophysiology), Department of Radiology, Lausanne University Hospital and University of Lausanne, Lausanne, Switzerland; Department of Ophthalmology, Fondation Asile des Aveugles, Lausanne, Switzerland; Cognitive Computational Neuroscience group, Institute of Computer Science, Faculty of Science, University of Bern, Switzerland
| | - Chrysa Retsa
- The LINE (Laboratory for Investigative Neurophysiology), Department of Radiology, Lausanne University Hospital and University of Lausanne, Lausanne, Switzerland; CIBM Center for Biomedical Imaging, Lausanne University Hospital and University of Lausanne, Lausanne, Switzerland
| | - Micah M Murray
- The LINE (Laboratory for Investigative Neurophysiology), Department of Radiology, Lausanne University Hospital and University of Lausanne, Lausanne, Switzerland; Department of Ophthalmology, Fondation Asile des Aveugles, Lausanne, Switzerland; CIBM Center for Biomedical Imaging, Lausanne University Hospital and University of Lausanne, Lausanne, Switzerland; Department of Hearing and Speech Sciences, Vanderbilt University, Nashville, TN, USA
| | - Pawel J Matusz
- The LINE (Laboratory for Investigative Neurophysiology), Department of Radiology, Lausanne University Hospital and University of Lausanne, Lausanne, Switzerland; MEDGIFT Lab, Institute of Information Systems, School of Management, HES-SO Valais-Wallis University of Applied Sciences and Arts Western Switzerland, Techno-Pôle 3, 3960 Sierre, Switzerland; Department of Hearing and Speech Sciences, Vanderbilt University, Nashville, TN, USA
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17
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Janssen TW, Grammer JK, Bleichner MG, Bulgarelli C, Davidesco I, Dikker S, Jasińska KK, Siugzdaite R, Vassena E, Vatakis A, Zion‐Golumbic E, van Atteveldt N. Opportunities and Limitations of Mobile Neuroimaging Technologies in Educational Neuroscience. MIND, BRAIN AND EDUCATION : THE OFFICIAL JOURNAL OF THE INTERNATIONAL MIND, BRAIN, AND EDUCATION SOCIETY 2021; 15:354-370. [PMID: 35875415 PMCID: PMC9292610 DOI: 10.1111/mbe.12302] [Citation(s) in RCA: 14] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/11/2020] [Revised: 06/18/2021] [Accepted: 09/01/2021] [Indexed: 05/20/2023]
Abstract
As the field of educational neuroscience continues to grow, questions have emerged regarding the ecological validity and applicability of this research to educational practice. Recent advances in mobile neuroimaging technologies have made it possible to conduct neuroscientific studies directly in naturalistic learning environments. We propose that embedding mobile neuroimaging research in a cycle (Matusz, Dikker, Huth, & Perrodin, 2019), involving lab-based, seminaturalistic, and fully naturalistic experiments, is well suited for addressing educational questions. With this review, we take a cautious approach, by discussing the valuable insights that can be gained from mobile neuroimaging technology, including electroencephalography and functional near-infrared spectroscopy, as well as the challenges posed by bringing neuroscientific methods into the classroom. Research paradigms used alongside mobile neuroimaging technology vary considerably. To illustrate this point, studies are discussed with increasingly naturalistic designs. We conclude with several ethical considerations that should be taken into account in this unique area of research.
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Affiliation(s)
- Tieme W.P. Janssen
- Department of Clinical, Neuro‐ & Developmental Psychology, Vrije Universiteit
| | - Jennie K. Grammer
- Graduate School of Education and Information Studies, University of California Los Angeles
| | | | - Chiara Bulgarelli
- Centre for Brain and Cognitive Development, Birkbeck University of London
| | - Ido Davidesco
- Department of Educational Psychology, University of Connecticut
| | | | - Kaja K. Jasińska
- Department of Applied Psychology and Human Development, University of Toronto
| | | | - Eliana Vassena
- Donders Institute for Brain, Cognition and Behaviour, Radboud University
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18
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Lerner Y, Scherf KS, Katkov M, Hasson U, Behrmann M. Changes in Cortical Coherence Supporting Complex Visual and Social Processing in Adolescence. J Cogn Neurosci 2021; 33:2215-2230. [PMID: 34272958 PMCID: PMC9941042 DOI: 10.1162/jocn_a_01756] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
Despite our differences, there is much about the natural visual world that most observers perceive in common. Across adults, approximately 30% of the brain is activated in a consistent fashion while viewing naturalistic input. At what stage of development is this consistency of neural profile across individuals present? Here, we focused specifically on whether this mature profile is present in adolescence, a key developmental period that bridges childhood and adulthood, and in which new cognitive and social challenges are at play. We acquired fMRI data evoked by a movie shown twice to younger (9-14 years old) and older adolescents (15-19 years old) and to adults, and conducted three key analyses. First, we characterized the consistency of the neural response within individuals (across separate runs of the movie), then within individuals of the same age group, and, last, between age groups. The neural consistency within individuals was similar across age groups with reliable activation in largely overlapping but slightly different cortical regions. In contrast, somewhat differing regions exhibited higher within-age correlations in both groups of adolescents than in the adults. Last, across the whole cortex, we identified regions evincing different patterns of maturation across age. Together, these findings provide a fine-grained characterization of functional neural development in adolescence and uncover signatures of widespread change in cortical coherence that supports the emerging mature stereotypical responses to naturalistic stimuli. These results also offer a more nuanced account of development that obeys neither a rigid linear progression nor a large qualitative change over time.
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Affiliation(s)
- Yulia Lerner
- Tel Aviv Sourasky Medical Center,Tel Aviv University
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19
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Fischer JP, Thierry X. Miswriting (Especially Mirror Writing) of the Digits: An Ecological Assessment Using ELFE Data. JOURNAL OF COGNITIVE EDUCATION AND PSYCHOLOGY 2021. [DOI: 10.1891/jcep-d-19-00053] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
The French National Cohort of Children Study (Etude Longitudinale Française depuis l'Enfance—ELFE) tested the literacy and numeracy skills of 4- to 5-year-old typically developing children in the second year of école maternelle. Tasks were administered by more than 4,000 teachers at schools across France. One of the study's numeracy tasks required participants to write the number of ducks (up to 5) they had counted. Analyzing the digits written by 14,904 children showed that miswritings were much more common for the digit 3 than for the digit 4. This result is consistent with the right-orienting rule, which young children in Western cultures apply when they do not know a digit's orientation, and which leads them to write, for example, ε instead of 3.The nature and frequency of miswritten digits did not differ significantly between the 466 children presumed to have written with their left hand and the 3,531 children presumed to have written with their right hand. However, a logistic mixed-effects regression showed that two other factors—age of entry to école maternelle and very early smartphone use—had a (modest) influence on the percentage of digits that were miswritten.
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20
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Snow JC, Culham JC. The Treachery of Images: How Realism Influences Brain and Behavior. Trends Cogn Sci 2021; 25:506-519. [PMID: 33775583 PMCID: PMC10149139 DOI: 10.1016/j.tics.2021.02.008] [Citation(s) in RCA: 50] [Impact Index Per Article: 16.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/07/2020] [Revised: 02/08/2021] [Accepted: 02/22/2021] [Indexed: 10/21/2022]
Abstract
Although the cognitive sciences aim to ultimately understand behavior and brain function in the real world, for historical and practical reasons, the field has relied heavily on artificial stimuli, typically pictures. We review a growing body of evidence that both behavior and brain function differ between image proxies and real, tangible objects. We also propose a new framework for immersive neuroscience to combine two approaches: (i) the traditional build-up approach of gradually combining simplified stimuli, tasks, and processes; and (ii) a newer tear-down approach that begins with reality and compelling simulations such as virtual reality to determine which elements critically affect behavior and brain processing.
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Affiliation(s)
- Jacqueline C Snow
- Department of Psychology, University of Nevada Reno, Reno, NV 89557, USA
| | - Jody C Culham
- Department of Psychology, University of Western Ontario, London, Ontario, N6A 5C2, Canada; Brain and Mind Institute, Western Interdisciplinary Research Building, University of Western Ontario, London, Ontario, N6A 3K7, Canada.
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21
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Levy J, Lankinen K, Hakonen M, Feldman R. The integration of social and neural synchrony: a case for ecologically valid research using MEG neuroimaging. Soc Cogn Affect Neurosci 2021; 16:143-152. [PMID: 32382751 PMCID: PMC7812634 DOI: 10.1093/scan/nsaa061] [Citation(s) in RCA: 19] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/02/2020] [Revised: 04/06/2020] [Accepted: 04/27/2020] [Indexed: 12/19/2022] Open
Abstract
The recent decade has seen a shift from artificial and environmentally deprived experiments in neuroscience to real-life studies on multiple brains in interaction, coordination and synchrony. In these new interpersonal synchrony experiments, there has been a growing trend to employ naturalistic social interactions to evaluate mechanisms underlying synchronous neuronal communication. Here, we emphasize the importance of integrating the assessment of neural synchrony with measurement of nonverbal behavioral synchrony as expressed in various social contexts: relaxed social interactions, planning a joint pleasurable activity, conflict discussion, invocation of trauma, or support giving and assess the integration of neural and behavioral synchrony across developmental stages and psychopathological conditions. We also showcase the advantages of magnetoencephalography neuroimaging as a promising tool for studying interactive neural synchrony and consider the challenge of ecological validity at the expense of experimental rigor. We review recent evidence of rhythmic information flow between brains in interaction and conclude with addressing state-of-the-art developments that may contribute to advance research on brain-to-brain coordination to the next level.
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Affiliation(s)
- Jonathan Levy
- Department of Neuroscience and Biomedical Engineering, Aalto University, 02150 Espoo, Finland
- Interdisciplinary Center, Baruch Ivcher School of Psychology, Herzliya 46150, Israel
| | - Kaisu Lankinen
- Department of Radiology, Athinoula A. Martinos Center for Biomedical Imaging, Massachusetts General Hospital, Charlestown, MA, USA
- Department of Radiology, Harvard Medical School, Boston, MA, USA
| | - Maria Hakonen
- Department of Neuroscience and Biomedical Engineering, Aalto University, 02150 Espoo, Finland
- Faculty of Sport and Health Sciences, University of Jyväskylä, Jyväskylä, Finland
| | - Ruth Feldman
- Interdisciplinary Center, Baruch Ivcher School of Psychology, Herzliya 46150, Israel
- Yale University, Child Study Center, New Haven, CT 06520, USA
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22
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Sivakumar P, Quinlan DJ, Stubbs KM, Culham JC. Grasping performance depends upon the richness of hand feedback. Exp Brain Res 2021; 239:835-846. [PMID: 33403432 DOI: 10.1007/s00221-020-06025-0] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/22/2020] [Accepted: 12/19/2020] [Indexed: 11/28/2022]
Abstract
Although visual feedback of the hand allows fast and accurate grasping actions, little is known about whether the nature of feedback of the hand affects performance. We investigated kinematics during precision grasping (with the index finger and thumb) when participants received different levels of hand feedback, with or without visual feedback of the target. Specifically, we compared performance when participants saw (1) no hand feedback; (2) only the two critical points on the index finger and thumb tips; (3) 21 points on all digit tips and hand joints; (4) 21 points connected by a "skeleton", or (5) full feedback of the hand wearing a glove. When less hand feedback was available, participants took longer to execute the movement because they allowed more time to slow the reach and close the hand. When target feedback was unavailable, participants took longer to plan the movement and reached with higher velocity. We were particularly interested in investigating maximum grip aperture (MGA), which can reflect the margin of error that participants allow to compensate for uncertainty. A trend suggested that MGA was smallest when ample feedback was available (skeleton and full hand feedback, regardless of target feedback) and when only essential information about hand and target was provided (2-point hand feedback + target feedback) but increased when non-essential points were included (21-point feedback). These results suggest that visual feedback of the hand affects grasping performance and that, while more feedback is usually beneficial, this is not necessarily always the case.
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Affiliation(s)
- Prajith Sivakumar
- Department of Biology, University of Western Ontario, London, Canada.,Brain and Mind Institute, University of Western Ontario, Western Interdisciplinary Research Building, London, ON, Canada
| | - Derek J Quinlan
- Brain and Mind Institute, University of Western Ontario, Western Interdisciplinary Research Building, London, ON, Canada.,BrainsCAN, University of Western Ontario, London, ON, Canada.,Department of Psychology, Huron University College, London, ON, Canada
| | - Kevin M Stubbs
- Brain and Mind Institute, University of Western Ontario, Western Interdisciplinary Research Building, London, ON, Canada.,BrainsCAN, University of Western Ontario, London, ON, Canada.,Department of Psychology, University of Western Ontario, London, ON, Canada
| | - Jody C Culham
- Brain and Mind Institute, University of Western Ontario, Western Interdisciplinary Research Building, London, ON, Canada. .,Department of Psychology, University of Western Ontario, London, ON, Canada.
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23
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Sanchez-Alonso S, Aslin RN. Predictive modeling of neurobehavioral state and trait variation across development. Dev Cogn Neurosci 2020; 45:100855. [PMID: 32942148 PMCID: PMC7501421 DOI: 10.1016/j.dcn.2020.100855] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/13/2020] [Revised: 08/26/2020] [Accepted: 09/04/2020] [Indexed: 11/24/2022] Open
Abstract
A key goal of human neurodevelopmental research is to map neural and behavioral trajectories across both health and disease. A growing number of developmental consortia have begun to address this gap by providing open access to cross-sectional and longitudinal 'big data' repositories. However, it remains challenging to develop models that enable prediction of both within-subject and between-subject neurodevelopmental variation. Here, we present a conceptual and analytical perspective of two essential ingredients for mapping neurodevelopmental trajectories: state and trait components of variance. We focus on mapping variation across a range of neural and behavioral measurements and consider concurrent alterations of state and trait variation across development. We present a quantitative framework for combining both state- and trait-specific sources of neurobehavioral variation across development. Specifically, we argue that non-linear mixed growth models that leverage state and trait components of variance and consider environmental factors are necessary to comprehensively map brain-behavior relationships. We discuss this framework in the context of mapping language neurodevelopmental changes in early childhood, with an emphasis on measures of functional connectivity and their reliability for establishing robust neurobehavioral relationships. The ultimate goal is to statistically unravel developmental trajectories of neurobehavioral relationships that involve a combination of individual differences and age-related changes.
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