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Humphrey G, Keane C, Gharibans A, Andrews CN, Benitez A, Mousa H, O'Grady G. Designing, Developing, and Validating a Set of Standardized Pictograms to Support Pediatric-Reported Gastroduodenal Symptoms. J Pediatr 2024; 267:113922. [PMID: 38242317 DOI: 10.1016/j.jpeds.2024.113922] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/21/2023] [Revised: 01/08/2024] [Accepted: 01/11/2024] [Indexed: 01/21/2024]
Abstract
OBJECTIVE To develop and validate a set of static and animated gastroduodenal symptom pictograms for children. STUDY DESIGN There were 3 study phases: 1: cocreation using experience design methods to develop pediatric gastroduodenal symptom pictograms (static and animated); 2: an online survey to assess acceptability, as well as face and content validity; and 3: a preference study. Phases 2 and 3 compared the novel pediatric pictograms with existing pictograms used with adult patients. RESULTS Eight children aged 6-15 years (5 female) participated in phase 1, and 69 children in phase 2 (median age 13 years: IQR 9-15); an additional 49 participants were included in phase 3 (median age 15: IQR 12-17). Face and content validity were higher for the pediatric static and animated pictogram sets compared with pre-existing adult pictograms (78% vs 78% vs 61%). Participants with worse gastric symptoms had superior comprehension of the pediatric pictograms (χ2 [8, N = 118] P < .001). All participants preferred the pediatric static pictogram set was over both the animated and adult sets (χ2 [2, N = 118] P < .001). CONCLUSIONS The cocreation phase resulted in the symptom concept confirmation and design of 10 acceptable static and animated gastroduodenal pictograms with high face and content validity when evaluated with children aged 6-18. Validity was superior when children reported more problematic symptoms. Therefore, these pictograms could be used in clinical and research practice to enable standardized symptom reporting for children with gastroduodenal disorders.
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Affiliation(s)
- Gayl Humphrey
- Department of Surgery, The University of Auckland, Aotearoa, New Zealand.
| | - Celia Keane
- Department of Surgery, The University of Auckland, Aotearoa, New Zealand; Te Whatu Ora: Te Tai Tokerau (Health New Zealand: Northland)
| | - Armen Gharibans
- Department of Surgery, The University of Auckland, Aotearoa, New Zealand; Alimetry Ltd, Auckland, Aotearoa, New Zealand; Perelman School of Medicine, University of Pennsylvania, PA
| | - Christopher N Andrews
- Alimetry Ltd, Auckland, Aotearoa, New Zealand; The Division of Gastroenterology, Cumming School of Medicine, University of Calgary, Canada
| | - Alain Benitez
- Division of Gastroenterology, Children's Hospital of Philadelphia, Philadelphia; Perelman School of Medicine, University of Pennsylvania, PA
| | - Hayat Mousa
- Division of Gastroenterology, Children's Hospital of Philadelphia, Philadelphia; Perelman School of Medicine, University of Pennsylvania, PA
| | - Gregory O'Grady
- Department of Surgery, The University of Auckland, Aotearoa, New Zealand; Alimetry Ltd, Auckland, Aotearoa, New Zealand
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2
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Calignano G, Lettere G, Leo I, Maritan F, Mattera L, Granata P, Lucangeli D, Valenza E. Interconnected Pathways: Postural Stability and Vocabulary Skills in Preschool-Aged Children. CHILDREN (BASEL, SWITZERLAND) 2023; 10:1891. [PMID: 38136093 PMCID: PMC10741731 DOI: 10.3390/children10121891] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/02/2023] [Revised: 11/26/2023] [Accepted: 11/28/2023] [Indexed: 12/24/2023]
Abstract
Previous research has highlighted an interplay between postural abilities and linguistic skills during infancy. However, this relationship could undergo further radical transformations in other periods of development. This current study explored a plausible network of relationships among postural abilities and vocabulary skills in a substantial cohort (N = 222) of preschoolers aged between 2 and 5 years-a developmental phase critical for refining both language and motor competencies. Here, postural stability was measured in terms of balance duration and accuracy, alongside an assessment of comprehension and expressive vocabulary skills. Employing a diverse set of techniques, i.e., data and missing data visualization and multilevel regression analysis, task complexity and age emerged as crucial factors explaining our data. In addition, network analysis indicates that language production plays a central role within postural and language interdomain networks. The resulting discussion focuses on the useful implications of this study for the assessment of typical preschool development, which would benefit from tailored methodological inspections guided by developmental theories that are framed in inter-domain approaches.
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Affiliation(s)
- Giulia Calignano
- Department of Developmental and Social Psychology (DPSS), University of Padova, 35131 Padua, Italy; (G.L.); (I.L.); (D.L.); (E.V.)
| | - Giorgia Lettere
- Department of Developmental and Social Psychology (DPSS), University of Padova, 35131 Padua, Italy; (G.L.); (I.L.); (D.L.); (E.V.)
| | - Irene Leo
- Department of Developmental and Social Psychology (DPSS), University of Padova, 35131 Padua, Italy; (G.L.); (I.L.); (D.L.); (E.V.)
| | - Francesca Maritan
- “Giovanni XXIII” Centro Infanzia, 35142 Padua, Italy; (F.M.); (L.M.); (P.G.)
| | - Laura Mattera
- “Giovanni XXIII” Centro Infanzia, 35142 Padua, Italy; (F.M.); (L.M.); (P.G.)
| | - Patrizia Granata
- “Giovanni XXIII” Centro Infanzia, 35142 Padua, Italy; (F.M.); (L.M.); (P.G.)
| | - Daniela Lucangeli
- Department of Developmental and Social Psychology (DPSS), University of Padova, 35131 Padua, Italy; (G.L.); (I.L.); (D.L.); (E.V.)
| | - Eloisa Valenza
- Department of Developmental and Social Psychology (DPSS), University of Padova, 35131 Padua, Italy; (G.L.); (I.L.); (D.L.); (E.V.)
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Linka M, Sensoy Ö, Karimpur H, Schwarzer G, de Haas B. Free viewing biases for complex scenes in preschoolers and adults. Sci Rep 2023; 13:11803. [PMID: 37479760 PMCID: PMC10362043 DOI: 10.1038/s41598-023-38854-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/14/2022] [Accepted: 07/16/2023] [Indexed: 07/23/2023] Open
Abstract
Adult gaze behaviour towards naturalistic scenes is highly biased towards semantic object classes. Little is known about the ontological development of these biases, nor about group-level differences in gaze behaviour between adults and preschoolers. Here, we let preschoolers (n = 34, age 5 years) and adults (n = 42, age 18-59 years) freely view 40 complex scenes containing objects with different semantic attributes to compare their fixation behaviour. Results show that preschool children allocate a significantly smaller proportion of dwell time and first fixations on Text and instead fixate Faces, Touched objects, Hands and Bodies more. A predictive model of object fixations controlling for a range of potential confounds suggests that most of these differences can be explained by drastically reduced text salience in pre-schoolers and that this effect is independent of low-level salience. These findings are in line with a developmental attentional antagonism between text and body parts (touched objects and hands in particular), which resonates with recent findings regarding 'cortical recycling'. We discuss this and other potential mechanisms driving salience differences between children and adults.
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Affiliation(s)
- Marcel Linka
- Department of Experimental Psychology, Justus Liebig University Giessen, 35394, Giessen, Germany.
| | - Özlem Sensoy
- Department of Developmental Psychology, Justus Liebig University Giessen, 35394, Giessen, Germany
| | - Harun Karimpur
- Department of Experimental Psychology, Justus Liebig University Giessen, 35394, Giessen, Germany
| | - Gudrun Schwarzer
- Department of Developmental Psychology, Justus Liebig University Giessen, 35394, Giessen, Germany
| | - Benjamin de Haas
- Department of Experimental Psychology, Justus Liebig University Giessen, 35394, Giessen, Germany
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4
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Lin Z, Yang Z, Ye X. Immersive Experience and Climate Change Monitoring in Digital Landscapes: Evidence from Somatosensory Sense and Comfort. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:3332. [PMID: 36834034 PMCID: PMC9966150 DOI: 10.3390/ijerph20043332] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/10/2023] [Revised: 02/09/2023] [Accepted: 02/10/2023] [Indexed: 06/18/2023]
Abstract
In this study, the virtual engine software (Unity 2019, Unity Software Inc., San Francisco, California, the U.S.) was used to generate a digital landscape model, forming a virtual immersive environment. Through field investigation and emotional preference experiments, the ancient tree ecological area and the sunlight-exposed area were respectively monitored, and the somatosensory comfort evaluation model was established. The subjects showed the highest degree of interest in the ancient tree ecological area after landscape roaming experience, and the mean variance in SC fluctuation was 13.23% in experiments. The subjects were in a low arousal state and had a significant degree of interest in the digital landscape roaming scene, and there was a significant correlation between positive emotion, somatosensory comfort and the Rating of Perceived Exertion index; moreover, the somatosensory comfort of the ancient tree ecological area was higher than that of the sunlight-exposed area. Meanwhile, it was found that somatosensory comfort level can effectively distinguish the comfort level between the ancient tree ecological area and the sunlight-exposed area, which provides an important basis for monitoring extreme heat. This study concludes that, in terms of the goal of harmonious coexistence between human and nature, the evaluation model of somatosensory comfort can contribute to reducing people's adverse views on extreme weather conditions.
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Affiliation(s)
- Zhengsong Lin
- Virtual Landscape Design Lab, School of Art and Design, Wuhan Institute of Technology, Wuhan 430205, China; (Z.L.); (Z.Y.)
| | - Ziqian Yang
- Virtual Landscape Design Lab, School of Art and Design, Wuhan Institute of Technology, Wuhan 430205, China; (Z.L.); (Z.Y.)
| | - Xinyue Ye
- Department of Landscape Architecture and Urban Planning, Center for Geospatial Sciences, Applications and Technology, TAMIDS Design and Analytics Lab for Urban Artificial Intelligence, Texas A&M University, College Station, TX 77840, USA
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Tonna M, Lucarini V, Borrelli DF, Parmigiani S, Marchesi C. Disembodiment and Language in Schizophrenia: An Integrated Psychopathological and Evolutionary Perspective. Schizophr Bull 2023; 49:161-171. [PMID: 36264669 PMCID: PMC9810023 DOI: 10.1093/schbul/sbac146] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/07/2023]
Abstract
Different hypotheses have flourished to explain the evolutionary paradox of schizophrenia. In this contribution, we sought to illustrate how, in the schizophrenia spectrum, the concept of embodiment may underpin the phylogenetic and developmental pathways linking sensorimotor processes, the origin of human language, and the construction of a basic sense of the self. In particular, according to an embodied model of language, we suggest that the reuse of basic sensorimotor loops for language, while enabling the development of fully symbolic thought, has pushed the human brain close to the threshold of a severe disruption of self-embodiment processes, which are at the core of schizophrenia psychopathology. We adopted an inter-disciplinary approach (psychopathology, neuroscience, developmental biology) within an evolutionary framework, to gain an integrated, multi-perspectival model on the origin of schizophrenia vulnerability. A maladaptive over-expression of evolutionary-developmental trajectories toward language at the expense of embodiment processes would have led to the evolutionary "trade-off" of a hyper-symbolic activity to the detriment of a disembodied self. Therefore, schizophrenia psychopathology might be the cost of long-term co-evolutive interactions between brain and language.
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Affiliation(s)
- Matteo Tonna
- Department of Medicine and Surgery, Psychiatric Unit, University of Parma, Parma, Italy
- Department of Mental Health, Local Health Service, Parma, Italy
| | - Valeria Lucarini
- Université Paris Cité, Institute of Psychiatry and Neuroscience of Paris (IPNP), INSERM U1266, Paris, France
| | | | - Stefano Parmigiani
- Department of Department of Chemistry, Life Sciences and Environmental Sustainability, Unit of Behavioral Biology, University of Parma, Parma, Italy
| | - Carlo Marchesi
- Department of Medicine and Surgery, Psychiatric Unit, University of Parma, Parma, Italy
- Department of Mental Health, Local Health Service, Parma, Italy
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6
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Kueser JB, Borovsky A. Verb vocabularies are shaped by complex meanings from the onset of development. COGSCI ... ANNUAL CONFERENCE OF THE COGNITIVE SCIENCE SOCIETY. COGNITIVE SCIENCE SOCIETY (U.S.). CONFERENCE 2023; 45:130-138. [PMID: 38826494 PMCID: PMC11142620] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/04/2024]
Abstract
Verbs and nouns vary in many ways - including in how they are used in language and in the timing of their early learning. We compare the distribution of semantic features that comprise early-acquired verb and noun meanings. Given overall semantic and syntactic differences between nouns and verbs, we hypothesized that the preference for directly perceptible features observed for nouns would be attenuated for verbs. Building on prior work using semantic features and semantic networks in nouns, we find that compared to early-learned nouns (N = 359), early-learned verbs (N = 103) have meanings disproportionately built from complex information inaccessible to the senses. Further, children's early verb vocabularies (N = 3,804) show semantic relationships strongly shaped by this complex information from the beginning of vocabulary development. Complexity is observed in early verb meanings and is reflected in the vocabularies of children even at the outset of verb learning.
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Affiliation(s)
- Justin B Kueser
- Department of Speech, Language, and Hearing Sciences, Purdue University, West Lafayette, IN 47907 USA
| | - Arielle Borovsky
- Department of Speech, Language, and Hearing Sciences, Purdue University, West Lafayette, IN 47907 USA
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7
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Bredikhin D, Agranovich O, Ulanov M, Koriakina M, Shestakova AN, Kadieva D, Kopytin G, Ermolovich E, Bermúdez-Margaretto B, Shtyrov Y, Jääskeläinen IP, Blagovechtchenski E. Altered evoked responses for motor-related words in children with upper limb motor impairments. Clin Neurophysiol 2023; 145:11-21. [PMID: 36395708 DOI: 10.1016/j.clinph.2022.10.010] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/17/2022] [Revised: 09/30/2022] [Accepted: 10/14/2022] [Indexed: 11/15/2022]
Abstract
OBJECTIVE Obstetric brachial plexus palsy (OBPP) and amyoplasia, the classical type of arthrogryposis multiplex congenita, manifest themselves as highly limited mobility of the upper limb. At the same time, according to the embodiment cognition theories, the motor impairments might lead to the alteration of cognitive functions in OBPP/amyoplasia patients. In the current study, we examined whether OBPP/amyoplasia children exhibit altered processing of motor-related verbs. METHODS We conducted a case-control study using clinical population and control children. Oddball series were used to elicit mismatch negativity (MMN) EEG responses. The series consisted of limb-related verbs (deviant stimuli) and matched pseudowords (standard stimuli). 27 patients and 32 control children were included in the analysis. RESULTS We showed that MMN waveforms differed between OBPP/amyoplasia children and their control peers in the frontal and temporal electrodes when the stimuli contained hand-related verbs. In particular, the MMN peak latency in the OBPP/amyoplasia children was significantly delayed as compared with the healthy controls. At the same time, neither series with leg-related verbs nor series of pseudowords resulted in statistically significant differences. CONCLUSIONS Our findings suggest altered processing of hand-related verbs in OBPP/amyoplasia children with hand-related disabilities. SIGNIFICANCE Our results contribute to the growing evidence in support of the theory of embodied cognition, which proposes that various domains of cognition are shaped by bodily interactions with the environment.
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Affiliation(s)
- Dimitri Bredikhin
- Institute for Cognitive Neuroscience, National Research University Higher School of Economics, 101000 Moscow, Russia.
| | - Olga Agranovich
- Federal State Budgetary Institution the Turner Scientific Research Institute for Children's Orthopedics under the Ministry of Health of the Russian Federation, 196603 St. Petersburg, Russia.
| | - Maxim Ulanov
- Institute for Cognitive Neuroscience, National Research University Higher School of Economics, 101000 Moscow, Russia.
| | - Maria Koriakina
- Institute for Cognitive Neuroscience, National Research University Higher School of Economics, 101000 Moscow, Russia; Federal State Budgetary Institution the Turner Scientific Research Institute for Children's Orthopedics under the Ministry of Health of the Russian Federation, 196603 St. Petersburg, Russia.
| | - Anna N Shestakova
- Institute for Cognitive Neuroscience, National Research University Higher School of Economics, 101000 Moscow, Russia.
| | - Dzerassa Kadieva
- Institute for Cognitive Neuroscience, National Research University Higher School of Economics, 101000 Moscow, Russia.
| | - Grigory Kopytin
- Institute for Cognitive Neuroscience, National Research University Higher School of Economics, 101000 Moscow, Russia.
| | - Evgenia Ermolovich
- Federal State Budgetary Institution the Turner Scientific Research Institute for Children's Orthopedics under the Ministry of Health of the Russian Federation, 196603 St. Petersburg, Russia.
| | - Beatriz Bermúdez-Margaretto
- Institute for Cognitive Neuroscience, National Research University Higher School of Economics, 101000 Moscow, Russia; Facultad de Psicología, Instituto de Integración en la Comunidad - INICO, Universidad de Salamanca, Salamanca, Spain.
| | - Yury Shtyrov
- Institute for Cognitive Neuroscience, National Research University Higher School of Economics, 101000 Moscow, Russia; Center of Functionally Integrative Neuroscience (CFIN), Department of Clinical Medicine, Aarhus University, 8000 Aarhus, Denmark.
| | - Iiro P Jääskeläinen
- Institute for Cognitive Neuroscience, National Research University Higher School of Economics, 101000 Moscow, Russia; Brain and Mind Laboratory, Department of Neuroscience and Biomedical Engineering, School of Science, Aalto University, 02150 Espoo, Finland.
| | - Evgeny Blagovechtchenski
- Institute for Cognitive Neuroscience, National Research University Higher School of Economics, 101000 Moscow, Russia; Federal State Budgetary Institution the Turner Scientific Research Institute for Children's Orthopedics under the Ministry of Health of the Russian Federation, 196603 St. Petersburg, Russia.
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8
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Differences related to aging in sensorimotor knowledge: Investigation of perceptual strength and body object interaction. Arch Gerontol Geriatr 2022; 102:104715. [DOI: 10.1016/j.archger.2022.104715] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/08/2022] [Revised: 04/27/2022] [Accepted: 05/04/2022] [Indexed: 11/24/2022]
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9
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A Non-Randomized Pilot Study on the Benefits of Baby Swimming on Motor Development. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19159262. [PMID: 35954617 PMCID: PMC9368508 DOI: 10.3390/ijerph19159262] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 06/08/2022] [Revised: 07/26/2022] [Accepted: 07/26/2022] [Indexed: 02/04/2023]
Abstract
According to the concept of “embodied cognition”, motor development should not be considered distant from cognitive and language processes. Motor development is essential in the first 1000 days of life, as the child explores and learns new information from the environment. Among motor activities, baby swimming allows infants to make movements that they are not able to perform on solid ground. Since movements become slower in water, the sensory perception of these movements is amplified. However, the relationship between early swimming experience and motor development has not yet been investigated. Therefore, we carried out a pilot study with the aim of exploring this relationship for the first time. To that end, 32 infants aged from 6 to 10 months were recruited. The Peabody Developmental Motor Scale-2 was used to assess motor abilities in healthy children who regularly carried out aquatic courses compared to children who never attended swimming practice. Independent-sample t-tests showed significant differences in favor of the group that performed infant swimming activities on measures of reflexes (t = −2.2, p < 0.05), grasping (t = −3.8, p < 0.001), fine-motor quotient (t = −3.4, p < 0.01) and total-motor quotient (t = −2.4, p < 0.05). Overall, in line with the embodied cognition perspective, these preliminary results are encouraging and allow us to investigate how motor development influences later language development.
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Cichy I, Kruszwicka A, Palus P, Przybyla T, Schliermann R, Wawrzyniak S, Klichowski M, Rokita A. Physical Education with Eduball Stimulates Non-Native Language Learning in Primary School Students. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19138192. [PMID: 35805848 PMCID: PMC9266005 DOI: 10.3390/ijerph19138192] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/13/2022] [Revised: 07/01/2022] [Accepted: 07/03/2022] [Indexed: 12/04/2022]
Abstract
Although the neuronal mechanisms of action and cognition are related, the division of intellectual and physical lessons is standard in schools. This is surprising, because numerous studies show that integrating physical education (PE) with teaching content stimulates critical skills. For example, several experiments indicate that Eduball-based PE (i.e., lessons in a sports hall during which students play team mini-games with educational balls with printed letters, numbers, and other signs) develops mathematical and language competencies. At the same time, the Eduball method does not slow down learners’ physical development. However, we have little knowledge about the effects of such techniques on non-native language learning. Consequently, the absence of incorporating core academic subjects into PE in dual-language schools or during foreign language education is exceptionally high. Here, we replicated the Eduball experiment, but with the goal of testing this method for non-native language learning. Thus, the intervention occurred in a dual-language primary school and we evaluated second language (L2) learning. As before, we used the technique of parallel groups (experimental and control); in both groups, there were three 45-min PE classes per week. In the experimental class, two of them were held using Eduball. After a half-year experiment, children from the experimental group (one second-grade, N = 14) improved their non-native language skills significantly more than their peers from the control group (one second-grade, N = 12). These findings demonstrate that Eduball-type intervention stimulates non-native language learning in children. Hence, our report suggests that specific body training forms can support L2 learning.
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Affiliation(s)
- Ireneusz Cichy
- Department of Team Sports Games, Wroclaw University of Health and Sport Sciences, Mickiewicza 58, 51-684 Wroclaw, Poland; (P.P.); (S.W.); (A.R.)
- Correspondence: (I.C.); (M.K.)
| | - Agnieszka Kruszwicka
- Learning Laboratory, Adam Mickiewicz University, Szamarzewskiego 89, 60-568 Poznan, Poland; (A.K.); (T.P.)
| | - Patrycja Palus
- Department of Team Sports Games, Wroclaw University of Health and Sport Sciences, Mickiewicza 58, 51-684 Wroclaw, Poland; (P.P.); (S.W.); (A.R.)
| | - Tomasz Przybyla
- Learning Laboratory, Adam Mickiewicz University, Szamarzewskiego 89, 60-568 Poznan, Poland; (A.K.); (T.P.)
| | - Rainer Schliermann
- Faculty Social and Health Care Sciences, Regensburg University of Applied Sciences, Seybothstraße 2, 93053 Regensburg, Germany;
| | - Sara Wawrzyniak
- Department of Team Sports Games, Wroclaw University of Health and Sport Sciences, Mickiewicza 58, 51-684 Wroclaw, Poland; (P.P.); (S.W.); (A.R.)
| | - Michal Klichowski
- Learning Laboratory, Adam Mickiewicz University, Szamarzewskiego 89, 60-568 Poznan, Poland; (A.K.); (T.P.)
- Correspondence: (I.C.); (M.K.)
| | - Andrzej Rokita
- Department of Team Sports Games, Wroclaw University of Health and Sport Sciences, Mickiewicza 58, 51-684 Wroclaw, Poland; (P.P.); (S.W.); (A.R.)
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Mathias B, Andrä C, Schwager A, Macedonia M, von Kriegstein K. Twelve- and Fourteen-Year-Old School Children Differentially Benefit from Sensorimotor- and Multisensory-Enriched Vocabulary Training. EDUCATIONAL PSYCHOLOGY REVIEW 2022. [DOI: 10.1007/s10648-021-09648-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
Abstract
Abstract
Both children and adults have been shown to benefit from the integration of multisensory and sensorimotor enrichment into pedagogy. For example, integrating pictures or gestures into foreign language (L2) vocabulary learning can improve learning outcomes relative to unisensory learning. However, whereas adults seem to benefit to a greater extent from sensorimotor enrichment such as the performance of gestures in contrast to multisensory enrichment with pictures, this is not the case in elementary school children. Here, we compared multisensory- and sensorimotor-enriched learning in an intermediate age group that falls between the age groups tested in previous studies (elementary school children and young adults), in an attempt to determine the developmental time point at which children’s responses to enrichment mature from a child-like pattern into an adult-like pattern. Twelve-year-old and fourteen-year-old German children were trained over 5 consecutive days on auditorily presented, concrete and abstract, Spanish vocabulary. The vocabulary was learned under picture-enriched, gesture-enriched, and non-enriched (auditory-only) conditions. The children performed vocabulary recall and translation tests at 3 days, 2 months, and 6 months post-learning. Both picture and gesture enrichment interventions were found to benefit children’s L2 learning relative to non-enriched learning up to 6 months post-training. Interestingly, gesture-enriched learning was even more beneficial than picture-enriched learning for the 14-year-olds, while the 12-year-olds benefitted equivalently from learning enriched with pictures and gestures. These findings provide evidence for opting to integrate gestures rather than pictures into L2 pedagogy starting at 14 years of age.
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Xu Z, Liu D. Body-object interaction effect in word recognition and its relationship with screen time in Chinese children. READING AND WRITING 2022:1-28. [PMID: 35125652 PMCID: PMC8799420 DOI: 10.1007/s11145-021-10238-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 12/02/2021] [Indexed: 06/14/2023]
Abstract
A sample of 144 s- and 150 fourth-grade Chinese children was recruited to investigate the influence of body-object interactions (BOIs) on word recognition, i.e., how easily they could interact physically with each word's referent. The moderation on this relationship of children's screen time for entertainment purposes (i.e., the viewing or use of any device with a screen) was also examined. In a lexical decision task, the children were asked to judge whether each item was a real Chinese word. Each real word was assigned a BOI rating score. Model analysis showed that the BOI rating was a significant predictor of the children's word recognition performances. The children recognized the words with higher BOI ratings at higher accuracy rates and higher response speeds more than the words with lower BOI ratings, showing a BOI effect. These results suggest an involvement of sensorimotor information in processing concepts. As well, the results showed a moderating effect of screen time on the BOI effect. With the increase of screen time, the BOI effect was reduced in terms of response speed. Moreover, the influence of the screen time on the BOI effect was larger in the second graders than in the fourth graders.
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Affiliation(s)
- Zhengye Xu
- Department of Special Education and Counselling, The Education University of Hong Kong, No. 10 Lo Ping Road, Tai Po, N.T. Hong Kong
| | - Duo Liu
- Department of Special Education and Counselling, The Education University of Hong Kong, No. 10 Lo Ping Road, Tai Po, N.T. Hong Kong
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13
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Kim E, Han J, Choi H, Prié Y, Vigier T, Bulteau S, Kwon GH. Examining the Academic Trends in Neuropsychological Tests for Executive Functions Using Virtual Reality: Systematic Literature Review. JMIR Serious Games 2021; 9:e30249. [PMID: 34822341 PMCID: PMC8663439 DOI: 10.2196/30249] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/09/2021] [Revised: 08/31/2021] [Accepted: 09/19/2021] [Indexed: 01/19/2023] Open
Abstract
Background In neuropsychology, fully immersive virtual reality (VR) has been spotlighted as a promising tool. It is considered that VR not only overcomes the existing limitation of neuropsychological tests but is also appropriate for treating executive functions (EFs) within activities of daily living (ADL) due to its high ecological validity. While fully immersive VR offers new possibilities of neuropsychological tests, there are few studies that overview the intellectual landscape and academic trends in the research related to mainly targeted EFs with fully immersive VR. Objective The objective of this study is to get an overview of the research trends that use VR in neuropsychological tests and to analyze the research trends using fully immersive VR neuropsychological tests with experimental articles. Methods This review was carried out according to Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Articles were searched in three web databases using keywords related to VR, EFs, and cognitive abilities. The study was conducted in two steps, keyword analysis and in-depth systematic review. In the web database search from 2000 to 2019, 1167 articles were initially collected, of which 234 articles in the eligibility phase were used to conduct keyword analysis and a total of 47 articles were included for systematic review. Results In keyword analysis, the number of articles focused on dementia including the keywords “MCI,” “SCD,” and “dementia” were highlighted over the period, rather than other symptoms. In addition, we identified that the use of behavioral and physiological data in virtual environments (VEs) has dramatically increased in recent studies. In the systematic review, we focused on the purpose of study, assessment, treatment, and validation of usability and structure. We found that treatment studies and uncategorized studies including presence and cybersickness issues have emerged in the recent period. In addition, the target symptoms and range of participants were diversified. Conclusions There has been a continuously increasing interest in dealing with neuropsychology by using fully immersive VR. Target cognitive abilities have been diversified, as well as target symptoms. Moreover, the concept of embodied cognition was transplanted in this research area.
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Affiliation(s)
- Euisung Kim
- Graduate School of Technology and Innovation Management, Hanyang University, Seoul, Republic of Korea
| | - Jieun Han
- Graduate School of Technology and Innovation Management, Hanyang University, Seoul, Republic of Korea
| | - Hojin Choi
- Department of Neurology, College of Medicine, Hanyang University, Seoul, Republic of Korea
| | - Yannick Prié
- Laboratory of Digital Science of Nantes (LS2N), CNRS UMR6004, Nantes Université, Nantes, France
| | - Toinon Vigier
- Laboratory of Digital Science of Nantes (LS2N), CNRS UMR6004, Nantes Université, Nantes, France
| | - Samuel Bulteau
- CHU Nantes, Psychiatry Department, Nantes, France.,INSERM U1246, SPHERE, University of Nantes, University of Tours, Nantes, France
| | - Gyu Hyun Kwon
- Graduate School of Technology and Innovation Management, Hanyang University, Seoul, Republic of Korea
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14
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van den Berghe R, Oudgenoeg-Paz O, Verhagen J, Brouwer S, de Haas M, de Wit J, Willemsen B, Vogt P, Krahmer E, Leseman P. Individual Differences in Children's (Language) Learning Skills Moderate Effects of Robot-Assisted Second Language Learning. Front Robot AI 2021; 8:676248. [PMID: 34504871 PMCID: PMC8421643 DOI: 10.3389/frobt.2021.676248] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/04/2021] [Accepted: 07/29/2021] [Indexed: 11/25/2022] Open
Abstract
The current study investigated how individual differences among children affect the added value of social robots for teaching second language (L2) vocabulary to young children. Specifically, we investigated the moderating role of three individual child characteristics deemed relevant for language learning: first language (L1) vocabulary knowledge, phonological memory, and selective attention. We expected children low in these abilities to particularly benefit from being assisted by a robot in a vocabulary training. An L2 English vocabulary training intervention consisting of seven sessions was administered to 193 monolingual Dutch five-year-old children over a three- to four-week period. Children were randomly assigned to one of three experimental conditions: 1) a tablet only, 2) a tablet and a robot that used deictic (pointing) gestures (the no-iconic-gestures condition), or 3) a tablet and a robot that used both deictic and iconic gestures (i.e., gestures depicting the target word; the iconic-gestures condition). There also was a control condition in which children did not receive a vocabulary training, but played dancing games with the robot. L2 word knowledge was measured directly after the training and two to four weeks later. In these post-tests, children in the experimental conditions outperformed children in the control condition on word knowledge, but there were no differences between the three experimental conditions. Several moderation effects were found. The robot’s presence particularly benefited children with larger L1 vocabularies or poorer phonological memory, while children with smaller L1 vocabularies or better phonological memory performed better in the tablet-only condition. Children with larger L1 vocabularies and better phonological memory performed better in the no-iconic-gestures condition than in the iconic-gestures condition, while children with better selective attention performed better in the iconic-gestures condition than the no-iconic-gestures condition. Together, the results showed that the effects of the robot and its gestures differ across children, which should be taken into account when designing and evaluating robot-assisted L2 teaching interventions.
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Affiliation(s)
- Rianne van den Berghe
- Department of Development of Youth and Education in Diverse Societies, Utrecht University, Utrecht, Netherlands.,Section Leadership in Education and Development, Windesheim University of Applied Sciences, Almere, Netherlands
| | - Ora Oudgenoeg-Paz
- Department of Development of Youth and Education in Diverse Societies, Utrecht University, Utrecht, Netherlands
| | - Josje Verhagen
- Amsterdam Center for Language and Communication, University of Amsterdam, Amsterdam, Netherlands
| | - Susanne Brouwer
- Department of Modern Languages and Cultures, Radboud University, Nijmegen, Netherlands
| | - Mirjam de Haas
- Department of Cognitive Science and Artificial Intelligence, Tilburg University, Tilburg, Netherlands
| | - Jan de Wit
- Department of Communication and Cognition, Tilburg University, Tilburg, Netherlands
| | - Bram Willemsen
- Department of Intelligent Systems, KTH Royal Institute of Technology, Stockholm, Sweden
| | - Paul Vogt
- Department of Cognitive Science and Artificial Intelligence, Tilburg University, Tilburg, Netherlands.,School of Communication, Media and IT, Hanze University of Applied Sciences, Groningen, Netherlands
| | - Emiel Krahmer
- Department of Communication and Cognition, Tilburg University, Tilburg, Netherlands
| | - Paul Leseman
- Department of Development of Youth and Education in Diverse Societies, Utrecht University, Utrecht, Netherlands
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15
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Lux V, Non AL, Pexman PM, Stadler W, Weber LAE, Krüger M. A Developmental Framework for Embodiment Research: The Next Step Toward Integrating Concepts and Methods. Front Syst Neurosci 2021; 15:672740. [PMID: 34393730 PMCID: PMC8360894 DOI: 10.3389/fnsys.2021.672740] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/26/2021] [Accepted: 06/28/2021] [Indexed: 12/17/2022] Open
Abstract
Embodiment research is at a turning point. There is an increasing amount of data and studies investigating embodiment phenomena and their role in mental processing and functions from across a wide range of disciplines and theoretical schools within the life sciences. However, the integration of behavioral data with data from different biological levels is challenging for the involved research fields such as movement psychology, social and developmental neuroscience, computational psychosomatics, social and behavioral epigenetics, human-centered robotics, and many more. This highlights the need for an interdisciplinary framework of embodiment research. In addition, there is a growing need for a cross-disciplinary consensus on level-specific criteria of embodiment. We propose that a developmental perspective on embodiment is able to provide a framework for overcoming such pressing issues, providing analytical tools to link timescales and levels of embodiment specific to the function under study, uncovering the underlying developmental processes, clarifying level-specific embodiment criteria, and providing a matrix and platform to bridge disciplinary boundaries among the involved research fields.
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Affiliation(s)
- Vanessa Lux
- Department of Genetic Psychology, Faculty of Psychology, Ruhr-Universität Bochum, Bochum, Germany
| | - Amy L Non
- Department of Anthropology, University of California, San Diego, La Jolla, CA, United States
| | - Penny M Pexman
- Department of Psychology, University of Calgary, Calgary, AB, Canada
| | - Waltraud Stadler
- Chair of Human Movement Science, Department of Sports and Health Sciences, Technical University of Munich, Munich, Germany
| | - Lilian A E Weber
- Department of Psychiatry, Oxford Centre for Human Brain Activity, Warneford Hospital, Oxford, United Kingdom.,Translational Neuromodeling Unit, Institute for Biomedical Engineering, University of Zurich and ETH Zurich, Zurich, Switzerland
| | - Melanie Krüger
- Institute of Sports Science, Faculty of Humanities, Leibniz University Hannover, Hannover, Germany
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16
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Vilà-Giménez I, Dowling N, Demir-Lira ÖE, Prieto P, Goldin-Meadow S. The Predictive Value of Non-Referential Beat Gestures: Early Use in Parent-Child Interactions Predicts Narrative Abilities at 5 Years of Age. Child Dev 2021; 92:2335-2355. [PMID: 34018614 DOI: 10.1111/cdev.13583] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
A longitudinal study with 45 children (Hispanic, 13%; non-Hispanic, 87%) investigated whether the early production of non-referential beat and flip gestures, as opposed to referential iconic gestures, in parent-child naturalistic interactions from 14 to 58 months old predicts narrative abilities at age 5. Results revealed that only non-referential beats significantly (p < .01) predicted later narrative productions. The pragmatic functions of the children's speech that accompany these gestures were also analyzed in a representative sample of 18 parent-child dyads, revealing that beats were typically associated with biased assertions or questions. These findings show that the early use of beats predicts narrative abilities later in development, and suggest that this relation is likely due to the pragmatic-structuring function that beats reflect in early discourse.
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Affiliation(s)
| | | | - Ö Ece Demir-Lira
- University of Iowa, DeLTA Center and Iowa Neuroscience Institute
| | - Pilar Prieto
- Institució Catalana de Recerca i Estudis Avançats (ICREA) and Universitat Pompeu Fabra
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17
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Bell MD, Weinstein AJ, Pittman B, Gorman RM, Abujelala M. The Activate Test of Embodied Cognition (ATEC): Reliability, concurrent validity and discriminant validity in a community sample of children using cognitively demanding physical tasks related to executive functioning. Child Neuropsychol 2021; 27:973-983. [PMID: 33985422 DOI: 10.1080/09297049.2021.1923686] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
Embodied cognition assessment may be more closely related to how children function than standard measures of executive functioning (EF) that require little body movement. Activate Test of Embodied Cognition (ATEC) measures cognitive functioning based on cognitively demanding physical tasks assessed using an automated administration with motion capture technology. This study evaluated the psychometrics of ATEC.Children ages 5-11 years were recruited from the community (N = 55). ATEC was performed twice for a subsample, approximately 2 weeks apart. Motion capture data were collected and converted into ATEC Total Score. Concurrent measures included scores from NIH Toolbox for EF (Flanker, Working Memory, Go/No-Go task, Balloon Analogue Risk Task (BART)), and parent reports (Child Behavior Checklist (CBCL), Behavioral Rating Inventory of Executive Function (BRIEF-2) and Swanson, Nolan, and Pelham Rating Scale (SNAP-IV) for ADHD).ATEC Total Score was significantly correlated with concurrent measures of EF and showed significant discriminant validity between At-Risk children and Normal Range children on CBCL Competency, CBCL ADHD Combined score, BRIEF-2 Global Executive Composite, BRIEF-2 Cognitive Regulation Index and SNAP-IV ADHD Combined Score. Regression analyses showed that ATEC Total score was a better predictor of CBCL Competency than any of the standard EF assessments. ATEC Total Score had excellent test-retest reliability, (ICC = .945, df = 27, p < .001) with a small practice effect (Cohen's d = 0.33). ATEC Total Score correlated with age (r = .42, p < .003) suggesting improvement with normal development. ATEC produces reliable scores that may identify children at risk for EF impairments.
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Affiliation(s)
- Morris D Bell
- Department of Psychiatry, Yale University School of Medicine, New Haven, CT.,Department of Psychiatry, VA Connecticut Healthcare System, West Haven, CT, USA
| | - Andrea J Weinstein
- Department of Psychiatry, Yale University School of Medicine, New Haven, CT.,Department of Psychiatry, VA Connecticut Healthcare System, West Haven, CT, USA
| | - Brian Pittman
- Department of Psychiatry, Yale University School of Medicine, New Haven, CT.,Department of Psychiatry, VA Connecticut Healthcare System, West Haven, CT, USA
| | - Richard M Gorman
- Department of Psychiatry, VA Connecticut Healthcare System, West Haven, CT, USA
| | - Maher Abujelala
- Department of Psychiatry, Yale University School of Medicine, New Haven, CT
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18
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Mogren Å, McAllister A, Sjögreen L. Range of motion (ROM) in the lips and jaw during vowels assessed with 3D motion analysis in Swedish children with typical speech development and children with speech sound disorders. LOGOP PHONIATR VOCO 2021; 47:219-229. [PMID: 33660562 DOI: 10.1080/14015439.2021.1890207] [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] [Indexed: 10/22/2022]
Abstract
PURPOSE The aim was to compare movement patterns of lips and jaw in lateral, vertical and anteroposterior directions during vowel production in children with typical speech development (TSD) and in children with speech sound disorders (SSD) persisting after the age of six. METHODS A total of 93 children were included, 42 children with TSD (6:0-12:2 years, mean age 8:9 ± 1:5, 19 girls and 23 boys) and 51 children with SSD (6:0-16:7 years, mean age 8:5 ± 3:0, 14 girls and 37 boys). Range of motion (ROM) in lips and jaw in the vowels [a, ʊ, ɪ] produced in a syllable repetition task and median values in resting position were measured with a system for 3D motion analysis. The analysis was based on the coordinates for the mouth corners and the chin centre. RESULTS There were significant differences between the groups on movements in lateral direction in both lips and jaw. Children with TSD had generally smaller and more, symmetrical movements in the lips and jaw, in all three dimensions compared to children with SSD. There were no significant differences between the groups in resting position. CONCLUSION Children with SSD persisting after the age of six years show more asymmetrical and more variable movement patterns in lips and jaw during vowel production compared with children with TSD in a simple syllable repetition task. Differences were more pronounced in lateral direction in both lips and jaw.
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Affiliation(s)
- Åsa Mogren
- Division of Speech and Language Pathology, Department of Clinical Science, Intervention and Technology, Karolinska Institutet, Stockholm, Sweden.,Mun-H-Center, Orofacial Resource Centre for Rare Diseases, Public Dental Service, Gothenburg, Sweden
| | - Anita McAllister
- Division of Speech and Language Pathology, Department of Clinical Science, Intervention and Technology, Karolinska Institutet, Stockholm, Sweden.,Functional Area Speech and Language Pathology, Karolinska University Hospital, Stockholm, Sweden
| | - Lotta Sjögreen
- Mun-H-Center, Orofacial Resource Centre for Rare Diseases, Public Dental Service, Gothenburg, Sweden.,Department of Health and Rehabilitation, Sahlgrenska Academy, Institute of Neuroscience and Physiology, Gothenburg, Sweden
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19
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Garagnani M, Kirilina E, Pulvermüller F. Semantic Grounding of Novel Spoken Words in the Primary Visual Cortex. Front Hum Neurosci 2021; 15:581847. [PMID: 33732120 PMCID: PMC7959837 DOI: 10.3389/fnhum.2021.581847] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/10/2020] [Accepted: 01/25/2021] [Indexed: 11/18/2022] Open
Abstract
Embodied theories of grounded semantics postulate that, when word meaning is first acquired, a link is established between symbol (word form) and corresponding semantic information present in modality-specific—including primary—sensorimotor cortices of the brain. Direct experimental evidence documenting the emergence of such a link (i.e., showing that presentation of a previously unknown, meaningless word sound induces, after learning, category-specific reactivation of relevant primary sensory or motor brain areas), however, is still missing. Here, we present new neuroimaging results that provide such evidence. We taught participants aspects of the referential meaning of previously unknown, senseless novel spoken words (such as “Shruba” or “Flipe”) by associating them with either a familiar action or a familiar object. After training, we used functional magnetic resonance imaging to analyze the participants’ brain responses to the new speech items. We found that hearing the newly learnt object-related word sounds selectively triggered activity in the primary visual cortex, as well as secondary and higher visual areas.These results for the first time directly document the formation of a link between the novel, previously meaningless spoken items and corresponding semantic information in primary sensory areas in a category-specific manner, providing experimental support for perceptual accounts of word-meaning acquisition in the brain.
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Affiliation(s)
- Max Garagnani
- Department of Computing, Goldsmiths, University of London, London, United Kingdom.,Brain Language Laboratory, Department of Philosophy and Humanities, WE4, Freie Universität Berlin, Berlin, Germany
| | - Evgeniya Kirilina
- Neurocomputational Neuroimaging Unit, Freie Universität Berlin, Berlin, Germany.,Department of Neurophysics, Max-Plank Institute for Cognitive and Brain Sciences, Leipzig, Germany
| | - Friedemann Pulvermüller
- Brain Language Laboratory, Department of Philosophy and Humanities, WE4, Freie Universität Berlin, Berlin, Germany.,Berlin School of Mind and Brain, Humboldt Universität Zu Berlin, Berlin, Germany.,Einstein Center for Neurosciences Berlin, Berlin, Germany.,Cluster of Excellence "Matters of Activity", Humboldt Universität zu Berlin, Berlin, Germany
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20
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Rodrigo MJ, Muñetón-Ayala M, de Vega M. Exploring the Co-occurrence of Manual Verbs and Actions in Early Mother-Child Communication. Front Psychol 2020; 11:596080. [PMID: 33240185 PMCID: PMC7683411 DOI: 10.3389/fpsyg.2020.596080] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/18/2020] [Accepted: 10/21/2020] [Indexed: 11/23/2022] Open
Abstract
The embodiment approach has shown that motor neural networks are involved in the processing of action verbs. There is developmental evidence that embodied effects on verb processing are already present in early years. Yet, the ontogenetic origin of this motor reuse in action verbs remains unknown. This longitudinal study investigates the co-occurrence of manual verbs and actions during mother-child daily routines (free play, bathing, and dining) when children were 1 to 2 (Group 1) and 2 to 3 (Group 2) years old. Eight mother-child dyads were video-recorded in 3-month intervals across 12 months (27 recording hours), and the timing of verbs and manual actions (21,876 entries) were coded by independent observers. Results showed that the probability of matched verb-action co-occurrences were much higher (0.80 and 0.77) than that of random co-occurrences (0.13 and 0.15) for Group 1 and Group 2, respectively. The distributions of the verb-action temporal intervals in both groups were quite symmetrical and skewed with the peak corresponding to both 0.00 s synchronic intervals (8% of the cases) and the shortest +5 s interval (40% of the cases). Mother-led instances occurred in both groups whereas child-led instances were restricted to Group 2. Mothers pragmatically aligned their verbal productions, since they repeatedly used (74%) those verbs they shared with their children's repertoire (31%). In conclusion, the early multisensory communicative and manipulative scene affords grounding of verb meanings on the ongoing actions, facilitating verb-action pairing in the realm of social interactions, providing a new dimension to the prevailing solipsistic approach to embodiment.
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Affiliation(s)
- María José Rodrigo
- Facultad de Psicología, Universidad de La Laguna, San Cristóbal de La Laguna, Spain
| | | | - Manuel de Vega
- Instituto Universitario de Neurociencias, Universidad de La Laguna, San Cristóbal de La Laguna, Spain
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21
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Fine motor skills and mental imagery: Is it all in the mind? J Exp Child Psychol 2019; 186:59-72. [DOI: 10.1016/j.jecp.2019.05.002] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/19/2019] [Revised: 05/07/2019] [Accepted: 05/07/2019] [Indexed: 11/24/2022]
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22
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23
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Frith E, Loprinzi PD, Miller SE. Role of Embodied Movement in Assessing Creative Behavior in Early Childhood: A Focused Review. Percept Mot Skills 2019; 126:1058-1083. [PMID: 31407960 DOI: 10.1177/0031512519868622] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/24/2023]
Abstract
The controlled measurement of creative potential in early childhood is imperative for researchers seeking to fully understand the initial emergence and development of creativity. Evidence for original ideation has been demonstrated in infants as young as one year old, through their performance of movement-based, interactive creativity tasks. In this focused review of developmental research, we suggest that embodied movements and interactive play may uniquely facilitate creative thinking in early childhood (i.e., from birth to age six). From this review, we propose that embodied movement reinforces physical interactions that influence cognitions underlying creative behavior. Embodied creativity may supplement traditional creativity measures, as young children may be more inclined to represent their inner thoughts and experiences through movement rather than through language alone. Thus, we explored the importance of embodied creativity as a means of informing current researchers about the development of creativity, and we suggest future experimental research in this area.
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Affiliation(s)
- Emily Frith
- Department of Psychology, University of Mississippi, University, MS, USA
| | - Paul D Loprinzi
- Exercise and Memory Laboratory, Department of Health, Exercise Science and Recreation Management, University of Mississippi, University, MS, USA
| | - Stephanie E Miller
- Department of Psychology, University of Mississippi, University, MS, USA
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24
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Vogt A, Kaup B, Dudschig C. When words are upside down: Language-space associations in children and adults. J Exp Child Psychol 2019; 186:142-158. [PMID: 31265932 DOI: 10.1016/j.jecp.2019.06.001] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/19/2018] [Revised: 06/05/2019] [Accepted: 06/05/2019] [Indexed: 11/28/2022]
Abstract
The nonlinguistic sensorimotor experiences and contexts that accompany language learning are often assumed to play an integral role in meaning representation. However, despite embodied models of language comprehension being well established in the literature, evidence is mainly derived from adult studies. For example, it has been shown that for adult comprehenders there is a close link between language and space, resulting in automatic reactivation of a referent's spatial location during word processing. In the current study, we investigated whether this link can also be found in young children (4;8-7;5 years;months). In a Stroop-like paradigm, our participants responded to a colored circle on the screen with an upward or downward arm movement after auditorily perceiving a task-irrelevant noun. We chose noun's with referents that are typically located either in upper or lower space (e.g., "sun" vs. "shoe"). Although it was not necessary to process the meaning of the nouns in order to fulfill the task, we found a spatial compatibility effect that was similar to language-space associations previously reported for adult participants. We conclude that sensorimotor experiences in the spatial domain seem to play a role during meaning processing from early childhood onward, a finding crucial for embodied models of language comprehension.
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Affiliation(s)
- Anne Vogt
- Department of Psychology, University of Tübingen, 72076 Tübingen, Germany.
| | - Barbara Kaup
- Department of Psychology, University of Tübingen, 72076 Tübingen, Germany
| | - Carolin Dudschig
- Department of Psychology, University of Tübingen, 72076 Tübingen, Germany
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25
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Monaco E, Jost LB, Gygax PM, Annoni JM. Embodied Semantics in a Second Language: Critical Review and Clinical Implications. Front Hum Neurosci 2019; 13:110. [PMID: 30983983 PMCID: PMC6449436 DOI: 10.3389/fnhum.2019.00110] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/05/2018] [Accepted: 03/12/2019] [Indexed: 12/20/2022] Open
Abstract
The role of the sensorimotor system in second language (L2) semantic processing as well as its clinical implications for bilingual patients has hitherto been neglected. We offer an overview of the issues at stake in this under-investigated field, presenting the theoretical and clinical relevance of studying L2 embodiment and reviewing the few studies on this topic. We highlight that (a) the sensorimotor network is involved in L2 processing, and that (b) in most studies, L2 is differently embodied than L1, reflected in a lower degree or in a different pattern of L2 embodiment. Importantly, we outline critical issues to be addressed in order to guide future research. We also delineate the subsequent steps needed to confirm or dismiss the value of language therapeutic approaches based on embodiment theories as a complement of speech and language therapies in adult bilinguals.
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Affiliation(s)
- Elisa Monaco
- Laboratory for Cognitive and Neurological Sciences, Neurology Unit, Medicine Section, Department of Neuroscience and Movement Science, Faculty of Science and Medicine, University of Fribourg, Fribourg, Switzerland
| | - Lea B. Jost
- Laboratory for Cognitive and Neurological Sciences, Neurology Unit, Medicine Section, Department of Neuroscience and Movement Science, Faculty of Science and Medicine, University of Fribourg, Fribourg, Switzerland
| | - Pascal M. Gygax
- Department of Psychology, University of Fribourg, Fribourg, Switzerland
| | - Jean-Marie Annoni
- Laboratory for Cognitive and Neurological Sciences, Neurology Unit, Medicine Section, Department of Neuroscience and Movement Science, Faculty of Science and Medicine, University of Fribourg, Fribourg, Switzerland
- Neurology Unit, Fribourg Cantonal Hospital, Fribourg, Switzerland
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26
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Abstract
Theories of embodied cognition propose that sensorimotor experience is essential to learning, representing, and accessing conceptual information. Embodied effects have been observed in early child development and adult cognitive processing, but there has been less research examining the role of embodiment in later childhood. We conducted two experiments to test whether degree of sensorimotor experience modulates children’s word learning. In Experiment 1, 5-year-old children learned labels for 10 unfamiliar objects in one of six learning conditions, which varied in how much sensorimotor experience and information about the objects children received. Children’s word learning was assessed with a recognition test. Results indicated that there was no effect of learning condition on recognition accuracy, as children performed equally well in all conditions. In Experiment 2, we modified the stimuli to emphasize the sensory features of the objects; 5-year-old children learned labels for these objects in one of two learning conditions. Once again, there was no effect of learning condition on children’s recognition accuracy performance. Overall, children’s word learning was not modulated by the extent to which they had sensorimotor experience with the labelled objects. As such, the results place some limits on the role of embodiment in language learning.
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27
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Zuccarini M, Guarini A, Iverson JM, Benassi E, Savini S, Alessandroni R, Faldella G, Sansavini A. Does early object exploration support gesture and language development in extremely preterm infants and full-term infants? JOURNAL OF COMMUNICATION DISORDERS 2018; 76:91-100. [PMID: 30300842 DOI: 10.1016/j.jcomdis.2018.09.004] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/07/2018] [Revised: 07/18/2018] [Accepted: 09/23/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND An increasing body of research on typically and atypically developing infants has shown that motor skills play an important role in language development. To date, however, the role of specific object exploration skills for early gesture and vocabulary development has not been investigated in extremely low gestational age infants (ELGA, GA < 28 weeks), who are at greater risk for motor and language delays than full-term (FT) infants. PURPOSE This longitudinal study examined relations between 6-month active exploratory behaviors and 12- month word comprehension, gestures and vocal production, controlling for cognitive performance and neonatal condition (ELGA vs FT). METHODS Forty infants, 20 ELGA and 20 FT, and their mothers participated in the study. Mother-infant play interaction was video-recorded at 6 and 12 months. Oral and manual object exploration at 6 months and spontaneous gestures and vocal production at 12 months were coded. Word comprehension was evaluated with the Italian version of the MacArthur-Bates CDI parent questionnaire at 12 months. Cognitive performance was examined with the Griffiths Mental Developmental Scales at 6 months and the Bayley-III Scales at 12 months. RESULTS Regression analyses showed that after accounting for cognitive performance and neonatal condition, oral exploration was related to word comprehension, and manual exploration to gestures and vocal production in the overall sample. CONCLUSIONS Cascading effects of specific object exploration skills on gestures and language comprehension and production in preterm infants and FT infants are discussed. Clinical implications for early assessment of and interventions involving object exploration skills, which may affect language development, are considered for the preterm population.
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Affiliation(s)
| | | | | | - Erika Benassi
- Department of Psychology, University of Bologna, Italy
| | - Silvia Savini
- Department of Psychology, University of Bologna, Italy
| | - Rosina Alessandroni
- Neonatology and Neonatal Intensive Care Unit-S. Orsola-Malpighi Hospital, Bologna, Italy
| | - Giacomo Faldella
- Neonatology and Neonatal Intensive Care Unit-S. Orsola-Malpighi Hospital, Bologna, Italy; Department of Medical and Surgical Sciences, University of Bologna, Italy
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28
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Steeb B, García-Cordero I, Huizing MC, Collazo L, Borovinsky G, Ferrari J, Cuitiño MM, Ibáñez A, Sedeño L, García AM. Progressive Compromise of Nouns and Action Verbs in Posterior Cortical Atrophy. Front Psychol 2018; 9:1345. [PMID: 30123155 PMCID: PMC6085559 DOI: 10.3389/fpsyg.2018.01345] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/16/2018] [Accepted: 07/13/2018] [Indexed: 12/18/2022] Open
Abstract
Processing of nouns and action verbs can be differentially compromised following lesions to posterior and anterior/motor brain regions, respectively. However, little is known about how these deficits progress in the course of neurodegeneration. To address this issue, we assessed productive lexical skills in a patient with posterior cortical atrophy (PCA) at two different stages of his pathology. On both occasions, he underwent a structural brain imaging protocol and completed semantic fluency tasks requiring retrieval of animals (nouns) and actions (verbs). Imaging results were compared with those of controls via voxel-based morphometry (VBM), whereas fluency performance was compared to age-matched norms through Crawford's t-tests. In the first assessment, the patient exhibited atrophy of more posterior regions supporting multimodal semantics (medial temporal and lingual gyri), together with a selective deficit in noun fluency. Then, by the second assessment, the patient's atrophy had progressed mainly toward fronto-motor regions (rolandic operculum, inferior and superior frontal gyri) and subcortical motor hubs (cerebellum, thalamus), and his fluency impairments had extended to action verbs. These results offer unprecedented evidence of the specificity of the pathways related to noun and action-verb impairments in the course of neurodegeneration, highlighting the latter's critical dependence on damage to regions supporting motor functions, as opposed to multimodal semantic processes.
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Affiliation(s)
- Brenda Steeb
- Laboratory of Language Research (LILEN), Institute of Cognitive and Translational Neuroscience (INCYT), INECO Foundation, Favaloro University, Buenos Aires, Argentina
| | - Indira García-Cordero
- Laboratory of Experimental Psychology and Neuroscience (LPEN), Institute of Cognitive and Translational Neuroscience (INCYT), INECO Foundation, Favaloro University, Buenos Aires, Argentina.,National Scientific and Technical Research Council (CONICET), Buenos Aires, Argentina
| | - Marjolein C Huizing
- Laboratory of Language Research (LILEN), Institute of Cognitive and Translational Neuroscience (INCYT), INECO Foundation, Favaloro University, Buenos Aires, Argentina
| | - Lucas Collazo
- Laboratory of Language Research (LILEN), Institute of Cognitive and Translational Neuroscience (INCYT), INECO Foundation, Favaloro University, Buenos Aires, Argentina
| | - Geraldine Borovinsky
- Laboratory of Language Research (LILEN), Institute of Cognitive and Translational Neuroscience (INCYT), INECO Foundation, Favaloro University, Buenos Aires, Argentina
| | - Jesica Ferrari
- Department of Language Speech, Institute of Cognitive Neurology, Buenos Aires, Argentina
| | - Macarena M Cuitiño
- Laboratory of Language Research (LILEN), Institute of Cognitive and Translational Neuroscience (INCYT), INECO Foundation, Favaloro University, Buenos Aires, Argentina.,National Scientific and Technical Research Council (CONICET), Buenos Aires, Argentina.,Faculty of Psychology, Favaloro University, Buenos Aires, Argentina.,Faculty of Psychology, University of Buenos Aires, Buenos Aires, Argentina
| | - Agustín Ibáñez
- Laboratory of Experimental Psychology and Neuroscience (LPEN), Institute of Cognitive and Translational Neuroscience (INCYT), INECO Foundation, Favaloro University, Buenos Aires, Argentina.,National Scientific and Technical Research Council (CONICET), Buenos Aires, Argentina.,Universidad Autónoma del Caribe, Barranquilla, Colombia.,Center for Social and Cognitive Neuroscience, School of Psychology, Universidad Adolfo Ibáñez, Santiago de Chile, Chile.,Centre of Excellence in Cognition and its Disorders, Australian Research Council, Sydney, NSW, Australia
| | - Lucas Sedeño
- Laboratory of Experimental Psychology and Neuroscience (LPEN), Institute of Cognitive and Translational Neuroscience (INCYT), INECO Foundation, Favaloro University, Buenos Aires, Argentina.,National Scientific and Technical Research Council (CONICET), Buenos Aires, Argentina
| | - Adolfo M García
- Laboratory of Experimental Psychology and Neuroscience (LPEN), Institute of Cognitive and Translational Neuroscience (INCYT), INECO Foundation, Favaloro University, Buenos Aires, Argentina.,National Scientific and Technical Research Council (CONICET), Buenos Aires, Argentina.,Faculty of Education, National University of Cuyo, Mendoza, Argentina
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29
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Suggate S, Stoeger H. Fine Motor Skills Enhance Lexical Processing of Embodied Vocabulary: A Test of the Nimble-Hands, Nimble-Minds Hypothesis. Q J Exp Psychol (Hove) 2017; 70:2169-2187. [DOI: 10.1080/17470218.2016.1227344] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/02/2023]
Abstract
Research suggests that fine motor skills (FMS) are linked to aspects of cognitive development in children. Additionally, lexical processing advantages exist for words implying a high body–object interaction (BOI), with initial findings indicating that such words in turn link to children's FMS—for which we propose and evaluate four competing hypotheses. First, a maturational account argues that any links between FMS and lexical processing should not exist once developmental variables are controlled for. Second, functionalism posits that any link between FMS and lexical processing arises due to environmental interactions. Third, the semantic richness hypothesis argues that sensorimotor input improves lexical processing, but predicts no links between FMS and lexical processing. A fourth account, the nimble-hands, nimble minds (NHNM) hypothesis, proposes that having greater FMS improves lexical processing for high-BOI words. In two experiments, the response latencies of preschool children ( n = 90, n = 76, ages = 5;1) to 45 lexical items encompassing high-BOI, low-BOI, and less imageable words were measured, alongside measures of FMS, reasoning, and general receptive/expressive vocabulary. High-BOI words appeared to show unique links to FMS, which remained after accounting for low-BOI and less imageable words, general vocabulary, reasoning, and chronological age. Although further work is needed, the findings provide initial support for the NHNM hypothesis.
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Affiliation(s)
- Sebastian Suggate
- Fakultät für Psychologie, Pädagogik und Sportwissenschaft, University of Regensburg, Institut für Pädagogik, Regensburg, Germany
| | - Heidrun Stoeger
- Fakultät für Psychologie, Pädagogik und Sportwissenschaft, University of Regensburg, Institut für Pädagogik, Regensburg, Germany
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30
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Nomikou I, Koke M, Rohlfing KJ. Verbs in Mothers' Input to Six-Month-Olds: Synchrony between Presentation, Meaning, and Actions Is Related to Later Verb Acquisition. Brain Sci 2017; 7:E52. [PMID: 28468265 PMCID: PMC5447934 DOI: 10.3390/brainsci7050052] [Citation(s) in RCA: 45] [Impact Index Per Article: 6.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/16/2016] [Revised: 04/18/2017] [Accepted: 04/25/2017] [Indexed: 11/16/2022] Open
Abstract
In embodied theories on language, it is widely accepted that experience in acting generates an expectation of this action when hearing the word for it. However, how this expectation emerges during language acquisition is still not well understood. Assuming that the intermodal presentation of information facilitates perception, prior research had suggested that early in infancy, mothers perform their actions in temporal synchrony with language. Further research revealed that this synchrony is a form of multimodal responsive behavior related to the child's later language development. Expanding on these findings, this article explores the relationship between action-language synchrony and the acquisition of verbs. Using qualitative and quantitative methods, we analyzed the coordination of verbs and action in mothers' input to six-month-old infants and related these maternal strategies to the infants' later production of verbs. We found that the verbs used by mothers in these early interactions were tightly coordinated with the ongoing action and very frequently responsive to infant actions. It is concluded that use of these multimodal strategies could significantly predict the number of spoken verbs in infants' vocabulary at 24 months.
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Affiliation(s)
- Iris Nomikou
- Department of Psychology, Center of Situated Action and Communication, University of Portsmouth; University House, Winston Churchill Avenue, Portsmouth PO1 2UP, UK.
| | - Monique Koke
- Faculty of Arts and Humanities, Psycholinguistics, Paderborn University, Warburger Street 100, Paderborn 33098, Germany.
| | - Katharina J Rohlfing
- Faculty of Arts and Humanities, Psycholinguistics, Paderborn University, Warburger Street 100, Paderborn 33098, Germany.
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31
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Teaching students to think spatially through embodied actions: Design principles for learning environments in science, technology, engineering, and mathematics. COGNITIVE RESEARCH-PRINCIPLES AND IMPLICATIONS 2017; 2:22. [PMID: 28386586 PMCID: PMC5359370 DOI: 10.1186/s41235-016-0039-y] [Citation(s) in RCA: 28] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/15/2016] [Accepted: 12/08/2016] [Indexed: 11/11/2022]
Abstract
Spatial thinking is a vital component of the science, technology, engineering, and mathematics curriculum. However, to date, broad development of learning environments that target domain-specific spatial thinking is incomplete. The present article visits the problem of improving spatial thinking by first reviewing the evidence that the human mind is embodied: that cognition, memory, and knowledge representation maintain traces of sensorimotor impressions from acting and perceiving in a physical environment. In particular, we review the evidence that spatial cognition and the ways that humans perceive and conceive of space are embodied. We then propose a set of design principles to aid researchers, designers, and practitioners in creating and evaluating learning environments that align principled embodied actions to targets of spatial thinking in science, technology, engineering, and mathematics.
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32
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de Koning BB, Wassenburg SI, Bos LT, Van der Schoot M. Size Does Matter: Implied Object Size is Mentally Simulated During Language Comprehension. DISCOURSE PROCESSES 2016. [DOI: 10.1080/0163853x.2015.1119604] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Affiliation(s)
- Björn B. de Koning
- Department of Psychology, Education, and Child Studies, Erasmus School of Social and Behavioral Sciences, Erasmus University Rotterdam, Rotterdam, The Netherlands
- Department of Educational Neuroscience and LEARN! Research Institute for Learning and Education, Faculty of Psychology and Education, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
| | - Stephanie I. Wassenburg
- Department of Educational Neuroscience and LEARN! Research Institute for Learning and Education, Faculty of Psychology and Education, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
| | - Lisanne T. Bos
- Department of Educational Neuroscience and LEARN! Research Institute for Learning and Education, Faculty of Psychology and Education, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
| | - Menno Van der Schoot
- Department of Educational Neuroscience and LEARN! Research Institute for Learning and Education, Faculty of Psychology and Education, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
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33
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Abstract
We are recognizing increasingly that the study of cognitive, social, and emotional processes must account for their embodiment in living, acting beings. The related field of embodied cognition (EC) has coalesced around dissatisfaction with the lack of attention to the body in cognitive science. For developmental scientists, the emphasis in the literature on adult EC on the role of the body in cognition may not seem particularly novel, given that bodily action was central to Piaget's theory of cognitive development. However, as the influence of the Piagetian account waned, developmental notions of embodiment were shelved in favor of mechanical computational approaches. In this article, I argue that by reconsidering embodiment, we can address a key issue with computational accounts: how meaning is constructed by the developing person. I also suggest that the process-relational approach to developmental systems can provide a system of concepts for framing a fully embodied, integrative developmental science.
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34
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Kim H, Carlson AG, Curby TW, Winsler A. Relations among motor, social, and cognitive skills in pre-kindergarten children with developmental disabilities. RESEARCH IN DEVELOPMENTAL DISABILITIES 2016; 53-54:43-60. [PMID: 26852279 DOI: 10.1016/j.ridd.2016.01.016] [Citation(s) in RCA: 41] [Impact Index Per Article: 5.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/29/2015] [Revised: 12/01/2015] [Accepted: 01/24/2016] [Indexed: 06/05/2023]
Abstract
Despite the comorbidity between motor difficulties and certain disabilities, limited research has examined links between early motor, cognitive, and social skills in preschool-aged children with developmental disabilities. The present study examined the relative contributions of gross motor and fine motor skills to the prediction of improvements in children's cognitive and social skills among 2,027 pre-kindergarten children with developmental disabilities, including specific learning disorder, speech/language impairment, intellectual disability, and autism spectrum disorder. Results indicated that for pre-kindergarten children with developmental disabilities, fine motor skills, but not gross motor skills, were predictive of improvements in cognitive and social skills, even after controlling for demographic information and initial skill levels. Moreover, depending on the type of developmental disability, the pattern of prediction of gross motor and fine motor skills to improvements in children's cognitive and social skills differed. Implications are discussed.
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Affiliation(s)
- Helyn Kim
- University of Virginia, Curry School of Education, Center for Advanced Study of Teaching & Learning, PO Box 800784, Charlottesville, VA 22908-0784, USA.
| | - Abby G Carlson
- AppleTree Institute for Education Innovation, Assessment and Evaluation, 415 Michigan Ave. NE, Washington, DC 20017, USA.
| | - Timothy W Curby
- George Mason University, Department of Psychology, 4400 University Dr., MS 3F5, Fairfax, VA 22030-4444, USA.
| | - Adam Winsler
- George Mason University, Department of Psychology, 4400 University Dr., MS 3F5, Fairfax, VA 22030-4444, USA.
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35
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Houwen S, Visser L, van der Putten A, Vlaskamp C. The interrelationships between motor, cognitive, and language development in children with and without intellectual and developmental disabilities. RESEARCH IN DEVELOPMENTAL DISABILITIES 2016; 53-54:19-31. [PMID: 26851384 DOI: 10.1016/j.ridd.2016.01.012] [Citation(s) in RCA: 71] [Impact Index Per Article: 8.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/05/2015] [Revised: 10/30/2015] [Accepted: 01/18/2016] [Indexed: 06/05/2023]
Abstract
It is generally agreed that cognitive and language development are dependent on the emergence of motor skills. As the literature on this issue concerning children with developmental disabilities is scarce, we examined the interrelationships between motor, cognitive, and language development in children with intellectual and developmental disabilities (IDD) and compared them to those in children without IDD. In addition, we investigated whether these relationships differ between children with different levels of cognitive delay. Seventy-seven children with IDD (calendar age between 1;0 and 9;10 years; mean developmental age: 1;8 years) and 130 typically developing children (calendar age between 0;3 and 3;6 years; mean developmental age: 1;10 years) were tested with the Dutch Bayley Scales of Infant and Toddler Development, Third Edition, which assesses development across three domains using five subscales: fine motor development, gross motor development (motor), cognition (cognitive), receptive communication, and expressive communication (language). Results showed that correlations between the motor, cognitive, and language domains were strong, namely .61 to .94 in children with IDD and weak to strong, namely .24 to .56 in children without IDD. Furthermore, the correlations showed a tendency to increase with the severity of IDD. It can be concluded that both fine and gross motor development are more strongly associated with cognition, and consequently language, in children with IDD than in children without IDD. The findings of this study emphasize the importance of early interventions that boost both motor and cognitive development, and suggest that such interventions will also enhance language development.
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Affiliation(s)
- Suzanne Houwen
- University of Groningen, Department of Special Needs Education and Youth Care, Grote Rozenstraat 38, 9712 TJ Groningen, The Netherlands.
| | - Linda Visser
- University of Groningen, Department of Special Needs Education and Youth Care, Grote Rozenstraat 38, 9712 TJ Groningen, The Netherlands.
| | - Annette van der Putten
- University of Groningen, Department of Special Needs Education and Youth Care, Grote Rozenstraat 38, 9712 TJ Groningen, The Netherlands.
| | - Carla Vlaskamp
- University of Groningen, Department of Special Needs Education and Youth Care, Grote Rozenstraat 38, 9712 TJ Groningen, The Netherlands.
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36
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Thill S, Twomey KE. What's on the Inside Counts: A Grounded Account of Concept Acquisition and Development. Front Psychol 2016; 7:402. [PMID: 27047427 PMCID: PMC4804724 DOI: 10.3389/fpsyg.2016.00402] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/14/2016] [Accepted: 03/07/2016] [Indexed: 11/13/2022] Open
Abstract
Understanding the factors which affect the age of acquisition (AoA) of words and concepts is fundamental to understanding cognitive development more broadly. Traditionally, studies of AoA have taken two approaches, either exploring the effect of linguistic variables such as input frequency (e.g., Naigles and Hoff-Ginsberg, 1998) or the semantics of the underlying concept, such as concreteness or imageability (e.g., Bird et al., 2001). Embodied theories of cognition, meanwhile, assume that concepts, even relatively abstract ones, can be grounded in the embodied experience. While the focus of such discussions has been mainly on grounding in external modalities, more recently some have argued for the importance of interoceptive features, or grounding in complex modalities such as social interaction. In this paper, we argue for the integration and extension of these two strands of research. We demonstrate that the psycholinguistic factors traditionally considered to determine AoA are far from sufficient to account for the variability observed in AoA data. Given this gap, we propose groundability as a new conceptual tool that can measure the degree to which concepts are grounded both in external and, critically, internal modalities. We then present a mechanistic theory of conceptual representation that can account for groundability in addition to the existing variables argued to influence concept acquisition in both the developmental and embodied cognition literatures, and discuss its implications for future work in concept and cognitive development.
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Affiliation(s)
- Serge Thill
- Interaction Lab, School of Informatics, University of SkövdeSkövde, Sweden
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37
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Inkster M, Wellsby M, Lloyd E, Pexman PM. Development of Embodied Word Meanings: Sensorimotor Effects in Children's Lexical Processing. Front Psychol 2016; 7:317. [PMID: 27014129 PMCID: PMC4782215 DOI: 10.3389/fpsyg.2016.00317] [Citation(s) in RCA: 25] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/10/2015] [Accepted: 02/18/2016] [Indexed: 12/04/2022] Open
Abstract
Previous research showed an effect of words’ rated body–object interaction (BOI) in children’s visual word naming performance, but only in children 8 years of age or older (Wellsby and Pexman, 2014a). In that study, however, BOI was established using adult ratings. Here we collected ratings from a group of parents for children’s BOI experience (child-BOI). We examined effects of words’ child-BOI and also words’ imageability on children’s responses in an auditory word naming task, which is suited to the lexical processing skills of younger children. We tested a group of 54 children aged 6–7 years and a comparison group of 25 adults. Results showed significant effects of both imageability and child-BOI on children’s auditory naming latencies. These results provide evidence that children younger than 8 years of age have richer semantic representations for high imageability and high child-BOI words, consistent with an embodied account of word meaning.
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Affiliation(s)
- Michelle Inkster
- Language Processing Laboratory, Department of Psychology, University of Calgary Calgary, AB, Canada
| | - Michele Wellsby
- Language Processing Laboratory, Department of Psychology, University of Calgary Calgary, AB, Canada
| | - Ellen Lloyd
- Language Processing Laboratory, Department of Psychology, University of Calgary Calgary, AB, Canada
| | - Penny M Pexman
- Language Processing Laboratory, Department of Psychology, University of Calgary Calgary, AB, Canada
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38
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Weiss-Croft LJ, Baldeweg T. Maturation of language networks in children: A systematic review of 22years of functional MRI. Neuroimage 2015. [PMID: 26213350 DOI: 10.1016/j.neuroimage.2015.07.046] [Citation(s) in RCA: 77] [Impact Index Per Article: 8.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/11/2023] Open
Abstract
Understanding how language networks change during childhood is important for theories of cognitive development and for identifying the neural causes of language impairment. Despite this, there is currently little systematic evidence regarding the typical developmental trajectory for language from the field of neuroimaging. We reviewed functional MRI (fMRI) studies published between 1992 and 2014, and quantified the evidence for age-related changes in localisation and lateralisation of fMRI activation in the language network (excluding the cerebellum and subcortical regions). Although age-related changes differed according to task type and input modality, we identified four consistent findings concerning the typical maturation of the language system. First, activation in core semantic processing regions increases with age. Second, activation in lower-level sensory and motor regions increases with age as activation in higher-level control regions reduces. We suggest that this reflects increased automaticity of language processing as children become more proficient. Third, the posterior cingulate cortex and precuneus (regions associated with the default mode network) show increasing attenuation across childhood and adolescence. Finally, language lateralisation is established by approximately 5years of age. Small increases in leftward lateralisation are observed in frontal regions, but these are tightly linked to performance.
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Affiliation(s)
- Louise J Weiss-Croft
- Cognitive Neuroscience and Neuropsychiatry Section, Developmental Neurosciences Programme, UCL Institute of Child Health, 30 Guilford Street, London WC1N 1EH, UK.
| | - Torsten Baldeweg
- Cognitive Neuroscience and Neuropsychiatry Section, Developmental Neurosciences Programme, UCL Institute of Child Health, 30 Guilford Street, London WC1N 1EH, UK.
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39
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Dove G. How to go beyond the body: an introduction. Front Psychol 2015; 6:660. [PMID: 26052295 PMCID: PMC4440352 DOI: 10.3389/fpsyg.2015.00660] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/15/2015] [Accepted: 05/05/2015] [Indexed: 11/13/2022] Open
Affiliation(s)
- Guy Dove
- Department of Philosophy, University of Louisville Louisville, KY, USA
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40
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Abstract
Embodiment is revolutionizing the way we consider cognition by incorporating the influence of our body and of the current context within cognitive processing. A growing number of studies which support this view of cognition in young adults stands in stark contrast with the lack of evidence in favor of this view in the field of normal aging and neurocognitive disorders. Nonetheless, the validation of embodiment assumptions on the whole spectrum of cognition is a mandatory step in order for embodied cognition theories to become theories of human cognition. More pragmatically, aging populations represent a perfect target to test embodied cognition theories due to concomitant changes in sensory, motor and cognitive functioning that occur in aging, since these theories predict direct interactions between them. Finally, the new perspectives on cognition provided by these theories might also open new research avenues and new clinical applications in the field of aging. The present article aims at showing the value and interest to explore embodiment in normal and abnormal aging as well as introducing some potential theoretical and clinical applications.
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Affiliation(s)
- Guillaume T. Vallet
- Centre de Recherche, Institut Universitaire de Gériatrie de MontréalMontréal, QC, Canada
- Department of Psychology, Université de MontréalMontréal, QC, Canada
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41
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Three symbol ungrounding problems: Abstract concepts and the future of embodied cognition. Psychon Bull Rev 2015; 23:1109-21. [DOI: 10.3758/s13423-015-0825-4] [Citation(s) in RCA: 87] [Impact Index Per Article: 9.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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Hellendoorn A, Wijnroks L, van Daalen E, Dietz C, Buitelaar JK, Leseman P. Motor functioning, exploration, visuospatial cognition and language development in preschool children with autism. RESEARCH IN DEVELOPMENTAL DISABILITIES 2015; 39:32-42. [PMID: 25635383 DOI: 10.1016/j.ridd.2014.12.033] [Citation(s) in RCA: 45] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/17/2014] [Revised: 12/17/2014] [Accepted: 12/19/2014] [Indexed: 06/04/2023]
Abstract
In order to understand typical and atypical developmental trajectories it is important to assess how strengths or weaknesses in one domain may be affecting performance in other domains. This study examined longitudinal relations between early fine motor functioning, visuospatial cognition, exploration, and language development in preschool children with ASD and children with other developmental delays/disorders. The ASD group included 63 children at T1 (Mage = 27.10 months, SD = 8.71) and 46 children at T2 (Mage = 45.85 months, SD = 7.16). The DD group consisted of 269 children at T1 (Mage = 17.99 months, SD = 5.59), and 121 children at T2 (Mag e= 43.51 months, SD = 3.81). A subgroup nested within the total sample was randomly selected and studied in-depth on exploratory behavior. This group consisted of 50 children, 21 children with ASD (Mage = 27.57, SD = 7.09) and 29 children with DD (Mage = 24.03 months, SD = 6.42). Fine motor functioning predicted language in both groups. Fine motor functioning was related to visuospatial cognition in both groups and related to object exploration, spatial exploration, and social orientation during exploration only in the ASD group. Visuospatial cognition and all exploration measures were related to both receptive and expressive language in both groups. The findings are in line with the embodied cognition theory, which suggests that cognition emerges from and is grounded in the bodily interactions of an agent with the environment. This study emphasizes the need for researchers and clinicians to consider cognition as emergent from multiple interacting systems.
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Affiliation(s)
- Annika Hellendoorn
- Department of Special Education: Centre for Cognitive and Motor Disabilities, Heidelberglaan 1, P.O. Box 80.140, 3508 TC Utrecht, The Netherlands.
| | - Lex Wijnroks
- Department of Special Education: Centre for Cognitive and Motor Disabilities, Heidelberglaan 1, P.O. Box 80.140, 3508 TC Utrecht, The Netherlands
| | - Emma van Daalen
- Department of Child and Adolescent Psychiatry, University Medical Centre Utrecht, The Netherlands
| | - Claudine Dietz
- Youth Division, Altrecht Institute for Mental Health Care, Utrecht, The Netherlands
| | - Jan K Buitelaar
- Department of Cognitive Neuroscience, Donders Institute for Brain, Cognition and Behavior, Radboud University Nijmegen, and Karakter Child and Adolescent Psychiatry University Centre, Nijmegen, The Netherlands
| | - Paul Leseman
- Department of Special Education: Centre for Cognitive and Motor Disabilities, Heidelberglaan 1, P.O. Box 80.140, 3508 TC Utrecht, The Netherlands
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Hellendoorn A, Wijnroks L, Leseman PPM. Unraveling the nature of autism: finding order amid change. Front Psychol 2015; 6:359. [PMID: 25870581 PMCID: PMC4378365 DOI: 10.3389/fpsyg.2015.00359] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/11/2014] [Accepted: 03/14/2015] [Indexed: 01/11/2023] Open
Abstract
In this article, we hypothesize that individuals with autism spectrum disorder (ASD) are born with a deficit in invariance detection, which is a learning process whereby people and animals come to attend the relatively stable patterns or structural regularities in the changing stimulus array. This paper synthesizes a substantial body of research which suggests that a deficit in the domain-general perceptual learning process of invariant detection in ASD can lead to a cascade of consequences in different developmental domains. We will outline how this deficit in invariant detection can cause uncertainty, unpredictability, and a lack of control for individuals with ASD and how varying degrees of impairments in this learning process can account for the heterogeneity of the ASD phenotype. We also describe how differences in neural plasticity in ASD underlie the impairments in perceptual learning. The present account offers an alternative to prior theories and contributes to the challenge of understanding the developmental trajectories that result in the variety of autistic behaviors.
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Affiliation(s)
- Annika Hellendoorn
- Department of Special Education, Centre for Cognitive and Motor Disabilities, Utrecht University, Utrecht, Netherlands
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Differences in neurocognitive aspects of dyslexia in Dutch and immigrant 6-7- and 8-9-years old children. SPRINGERPLUS 2015; 4:105. [PMID: 25789208 PMCID: PMC4356678 DOI: 10.1186/s40064-015-0874-1] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/05/2014] [Accepted: 02/05/2015] [Indexed: 11/10/2022]
Abstract
Detecting dyslexia in immigrant children can be jeopardized because of assessment bias, as a consequence of a limited word lexicon or differences in language development of these children. This is in contrast with the view of the universal neurocognitive basis for dyslexia. In this research, differences in screening children at risk for dyslexia with the Dyslexia Screening Test (DST) were studied in third and fifth graders of primary school of Dutch (mainstream) and immigrant descent. Mean group differences were found on a few subtests (Naming Letters, Semantic Fluency, Backward Digit Span and Verbal Fluency), probably as a consequence of bias because of the linguistic character of these subtests. The raw scores of word lexicon increased in the Dutch and immigrant group. The association of having a dyslexia diagnosis on DST scores was comparable for Dutch and immigrant children. Differences in the DST scores between non-dyslexic and dyslexic children were found between the third and fifth grade, with a stronger effect of having a dyslexia diagnosis in the fifth grade than the third grade, for Dutch as well as immigrant children. Screening of dyslexia seems easier in the fifth grade than in the third grade, dyslexic children show a slower reading development than their non-dyslexic peers, irrespective of their cultural background.
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Shinn AK, Baker JT, Lewandowski KE, Öngür D, Cohen BM. Aberrant cerebellar connectivity in motor and association networks in schizophrenia. Front Hum Neurosci 2015; 9:134. [PMID: 25852520 PMCID: PMC4364170 DOI: 10.3389/fnhum.2015.00134] [Citation(s) in RCA: 68] [Impact Index Per Article: 7.6] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/01/2014] [Accepted: 02/26/2015] [Indexed: 11/16/2022] Open
Abstract
Schizophrenia is a devastating illness characterized by disturbances in multiple domains. The cerebellum is involved in both motor and non-motor functions, and the "cognitive dysmetria" and "dysmetria of thought" models propose that abnormalities of the cerebellum may contribute to schizophrenia signs and symptoms. The cerebellum and cerebral cortex are reciprocally connected via a modular, closed-loop network architecture, but few schizophrenia neuroimaging studies have taken into account the topographical and functional heterogeneity of the cerebellum. In this study, using a previously defined 17-network cerebral cortical parcellation system as the basis for our functional connectivity seeds, we systematically investigated connectivity abnormalities within the cerebellum of 44 schizophrenia patients and 28 healthy control participants. We found selective alterations in cerebro-cerebellar functional connectivity. Specifically, schizophrenia patients showed decreased cerebro-cerebellar functional connectivity in higher level association networks (ventral attention, salience, control, and default mode networks) relative to healthy control participants. Schizophrenia patients also showed increased cerebro-cerebellar connectivity in somatomotor and default mode networks, with the latter showing no overlap with the regions found to be hypoconnected within the same default mode network. Finally, we found evidence to suggest that somatomotor and default mode networks may be inappropriately linked in schizophrenia. The relationship of these dysconnectivities to schizophrenia symptoms, such as neurological soft signs and altered sense of agency, is discussed. We conclude that the cerebellum ought to be considered for analysis in all future studies of network abnormalities in SZ, and further suggest the cerebellum as a potential target for further elucidation, and possibly treatment, of the underlying mechanisms and network abnormalities producing symptoms of schizophrenia.
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Affiliation(s)
- Ann K. Shinn
- Schizophrenia and Bipolar Disorder Program, Psychotic Disorders Division, McLean HospitalBelmont, MA, USA
- Department of Psychiatry, Harvard Medical SchoolBoston, MA, USA
| | - Justin T. Baker
- Schizophrenia and Bipolar Disorder Program, Psychotic Disorders Division, McLean HospitalBelmont, MA, USA
- Department of Psychiatry, Harvard Medical SchoolBoston, MA, USA
| | - Kathryn E. Lewandowski
- Schizophrenia and Bipolar Disorder Program, Psychotic Disorders Division, McLean HospitalBelmont, MA, USA
- Department of Psychiatry, Harvard Medical SchoolBoston, MA, USA
| | - Dost Öngür
- Schizophrenia and Bipolar Disorder Program, Psychotic Disorders Division, McLean HospitalBelmont, MA, USA
- Department of Psychiatry, Harvard Medical SchoolBoston, MA, USA
| | - Bruce M. Cohen
- Schizophrenia and Bipolar Disorder Program, Psychotic Disorders Division, McLean HospitalBelmont, MA, USA
- Department of Psychiatry, Harvard Medical SchoolBoston, MA, USA
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