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Xie S, Lu S, Lu J, Gong C, Chang C. Using mindfulness-based intervention to promote executive function in young children: a multivariable and multiscale sample entropy study. Cereb Cortex 2024; 34:bhae330. [PMID: 39235378 PMCID: PMC11375865 DOI: 10.1093/cercor/bhae330] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/13/2024] [Revised: 07/09/2024] [Accepted: 07/10/2024] [Indexed: 09/06/2024] Open
Abstract
Early childhood marks a pivotal period in the maturation of executive function, the cognitive ability to consciously regulate actions and thoughts. Mindfulness-based interventions have shown promise in bolstering executive function in children. This study used the functional near-infrared spectroscopy technique to explore the impact of mindfulness-based training on young children. Brain imaging data were collected from 68 children (41 boys, aged 61.8 ± 10.7 months) who were randomly assigned to either an intervention group (N = 37, aged 60.03 ± 11.14 months) or a control group (N = 31, aged 59.99 ± 10.89 months). Multivariate and multiscale sample entropy analyses were used. The results showed that: (1) brain complexity was reduced in the intervention group after receiving the mindfulness-based intervention in all three executive function tasks (ps < 0.05), indicating a more efficient neural processing mechanism after the intervention; (2) difference comparisons between the intervention and control groups showed significant differences in relevant brain regions during cognitive shifting (left dorsolateral prefrontal cortex and medial prefrontal cortex) and working memory tasks (left dorsolateral prefrontal cortex), which corroborates with improved behavioral results in the intervention group (Z = -3.674, P < 0.001 for cognitive shifting; Z = 2.594, P < 0.01 for working memory). These findings improve our understanding of early brain development in young children and highlight the neural mechanisms by which mindfulness-based interventions affect executive function. Implications for early intervention to promote young children's brain development are also addressed.
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Affiliation(s)
- Sha Xie
- Faculty of Education, Shenzhen University, Shenzhen 518055, China
| | - Shuqi Lu
- School of Biomedical Engineering, Shenzhen University Medical School, Shenzhen University, Lihu Campus, Shenzhen 518055, China
| | - Jiahao Lu
- School of Biomedical Engineering, Shenzhen University Medical School, Shenzhen University, Lihu Campus, Shenzhen 518055, China
| | - Chaohui Gong
- School of Biomedical Engineering, Shenzhen University Medical School, Shenzhen University, Lihu Campus, Shenzhen 518055, China
| | - Chunqi Chang
- School of Biomedical Engineering, Shenzhen University Medical School, Shenzhen University, Lihu Campus, Shenzhen 518055, China
- Peng Cheng Laboratory, Shenzhen 518055, China
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Gavazzi G, Noferini C, Benedetti V, Cotugno M, Giovannelli F, Caldara R, Mascalchi M, Viggiano MP. Cultural Differences in Inhibitory Control: An ALE Meta-Analysis. Brain Sci 2023; 13:907. [PMID: 37371385 DOI: 10.3390/brainsci13060907] [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: 04/25/2023] [Revised: 05/31/2023] [Accepted: 06/02/2023] [Indexed: 06/29/2023] Open
Abstract
Culture greatly influences our attitudes, beliefs, and behaviors, affecting how we communicate and make decisions. There is an ongoing debate regarding the belief that people from Eastern cultures possess greater self-control abilities when compared to people from Western cultures. In this study, we conducted a meta-analysis using the Activation Likelihood Estimation (ALE) algorithm to compare 30 studies (719 subjects, 373 foci) that used fMRI to investigate the performance in Go-Nogo and Stop Signal Tasks of participants from Western and/or Eastern countries. Our meta-analysis found differences between the networks activated in Eastern and Western culture participants. The right prefrontal cortex showed distinct patterns, with the Inferior Frontal gyrus more active in the Eastern group and the middle and superior frontal gyri more active in the Western group. Our findings suggest that Eastern culture subjects have a higher tendency to activate brain regions involved in proactive inhibitory control, while Western culture subjects rely more on reactive inhibitory brain regions during cognitive control tasks. This implies that proactive inhibition may play a crucial role in promoting the collective and interdependent behavior typical of Eastern cultures, while reactive inhibition may be more important for efficient cognitive control in subjects of Western cultures that prioritize individualism and independence.
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Affiliation(s)
- Gioele Gavazzi
- Department of Neuroscience, Psychology, Drug Research and Child's Health (NEUROFARBA), University of Florence, 50135 Florence, Italy
| | - Chiara Noferini
- Department of Neuroscience, Psychology, Drug Research and Child's Health (NEUROFARBA), University of Florence, 50135 Florence, Italy
- European Laboratory for Non-Linear Spectroscopy, University of Florence, Sesto Fiorentino, 50019 Florence, Italy
| | - Viola Benedetti
- Department of Neuroscience, Psychology, Drug Research and Child's Health (NEUROFARBA), University of Florence, 50135 Florence, Italy
| | - Maria Cotugno
- Department of Neuroscience, Psychology, Drug Research and Child's Health (NEUROFARBA), University of Florence, 50135 Florence, Italy
| | - Fabio Giovannelli
- Department of Neuroscience, Psychology, Drug Research and Child's Health (NEUROFARBA), University of Florence, 50135 Florence, Italy
| | - Roberto Caldara
- Eye and Brain Mapping Laboratory (iBMLab), Department of Psychology, University of Fribourg, 1700 Fribourg, Switzerland
| | - Mario Mascalchi
- "Mario Serio" Department of Experimental and Clinical Biomedical Sciences, University of Florence, 50135 Florence, Italy
| | - Maria Pia Viggiano
- Department of Neuroscience, Psychology, Drug Research and Child's Health (NEUROFARBA), University of Florence, 50135 Florence, Italy
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Conejero Á, Rico-Picó J, Moyano S, Hoyo Á, Rueda MR. Predicting behavioral and brain markers of inhibitory control at preschool age from early measures of executive attention. Front Psychol 2023; 14:983361. [PMID: 36935994 PMCID: PMC10018214 DOI: 10.3389/fpsyg.2023.983361] [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: 07/01/2022] [Accepted: 02/03/2023] [Indexed: 03/06/2023] Open
Abstract
Background Inhibitory control (IC) is the ability to prevent prepotent responses when inappropriate. Longitudinal research on IC development has mainly focused on early childhood and adolescence, while research on IC development in the first years of life is still scarce. To address this gap in the literature, we explored the association between executive attention (EA) and elementary forms of IC in infancy and toddlerhood, with individual differences in IC later at 5 years of age. Method We conducted a five-wave longitudinal study in which children's EA and IC (n = 96) were tested at the age of 9 and 16 months and 2, 3, and 5 years. Children performed various age-appropriate EA and IC tasks in each wave, measuring inhibition of attention, endogenous control of attention, inhibition of the response, and conflict inhibition. At 5 years of age, IC was measured with a Go/No-go task while recording event-related potentials. After correlation analyses, structural equation model analyses were performed to predict IC at 5 years of age from EA and early IC measures. Results The results revealed that EA at 9 months predicted IC measures at 2 years of age. Likewise, measures of IC at 2 years predicted performance on the Go/No-go task at behavioral and neural levels. No direct association was found between EA at 9 months and IC at 5 years of age. We further observed that some EA and IC measures were not associated across time. Conclusion As we expected, EA skills in infancy and toddlerhood were related to better performance of children on IC tasks, toghether with a more mature inhibition-related brain functioning. Altogether, the results indicate that IC in early childhood could be predicted from EA and IC at 9 months and 2 years of age and suggest that the early emergence of IC relies on the development of particular EA and basic IC skills. However, some discontinuities in the longitudinal development of IC are observed in the first 5 years of life. These findings provide further support for the hierarchical model of IC development.
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Affiliation(s)
- Ángela Conejero
- Department of Developmental and Educational Psychology, University of Granada, Granada, Spain
- Mind, Brain and Behaviour Research Centre (CIMCYC), University of Granada, Granada, Spain
| | - Josué Rico-Picó
- Mind, Brain and Behaviour Research Centre (CIMCYC), University of Granada, Granada, Spain
- Department of Experimental Psychology, University of Granada, Granada, Spain
| | - Sebastián Moyano
- Mind, Brain and Behaviour Research Centre (CIMCYC), University of Granada, Granada, Spain
- Department of Experimental Psychology, University of Granada, Granada, Spain
| | - Ángela Hoyo
- Mind, Brain and Behaviour Research Centre (CIMCYC), University of Granada, Granada, Spain
- Department of Experimental Psychology, University of Granada, Granada, Spain
| | - M. Rosario Rueda
- Mind, Brain and Behaviour Research Centre (CIMCYC), University of Granada, Granada, Spain
- Department of Experimental Psychology, University of Granada, Granada, Spain
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An fNIRS Study of Applicability of the Unity-Diversity Model of Executive Functions in Preschoolers. Brain Sci 2022; 12:brainsci12121722. [PMID: 36552181 PMCID: PMC9776044 DOI: 10.3390/brainsci12121722] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/28/2022] [Revised: 12/13/2022] [Accepted: 12/14/2022] [Indexed: 12/23/2022] Open
Abstract
Executive function (EF) includes a set of higher-order abilities that control one's actions and thoughts consciously and has a protracted developmental trajectory that parallels the maturation of the frontal lobes, which develop speedily over the preschool period. To fully understand the development of EF in preschoolers, this study examined the relationship among the three domains of executive function (cognitive shifting, inhibitory control, and working memory) to test the applicability of the unity-diversity model in preschoolers using both behavioral and fNIRS approaches. Altogether, 58 Chinese preschoolers (34 boys, 24 girls, Mage = 5.86 years, SD = 0.53, age range = 4.83-6.67 years) were administered the Dimensional Card Change Sort (DCCS), go/no-go, and missing scan task. Their brain activations in the prefrontal cortex during the tasks were examined using fNIRS. First, the behavioral results indicated that the missing scan task scores (working memory) correlated with the DCCS (cognitive shifting) and go/no-go tasks (inhibitory control). However, the latter two did not correlate with each other. Second, the fNIRS results demonstrated that the prefrontal activations during the working memory task correlated with those in the same regions during the cognitive shifting and inhibitory control tasks. However, the latter two still did not correlate. The behavioral and neuroimaging evidence jointly indicates that the unity-diversity model of EF does apply to Chinese preschoolers.
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Shi H. Inhibition modulated by self-efficacy: An event-related potential study. Front Psychol 2022; 13:904132. [PMID: 36237702 PMCID: PMC9552172 DOI: 10.3389/fpsyg.2022.904132] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/25/2022] [Accepted: 09/05/2022] [Indexed: 11/13/2022] Open
Abstract
Inhibition, associated with self-efficacy, enables people to control thought and action and inhibit disturbing stimulus and impulsion and has certain evolutionary significance. This study analyzed the neural correlates of inhibition modulated by self-efficacy. Self-efficacy was assessed by using the survey adapted from the Motivated Strategies for Learning Questionnaire. Fifty college students divided into low and high self-efficacy groups participated in the experiments. Their ability to conduct inhibitory control was studied through Go/No-Go tasks. During the tasks, we recorded students’ brain activity, focusing on N2 and P3 components in the event-related potential (ERP). Larger No-Go N2 amplitudes for the high self-efficacy group were found compared with the low self-efficacy group. Conflict detection as represented by N2 was modulated by self-efficacy, whereas conflict inhibition as represented by P3 was not modulated by self-efficacy. The highly self-efficacious students were more capable of detecting conflicts but not necessarily more capable of inhibiting action given that conflict was detected. Taken together, these findings offer neurophysiological evidence of the important regulatory role of self-efficacy in inhibitory control ability development.
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Zeytinoglu S, Calkins SD, Leerkes EM. Autonomic profiles and self-regulation outcomes in early childhood. Dev Sci 2022; 25:e13215. [PMID: 34962027 PMCID: PMC9237181 DOI: 10.1111/desc.13215] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/02/2021] [Revised: 11/19/2021] [Accepted: 12/09/2021] [Indexed: 11/30/2022]
Abstract
This study examined autonomic profiles in preschoolers (N = 278, age = 4.7 years) and their relations to self-regulation outcomes concurrently and one year later, in kindergarten. Children's sympathetic (preejection period [PEP]) and parasympathetic activity (respiratory sinus arrythmia [RSA]) were measured at rest and during cognitive and emotional tasks. Three self-regulatory competencies were assessed: executive functions, emotion regulation and behavioral regulation. Executive functioning was measured at ages 4 and 5 using laboratory tasks designed to assess updating/working memory, inhibitory control, and cognitive flexibility. Emotion regulation was observed during emotionally distressing tasks in the laboratory, both at ages 4 and 5. Behavioral regulation and emotional reactivity were assessed via teacher ratings in kindergarten, at age 5. Latent profile analysis yielded four autonomic profiles: moderate parasympathetic inhibition (45%), reciprocal sympathetic activation (26%), coinhibition (25%), and high sympathetic activation (7%). The reciprocal sympathetic activation group showed better executive functioning in preschool and kindergarten, particularly compared to the high sympathetic activation group. The moderate parasympathetic inhibition group showed lower emotional reactivity and better behavioral regulation in kindergarten, compared to the other three groups. Findings suggest that autonomic profiles meaningfully associate with self-regulation outcomes in early childhood, such that certain profiles relate to better self-regulation than others.
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Affiliation(s)
- Selin Zeytinoglu
- Department of Human Development and Quantitative Methodology, University of Maryland, College Park, USA
| | - Susan D Calkins
- Department of Human Development and Family Studies, The University of North Carolina at Greensboro, Greensboro, USA
| | - Esther M Leerkes
- Department of Human Development and Family Studies, The University of North Carolina at Greensboro, Greensboro, USA
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7
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Xie S, Gong C, Lu J, Li H, Wu D, Chi X, Chang C. Enhancing Chinese preschoolers' executive function via mindfulness training: An fNIRS study. Front Behav Neurosci 2022; 16:961797. [PMID: 36090651 PMCID: PMC9452775 DOI: 10.3389/fnbeh.2022.961797] [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: 06/05/2022] [Accepted: 08/01/2022] [Indexed: 11/13/2022] Open
Abstract
Mindfulness training has been found to enable cognitive and emotional awareness and diminish emotional distraction and cognitive rigidity. However, the existing intervention studies have largely focused on school children, adolescents, and adults, leaving young children unexplored. This study examined the influence of mindfulness training on young children using the one-group pretest-posttest design. Altogether 31 Chinese preschoolers (M age = 67.03 months, SD = 4.25) enrolled in a 5-week, twice-per-week mindfulness training. Their cognitive shifting, inhibitory control, and working memory were examined using a battery of executive function tasks. And their brain activations in the region of interest during the tasks were measured using fNIRS before and after the intervention. Results showed that their cognitive shifting and working memory tasks performance significantly improved, and their activation in the DLPFC significantly changed. Implications for this study were also included.
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Affiliation(s)
- Sha Xie
- Department of Early Childhood Education, Faculty of Education, Shenzhen University, Shenzhen, China
| | - Chaohui Gong
- School of Biomedical Engineering, Health Science Center, Shenzhen University, Shenzhen, China
| | - Jiahao Lu
- School of Biomedical Engineering, Health Science Center, Shenzhen University, Shenzhen, China
| | - Hui Li
- Shanghai Institute of Early Childhood Education, Shanghai Normal University, Shanghai, China
- Macquarie School of Education, Macquarie University, Sydney, NSW, Australia
| | - Dandan Wu
- Department of Early Childhood Education, The Education University of Hong Kong, Hong Kong, Hong Kong SAR, China
| | - Xinli Chi
- School of Psychology, Shenzhen University, Shenzhen, China
| | - Chunqi Chang
- School of Biomedical Engineering, Health Science Center, Shenzhen University, Shenzhen, China
- Peng Cheng Laboratory, Shenzhen, China
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8
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Ali AH, Zidan AS. Detection of Antibodies in Patients with COVID-19 by Rapid Chromatographic Immunoassay. TURKISH JOURNAL OF IMMUNOLOGY 2022. [DOI: 10.4274/tji.galenos.2022.26349] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
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9
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Conflict-Related Brain Activity after Individualized Cognitive Training in Preschoolers from Poor Homes. JOURNAL OF COGNITIVE ENHANCEMENT 2021. [DOI: 10.1007/s41465-021-00223-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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10
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Yang M, Deng X, An S. The Immediate and Lasting Effect of Emotion Regulation in Adolescents: An ERP Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph181910242. [PMID: 34639542 PMCID: PMC8549699 DOI: 10.3390/ijerph181910242] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/23/2021] [Revised: 09/21/2021] [Accepted: 09/22/2021] [Indexed: 11/16/2022]
Abstract
The immediate effect is an important index of the outcomes of emotion regulation. However, in daily life, whether the effect of emotion regulation lasts and the lasting mechanism have been examined less. The present research focused on the relationships between the immediate and lasting effect of the emotion regulation of adolescents. Electroencephalogram (EEG) was recorded from 51 adolescents (31 boys and 20 girls, Mage = 12.82) during online emotion regulation using the Reactivity and Regulation-Image Task (phase 1) and re-presentation of emotional stimuli after a period of time (phase 2). Event-related potentials (ERPs) related to emotion regulation, such as N2, P3, and the late positive potential (LPP), were examined in the two phases. The results showed that: (1) In both of the two phases, in negative emotion conditions, the amplitudes of P3 and LPP 300-600 of no-regulation conditions were significantly higher than those in reappraisal conditions. However, there was no significant difference under neutral conditions; (2) The amplitudes of P3, N2, and LPP 300-600 during emotion regulation in phase 1 positively predicted the amplitudes of P3, N2, and LPP300-600 in phase 2 in different experimental conditions. Results from the regression analysis implied that the immediate effect of online emotion regulation may predict the lasting effect when adolescents face the same emotions again. In addition, our findings provide neurological evidence that the use of cognitive reappraisal could effectively help adolescents to reduce the recruitment of cognitive resources when they regulate negative emotions and when they face those negative emotions again.
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Affiliation(s)
- Meng Yang
- School of Psychology, Shenzhen University, Shenzhen 518060, China;
| | - Xinmei Deng
- School of Psychology, Shenzhen University, Shenzhen 518060, China;
- Correspondence:
| | - Sieun An
- Faculty of Psychology and Political Science, Eastern New Mexico University, Portales, NM 88130, USA;
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Roukoz C, Guerra A, Le Gall D, Ghazi M, Roy A. Development of executive functions in Lebanese children. Dev Neuropsychol 2021; 46:121-135. [PMID: 33678077 DOI: 10.1080/87565641.2021.1897592] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
The current study focused on adapting EF tests for children to the Arabic language and examine the developmental trajectories of a sample of school-aged Lebanese children in four domains of EF (inhibition, flexibility, working memory, and planning). It also focused on examining the effects of gender and parental education level on EF performance. The study population included 100 Lebanese children aged from 6 to 12-years old who were grouped and comparable for age, gender, and parental level of education. Results revealed a main effect of age and level of education of parents while the effect of gender was non-significant.
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Affiliation(s)
- Cynthia Roukoz
- Psychiatry Department, American University of Beirut Medical Center, Beirut, Lebanon
| | - Amanda Guerra
- Laboratoire de Psychologie des Pays de La Loire, Angers University, Angers, France
| | - Didier Le Gall
- Laboratoire de Psychologie des Pays de La Loire, Angers University, Angers, France
| | - Maria Ghazi
- Department of Psychology, Saint-Joseph University of Beirut, Beirut, Lebanon
| | - Arnaud Roy
- Laboratoire de Psychologie des Pays de La Loire, Angers University, Angers, France
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12
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EEG signatures of cognitive and social development of preschool children-a systematic review. PLoS One 2021; 16:e0247223. [PMID: 33606804 PMCID: PMC7895403 DOI: 10.1371/journal.pone.0247223] [Citation(s) in RCA: 20] [Impact Index Per Article: 6.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/24/2020] [Accepted: 02/03/2021] [Indexed: 01/09/2023] Open
Abstract
Background Early identification of preschool children who are at risk of faltering in their development is essential to ensuring that all children attain their full potential. Electroencephalography (EEG) has been used to measure neural correlates of cognitive and social development in children for decades. Effective portable and low-cost EEG devices increase the potential of its use to assess neurodevelopment in children at scale and particularly in low-resource settings. We conducted a systematic review aimed to synthesise EEG measures of cognitive and social development in 2-5-year old children. Our secondary aim was to identify how these measures differ across a) the course of development within this age range, b) gender and c) socioeconomic status (SES). Methods and findings A systematic literature search identified 51 studies for inclusion in this review. Data relevant to the primary and secondary aims was extracted from these studies and an assessment for risk of bias was done, which highlighted the need for harmonisation of EEG data collection and analysis methods across research groups and more detailed reporting of participant characteristics. Studies reported on the domains of executive function (n = 22 papers), selective auditory attention (n = 9), learning and memory (n = 5), processing of faces (n = 7) and emotional stimuli (n = 8). For papers investigating executive function and selective auditory attention, the most commonly reported measures were alpha power and the amplitude and latency of positive (P1, P2, P3) and negative (N1, N2) deflections of event related potential (ERPs) components. The N170 and P1 ERP components were the most commonly reported neural responses to face and emotional faces stimuli. A mid-latency negative component and positive slow wave were used to index learning and memory, and late positive potential in response to emotional non-face stimuli. While almost half the studies described changes in EEG measures across age, only eight studies disaggregated results based on gender, and six included children from low income households to assess the impact of SES on neurodevelopment. No studies were conducted in low- and middle-income countries. Conclusion This review has identified power across the EEG spectrum and ERP components to be the measures most commonly reported in studies in which preschool children engage in tasks indexing cognitive and social development. It has also highlighted the need for additional research into their changes across age and based on gender and SES.
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Senzaki S, Pott U, Shinohara I, Moriguchi Y. Roles of culture and COMT Val58Met gene on neural basis of executive function: A comparison between Japanese and American children. Dev Psychobiol 2021; 63:1053-1060. [PMID: 33438225 DOI: 10.1002/dev.22087] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/25/2020] [Revised: 10/12/2020] [Accepted: 10/12/2020] [Indexed: 11/10/2022]
Abstract
The development of executive functions (EF) is shaped by both genetic and environmental factors, including cultural background. Genetically, variation in the catechol-O-methyltransferase (COMT) gene polymorphism has been linked to EF performance and differential regulation of prefrontal cortex activity. Based on the gene-culture interaction framework, we tested whether culture would moderate the association between the COMT gene and young children's behavioral responses and neural activities during a cognitive-shifting EF task. The children who participated in this study were 5- to 6-year-olds in Japan (n = 44) and in the U.S. (n = 47). The results revealed that U.S.-American children exhibited stronger activations than Japanese children in the right dorsolateral and bilateral prefrontal cortex regions. In addition, the children's genetic disposition and EF performance were marginally moderated by culture, with Val homozygote Japanese children performing better than Met-allele carriers, whereas no such differences were found in U.S.-American children. We have discussed the theoretical and empirical implications of the construction of a more complete understanding of EF development by incorporating both genetic and socio-cultural factors.
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Affiliation(s)
- Sawa Senzaki
- University of Wisconsin-Green Bay, Green Bay, WI, USA
| | - Uwe Pott
- University of Wisconsin-Green Bay, Green Bay, WI, USA
| | - Ikuko Shinohara
- National Institute for Educational Policy Research of Japan, Tokyo, Japan
| | - Yusuke Moriguchi
- Joetsu University of Education, Joetsu, Japan.,Graduate School of Letters, Kyoto University, Kyoto, Japan
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Chiao JY, Li SC, Turner R, Lee-Tauler SY. Cultural neuroscience and the research domain criteria: Implications for global mental health. Neurosci Biobehav Rev 2020; 116:109-119. [PMID: 32540352 DOI: 10.1016/j.neubiorev.2020.06.005] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/11/2020] [Revised: 04/13/2020] [Accepted: 06/02/2020] [Indexed: 01/21/2023]
Abstract
A comprehensive understanding of the basic molecular and cellular mechanisms of the brain is important for the scientific discovery of root causes, risk and protective factors for mental disorders in global mental health. Systematic research in cultural neuroscience within the research domain criteria (RDoC) framework investigates the fundamental biobehavioral dimensions and observable behavior across cultures. Cultural dimensions are characterized in elements of circuit-based mechanisms and behavior across a range of analysis. Research approaches in cultural neuroscience within the RDoC framework advance the evidence-based resources for the development and implementation of cures, preventions and interventions to mental disorders in global mental health. This review presents a novel synthesis of foundations in cultural neuroscience within the research domain criteria framework to advance integrative, translational efforts in discovery and delivery science of mental disorders across cultural contexts in global mental health.
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Affiliation(s)
- Joan Y Chiao
- International Cultural Neuroscience Consortium, Highland Park, IL, USA.
| | - Shu-Chen Li
- Technische Universität Dresden, Dresden, Germany; Centre for Tactile Internet with Human-in-the-Loop, TU Dresden, Germany
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15
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D’Angiulli A, Pham DAT, Leisman G, Goldfield G. Evaluating Preschool Visual Attentional Selective-Set: Preliminary ERP Modeling and Simulation of Target Enhancement Homology. Brain Sci 2020; 10:brainsci10020124. [PMID: 32098390 PMCID: PMC7071495 DOI: 10.3390/brainsci10020124] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/29/2019] [Revised: 02/15/2020] [Accepted: 02/19/2020] [Indexed: 11/23/2022] Open
Abstract
We reanalyzed, modeled and simulated Event-Related Potential (ERP) data from 13 healthy children (Mean age = 5.12, Standard Deviation = 0.75) during a computerized visual sustained target detection task. Extending an ERP-based ACT–R (Adaptive Control of Thought–Rational) neurocognitive modeling approach, we tested whether visual sustained selective-set attention in preschool children involves the enhancement of neural response to targets, and it shows key adult-like features (neurofunctional homology). Blinded automatic peaks analysis was conducted on vincentized binned grand ERP averages. Time-course and distribution of scalp activity were detailed through topographic mapping and paths analysis. Reaction times and accuracy were also measured. Adult Magnetic Resonance Imaging-based mapping using ACT–R dipole source modeling and electric-field spiking simulation provided very good fit with the actual ERP data (R2 > 0.70). In most electrodes, between 50 and 400 ms, ERPs concurrent with target presentation were enhanced relative to distractor, without manual response confounds. Triangulation of peak analysis, ACT–R modeling and simulation for the entire ERP epochs up to the moment of manual response (~700 ms, on average) suggested converging evidence of distinct but interacting processes of enhancement and planning for response release/inhibition, respectively. The latter involved functions and structures consistent with adult ERP activity which might correspond to a large-scale network, implicating Dorsal and Ventral Attentional Networks, corticostriatal loops, and subcortical hubs connected to prefrontal cortex top-down working memory executive control. Although preliminary, the present approach suggests novel directions for further tests and falsifiable hypotheses on the origins and development of visual selective attention and their ERP correlates.
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Affiliation(s)
- Amedeo D’Angiulli
- Department of Neuroscience, Carleton University, Ottawa, ON K1S 5B6, Canada
- Neuroscience of Imagination, Cognition & Emotion Research (NICER) Lab, Carleton University, Ottawa, ON K1S 5B6, Canada;
- Correspondence:
| | - Dao Anh Thu Pham
- Neuroscience of Imagination, Cognition & Emotion Research (NICER) Lab, Carleton University, Ottawa, ON K1S 5B6, Canada;
- Department of Systems and Computer Engineering, Carleton University, Ottawa, ON K1S 5B6, Canada
| | - Gerry Leisman
- Faculty of Social Welfare and Health Sciences, University of Haifa, Haifa 3498838, Israel;
| | - Gary Goldfield
- Department of Pediatrics, University of Ottawa, Ottawa, ON K1N 6N5, Canada;
- Children’s Hospital of Eastern Ontario, Ottawa, ON K1H 5B2, Canada
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16
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Isbell E, Calkins SD, Swingler MM, Leerkes EM. Attentional fluctuations in preschoolers: Direct and indirect relations with task accuracy, academic readiness, and school performance. J Exp Child Psychol 2019; 167:388-403. [PMID: 29274944 DOI: 10.1016/j.jecp.2017.11.013] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/21/2017] [Revised: 07/29/2017] [Accepted: 11/29/2017] [Indexed: 12/30/2022]
Abstract
Attentional control fluctuates in the presence of internal and external distractors, wandering on and off a given task. The current study investigated individual differences in attentional fluctuations in 250 preschoolers. Attentional fluctuations were assessed via intra-individual variability in response time in a Go/No-Go task. Greater fluctuations in attentional control were linked to lower task accuracy. In addition, greater attentional fluctuations predicted lower performance in a task of cognitive flexibility, the Dimensional Change Card Sort task. Attentional fluctuations were also associated with laboratory measures of academic readiness in preschool, as assessed by the Applied Problems and Letter-Word Identification subscales of the Woodcock-Johnson III Tests of Achievement, which in turn predicted teacher reports of academic performance in first grade. Attentional fluctuations also had indirect associations with emergent math skills in preschool, via cognitive flexibility, as well as indirect associations with first-grade teacher reports of academic performance, via the relations between cognitive flexibility and emergent math skills in preschool. These results suggest that consistency is an important aspect of attentional control during early childhood.
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Affiliation(s)
- Elif Isbell
- University of North Carolina at Greensboro, Department of Human Development and Family Studies, Greensboro, NC 27412, USA.
| | - Susan D Calkins
- University of North Carolina at Greensboro, Department of Human Development and Family Studies, Greensboro, NC 27412, USA
| | - Margaret M Swingler
- University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, Chapel Hill, NC 27599, USA
| | - Esther M Leerkes
- University of North Carolina at Greensboro, Department of Human Development and Family Studies, Greensboro, NC 27412, USA
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17
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Abdul Rahman A, Wiebe SA. Valence matters: An electrophysiological study on how emotions influence cognitive performance in children. Dev Psychobiol 2018; 61:290-303. [PMID: 30548999 DOI: 10.1002/dev.21813] [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: 04/19/2018] [Revised: 11/06/2018] [Accepted: 11/08/2018] [Indexed: 11/09/2022]
Abstract
Emotional stimuli have been found to influence cognitive performance in children, but it is not clear whether this effect varies with the cognitive demands of the task. In this study, we examined how emotional expressions influenced cognitive performance and event-related potentials (ERPs) in early and middle childhood under varying cognitive control demands. Two groups of children (4.5-6.0 and 7.0-8.5 years) completed a modified flanker task where the stimuli were faces displaying task-irrelevant emotional expressions. Emotional influence varied depending on emotional valence: Accuracy was greater for happy targets, while response time and N2 latency were longer for angry targets. In younger children only, angry targets elicited a larger late frontal negativity. Cognitive control demands did not modulate the effect of emotions on behavioral performance or ERPs, contrasting with findings in adults. Findings are discussed in relation to the dual competition model and previous work demonstrating a positivity bias in children.
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Affiliation(s)
- Aishah Abdul Rahman
- Neuroscience and Mental Health Institute, University of Alberta, Edmonton, Alberta, Canada
| | - Sandra A Wiebe
- Neuroscience and Mental Health Institute, University of Alberta, Edmonton, Alberta, Canada.,Department of Psychology, University of Alberta, Edmonton, Alberta, Canada
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18
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Abstract
Research in cultural neuroscience and development examines the processes and mechanisms underlying the interaction of cultural systems with environmental and biological systems with a life course approach. Culture interacts with environmental and biological factors to shape the mind, brain and behavior across stages of development. Theoretical and empirical approaches in cultural neuroscience investigate how culture influences psychological and neurobiological mechanisms during developmental periods. Methodological approaches in cultural neuroscience and development illustrate the opportunities and challenges with observation and measurement of psychological and biological processes across cultures throughout development. This review examines empirical findings in cultural neuroscience on emotional, cognitive and social development. Implications of theoretical and methodological advances in cultural neuroscience and development for global mental health will be discussed.
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19
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Isbell E, Calkins SD, Cole VT, Swingler MM, Leerkes EM. Longitudinal associations between conflict monitoring and emergent academic skills: An event-related potentials study. Dev Psychobiol 2018; 61:495-512. [PMID: 30478921 DOI: 10.1002/dev.21809] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/03/2018] [Revised: 09/25/2018] [Accepted: 10/18/2018] [Indexed: 11/10/2022]
Abstract
Identifying the links between specific cognitive functions and emergent academic skills can help determine pathways to support both early academic performance and later academic achievement. Here, we investigated the longitudinal associations between a key aspect of cognitive control, conflict monitoring, and emergent academic skills from preschool through first grade, in a large sample of socioeconomically diverse children (N = 261). We recorded event-related potentials (ERPs) during a Go/No-Go task. The neural index of conflict monitoring, ΔN2, was defined as larger N2 mean amplitudes for No-Go versus Go trials. ΔN2 was observed over the right hemisphere across time points and showed developmental stability. Cross-lagged panel models revealed prospective links from ΔN2 to later math performance, but not reading performance. Specifically, larger ΔN2 at preschool predicted higher kindergarten math performance, and larger ΔN2 at kindergarten predicted higher first-grade math performance, above and beyond the behavioral performance in the Go/No-Go task. Early academic skills did not predict later ΔN2. These findings provided electrophysiological evidence for the contribution of conflict monitoring abilities to emergent math skills. In addition, our findings suggested that neural indices of cognitive control can provide additional information in predicting emergent math skills, above and beyond behavioral task performance.
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Affiliation(s)
- Elif Isbell
- Department of Psychology, University of Michigan, Ann Arbor, Michigan
| | - Susan D Calkins
- Department of Human Development and Family Studies, University of North Carolina at Greensboro, Greensboro, North Carolina
| | - Veronica T Cole
- Center for Developmental Science, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina
| | - Margaret M Swingler
- Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina
| | - Esther M Leerkes
- Department of Human Development and Family Studies, University of North Carolina at Greensboro, Greensboro, North Carolina
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20
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Hodel AS, Brumbaugh JE, Hunt RH, Van Den Heuvel SE, Wiltgen AM, Thomas KM. Individual differences in ERP measures of executive function in early childhood: Relation to low-risk preterm birth and parent-reported behavior. Child Neuropsychol 2018; 25:914-942. [PMID: 30376759 DOI: 10.1080/09297049.2018.1540690] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Abstract
Although behavioral studies have demonstrated that executive function (EF) develops rapidly during early childhood, few studies have investigated neural systems supporting EF during the preschool years. These systems are sensitive to variations in children's early life experiences, including preterm birth. The current study collected behavioral and event related potential (ERP) data during an EF task (directional Stroop) in a sample of 150 full-term and low-risk preterm children aged 4-years. Children's IQ and processing speed (WPPSI-III), and parent report of EF (BRIEF-P), were also measured. Forty-nine children born full-term and 43 low-risk preterm children provided useable ERP data. Similar to prior studies with adults and older children, preschool-aged children showed modulation of ERP components (N2, P3) by cognitive conflict. Effects of trial type were also present for early attentional components (N1 and P2). Exploratory analyses demonstrated that ERP measures of EF were correlated with individual differences in cognitive and behavioral functioning in both full-term and low-risk preterm populations. Future research investigating the neural correlates of early measures of EF in low-risk preterm children and other at-risk groups is warranted to better understand how trajectories of EF development are altered in the first years of life.
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Affiliation(s)
- Amanda S Hodel
- a Institute of Child Development , University of Minnesota , Minneapolis , MN , USA
| | - Jane E Brumbaugh
- b Department of Pediatric and Adolescent Medicine , Mayo Clinic , Rochester , MN , USA
| | - Ruskin H Hunt
- a Institute of Child Development , University of Minnesota , Minneapolis , MN , USA
| | | | - Anika M Wiltgen
- a Institute of Child Development , University of Minnesota , Minneapolis , MN , USA
| | - Kathleen M Thomas
- a Institute of Child Development , University of Minnesota , Minneapolis , MN , USA
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21
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Swingler MM, Isbell E, Zeytinoglu S, Calkins SD, Leerkes EM. Maternal behavior predicts neural underpinnings of inhibitory control in preschoolers. Dev Psychobiol 2018; 60:692-706. [PMID: 29806227 PMCID: PMC6107413 DOI: 10.1002/dev.21742] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/06/2017] [Accepted: 04/15/2018] [Indexed: 01/31/2023]
Abstract
Separate lines of research have revealed that the rapid development of inhibitory control in the preschool period is closely tied to normative brain development and influenced by early mother-child interactions. One potential theory is that maternal behavior in the context of early interactions influences the neural underpinnings of inhibitory control in development, with implications for child behavior. The purpose of this paper was to examine whether maternal emotional support, measured during a mother-child problem-solving game, predicted child neural responses (frontal-central N2 event-related potential) and behavioral performance (discrimination index, d') in a go/no-go task of inhibitory control in a large, diverse sample of mother-child dyads (N = 276) observed in children's last year of preschool (mean age = 56 months). Results of a structural equation model revealed significant direct effects from maternal emotional support to child right hemisphere frontal-central N2 responses to no-go (inhibitory control) trials; greater observed emotional support predicted larger N2 responses. Larger right hemisphere N2 responses to no-go trials were also associated with better overall observed task performance (d'). A test of indirect effects from maternal emotional support to child observed performance via right hemisphere N2 responses was significant, suggesting that underlying neurophysiology is one mechanism through which maternal emotional support is associated with a child's rapidly developing inhibitory control behavior in the preschool period. This work joins a growing literature demonstrating that caregiver behavior within a "normative" range is an important environmental factor contributing to the development of neural processes supporting child functioning.
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Affiliation(s)
- Margaret M. Swingler
- Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill
| | - Elif Isbell
- Department of Human Development and Family Studies, University of North Carolina at Greensboro
| | - Selin Zeytinoglu
- Department of Human Development and Family Studies, University of North Carolina at Greensboro
| | - Susan D. Calkins
- Department of Human Development and Family Studies, University of North Carolina at Greensboro
| | - Esther M. Leerkes
- Department of Human Development and Family Studies, University of North Carolina at Greensboro
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22
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Review and Classification of Emotion Recognition Based on EEG Brain-Computer Interface System Research: A Systematic Review. APPLIED SCIENCES-BASEL 2017. [DOI: 10.3390/app7121239] [Citation(s) in RCA: 70] [Impact Index Per Article: 10.0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/02/2023]
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23
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Abdul Rahman A, Carroll DJ, Espy KA, Wiebe SA. Neural Correlates of Response Inhibition in Early Childhood: Evidence From a Go/No-Go Task. Dev Neuropsychol 2017; 42:336-350. [PMID: 28857635 PMCID: PMC5942147 DOI: 10.1080/87565641.2017.1355917] [Citation(s) in RCA: 25] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
We examined the neural correlates underlying response inhibition in early childhood. Five-year-old children completed a Go/No-go task with or without time pressure (Fast vs. Slow condition) while scalp EEG was recorded. On No-go trials where inhibition was required, the left frontal N2 and posterior P3 were enhanced relative to Go trials. Time pressure was detrimental to behavioral performance and modulated the early-occurring P1 component. The topography of ERPs related to response inhibition differed from patterns typically seen in adults, and may indicate a compensatory mechanism to make up for immature inhibition networks in children.
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Affiliation(s)
- Aishah Abdul Rahman
- Neuroscience and Mental Health Institute, University of Alberta, Edmonton, Canada
| | - Daniel J Carroll
- Department of Psychology, University of Sheffield, Sheffield, United Kingdom
| | - Kimberly Andrews Espy
- Developmental Cognitive Neuroscience Laboratory, University of Nebraska-Lincoln, Nebraska, USA
- Office of the provost, University of Arizona, Arizona, USA
| | - Sandra A Wiebe
- Neuroscience and Mental Health Institute, University of Alberta, Edmonton, Canada
- Department of Psychology, University of Alberta, Edmonton, Canada
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24
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Zeytinoglu S, Calkins SD, Swingler MM, Leerkes EM. Pathways from maternal effortful control to child self-regulation: The role of maternal emotional support. JOURNAL OF FAMILY PSYCHOLOGY : JFP : JOURNAL OF THE DIVISION OF FAMILY PSYCHOLOGY OF THE AMERICAN PSYCHOLOGICAL ASSOCIATION (DIVISION 43) 2017; 31:170-180. [PMID: 27929315 PMCID: PMC5328920 DOI: 10.1037/fam0000271] [Citation(s) in RCA: 26] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
Abstract
This study examined the direct and indirect pathways from maternal effortful control to 2 aspects of children's self-regulation-executive functioning and behavioral regulation-via maternal emotional support. Two hundred seventy-eight children and their primary caregivers (96% mothers) participated in laboratory visits when children were 4 and 5 years, and teachers reported on children's behavior at kindergarten. At the 4-year assessment, maternal effortful control was measured using the Adult Temperament Questionnaire (Evans & Rothbart, 2007) and maternal emotional support was observed during a semistructured mother-child problem-solving task. At the 5-year assessment, children's executive functioning was measured using laboratory tasks designed to assess updating/working memory, inhibitory control, and cognitive flexibility, whereas behavioral regulation was assessed via teacher-report questionnaires on children's attention control, discipline and persistence, and work habits. Results from structural equation modeling indicated that, after controlling for child gender and minority status, and maternal education, maternal effortful control was indirectly associated with both child executive functioning and behavioral regulation through maternal emotional support. Maternal effortful control had a direct association with children's teacher-reported behavioral regulation but not observed executive functioning. These findings suggest that maternal effortful control may be a key contributing factor to the development of children's self-regulatory competencies through its impact on maternal emotional support. (PsycINFO Database Record
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Affiliation(s)
- Selin Zeytinoglu
- Department of Human Development and Family Studies, The University of North Carolina at Greensboro, Greensboro, NC 27402
| | - Susan D. Calkins
- Department of Human Development and Family Studies, The University of North Carolina at Greensboro, Greensboro, NC 27402
| | - Margaret M. Swingler
- Department of Human Development and Family Studies, The University of North Carolina at Greensboro, Greensboro, NC 27402
| | - Esther M. Leerkes
- Department of Human Development and Family Studies, The University of North Carolina at Greensboro, Greensboro, NC 27402
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25
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Abstract
Mental, neurological and substance-use (MNS) disorders comprise approximately 13% of the global burden of disease. The Grand Challenges in Global Mental Health Initiative has recently identified research priorities for the next decade to address prevention and treatment of MNS disorders. One main research priority is to identify the root causes, risks and protective factors associated with global mental health. Recent advances in cultural neuroscience have identified theoretical, methodological, and empirical methods of identifying biomarkers associated with mental health disorders across nations. Here we review empirical research in cultural neuroscience that address meeting the grand challenges in global mental health.
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26
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Pornpattananangkul N, Hariri AR, Harada T, Mano Y, Komeda H, Parrish TB, Sadato N, Iidaka T, Chiao JY. Cultural influences on neural basis of inhibitory control. Neuroimage 2016; 139:114-126. [DOI: 10.1016/j.neuroimage.2016.05.061] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/08/2015] [Revised: 05/02/2016] [Accepted: 05/24/2016] [Indexed: 10/21/2022] Open
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27
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Barac R, Moreno S, Bialystok E. Behavioral and Electrophysiological Differences in Executive Control Between Monolingual and Bilingual Children. Child Dev 2016; 87:1277-90. [PMID: 27133956 DOI: 10.1111/cdev.12538] [Citation(s) in RCA: 43] [Impact Index Per Article: 5.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/22/2023]
Abstract
This study examined executive control in sixty-two 5-year-old children who were monolingual or bilingual using behavioral and event-related potentials (ERPs) measures. All children performed equivalently on simple response inhibition (gift delay), but bilingual children outperformed monolinguals on interference suppression and complex response inhibition (go/no-go task). On the go/no-go task, ERPs showed larger P3 amplitudes and shorter N2 and P3 latencies for bilingual children than for monolinguals. These latency and amplitude data were associated with better behavioral performance and better discrimination between stimuli for bilingual children but not for monolingual children. These results clarify the conditions that lead to advantages for bilingual children in executive control and provide the first evidence linking those performance differences to electrophysiological brain differences in children.
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Liu Q, Zhu X, Ziegler A, Shi J. The effects of inhibitory control training for preschoolers on reasoning ability and neural activity. Sci Rep 2015; 5:14200. [PMID: 26395158 PMCID: PMC4585799 DOI: 10.1038/srep14200] [Citation(s) in RCA: 47] [Impact Index Per Article: 5.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/04/2015] [Accepted: 08/21/2015] [Indexed: 12/03/2022] Open
Abstract
Inhibitory control (including response inhibition and interference control) develops rapidly during the preschool period and is important for early cognitive development. This study aimed to determine the training and transfer effects on response inhibition in young children. Children in the training group (N = 20; 12 boys, mean age 4.87 ± 0.26 years) played “Fruit Ninja” on a tablet computer for 15 min/day, 4 days/week, for 3 weeks. Children in the active control group (N = 20; 10 boys, mean age 4.88 ± 0.20 years) played a coloring game on a tablet computer for 10 min/day, 1–2 days/week, for 3 weeks. Several cognitive tasks (involving inhibitory control, working memory, and fluid intelligence) were used to evaluate the transfer effects, and electroencephalography (EEG) was performed during a go/no-go task. Progress on the trained game was significant, while performance on a reasoning task (Raven’s Progressive Matrices) revealed a trend-level improvement from pre- to post-test. EEG indicated that the N2 effect of the go/no-go task was enhanced after training for girls. This study is the first to show that pure response inhibition training can potentially improve reasoning ability. Furthermore, gender differences in the training-induced changes in neural activity were found in preschoolers.
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Affiliation(s)
- Qian Liu
- Institute of Psychology, Chinese Academy of Sciences, Beijing; University of Chinese Academy of Sciences, Beijing 100101, China
| | - Xinyi Zhu
- Institute of Psychology, Chinese Academy of Sciences, Beijing, China
| | - Albert Ziegler
- Department of Educational Psychology, University of Erlangen-Nuremberg, Germany
| | - Jiannong Shi
- Institute of Psychology, Chinese Academy of Sciences, Beijing, China.,Department of Learning and Philosophy, Aalborg University, Denmark
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29
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The Promotion of Executive Functioning in a Brazilian Public School: A Pilot Study. SPANISH JOURNAL OF PSYCHOLOGY 2015; 18:E8. [DOI: 10.1017/sjp.2015.4] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
AbstractStudies have highlighted the role of early Executive Functioning (EF) interventions with regard to preventing behavioral and mental health problems. In this sense, interventions to promote EF have been developed and tested; however, in Latin America, evidence of early EF-related interventions is still limited. We developed a program for EF promotion in children and applied it to first-grade students. Sixty-eight six-year-old children and their five teachers were divided into an experimental group (EG) and a control group (CG). EG teachers administered the Intervention Program for Self-regulation and Executive Functions in a classroom context. The results of the ANCOVAs showed that children in the EG had significantly better performance in measures of cognitive flexibility (Trail Making Test for Preschoolers; p = .05), attention (Cancellation Attention Test – errors in the Part 3; p = .027), inhibition (Simon Task – interference score in the part 1; p = .008 and interference reaction time in the part 2; p = .010), and planning (CHEXI - planning scale; p = .041) than those in the CG. The results show that EF can be promoted using classroom intervention in public schools. These results expand previous findings for Latin America.
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30
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Trinkl M, Greimel E, Bartling J, Grünewald B, Schulte-Körne G, Grossheinrich N. Right-lateralization of N2-amplitudes in depressive adolescents: an emotional go/no-go study. J Child Psychol Psychiatry 2015; 56:76-86. [PMID: 24963551 DOI: 10.1111/jcpp.12282] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 05/16/2014] [Indexed: 11/28/2022]
Abstract
BACKGROUND Recent studies have proposed the process of emotion regulation as a promising target to study the neurophysiological basis of adolescent depression. Emotion regulation has repeatedly been studied with emotional go/no-go paradigms. To date, no study has examined if the left-frontal hypoactivation associated with depression generalizes to active tasks. The aim of this study was therefore to investigate the hemispheric asymmetry of the N2 component in depressed adolescents in an emotion regulation paradigm. METHODS Twenty-four adolescents diagnosed with major depression (age 11-18) and 30 healthy controls (age 11-18) performed two emotional go/no-go tasks exhibiting negative faces as go trials and positive faces as no-go trials and vice versa. RESULTS On the behavioral level, no significant group differences emerged. On the neural level, we found a more right-lateralized N2-amplitude in depressed subjects, while it was more left-lateralized in controls. Furthermore, both groups showed a less negative N2-amplitude to positive no-go stimuli. CONCLUSION This study provides strong support for a general left-frontal hypoactivity in adolescent depression, which also applies to active emotional go/no-go paradigms. Furthermore, the less negative N2 to positive stimuli is consistent with a generally enhanced impulsivity of adolescents toward appetitive stimuli, which is possibly the base of the differential clinical pattern of adolescent in contrast to adult depression.
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Affiliation(s)
- Monika Trinkl
- Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, Ludwig-Maximilian University, Munich, Germany
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31
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Sullivan MD, Janus M, Moreno S, Astheimer L, Bialystok E. Early stage second-language learning improves executive control: evidence from ERP. BRAIN AND LANGUAGE 2014; 139:84-98. [PMID: 25463819 DOI: 10.1016/j.bandl.2014.10.004] [Citation(s) in RCA: 41] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/02/2013] [Revised: 08/05/2014] [Accepted: 10/13/2014] [Indexed: 06/04/2023]
Abstract
A growing body of research has reported a bilingual advantage in performance on executive control tasks, but it is not known at what point in emerging bilingualism these advantages first appear. The present study investigated the effect of early stage second-language training on executive control. Monolingual English-speaking students were tested on a go-nogo task, sentence judgment task, and verbal fluency, before and after 6 months of Spanish instruction. The training group (n = 25) consisted of students enrolled in introductory Spanish and the control group (n = 30) consisted of students enrolled in introductory Psychology. After training, the Spanish group showed larger P3 amplitude on the go-nogo task and smaller P600 amplitude on the judgment task, indicating enhanced performance, with no changes for the control group and no differences between groups on behavioral measures. Results are discussed in terms of neural changes underlying executive control after brief second-language learning.
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Affiliation(s)
| | | | - Sylvain Moreno
- Rotman Research Institute and University of Toronto, Canada
| | | | - Ellen Bialystok
- York University, Canada; Rotman Research Institute and University of Toronto, Canada.
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32
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Jin ZL, Zhang JX, Li L. Endogenous language control in Chinese-English switching: an event-related potentials study. Neurosci Bull 2014; 30:461-8. [PMID: 24604633 DOI: 10.1007/s12264-013-1427-7] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/28/2013] [Accepted: 10/28/2013] [Indexed: 11/27/2022] Open
Abstract
The neural basis of language switching, especially endogenous language control, remains largely unclear. We used a cue-stimulus paradigm and measured behavioral indices and scalp event-related potentials to investigate the endogenous control of switching between Chinese and English. In the experiment, unbalanced Chinese (L1) - English (L2) speakers named pictures in L1 or L2 according to an auditory cue presented 700 ms (cue-stimulus interval) before the picture onset. The reaction time (RT) was longer in the switch condition and the switch cost (difference of RTs between switch and repeat conditions) of L1 (L2→L1) was greater than L2 (L1→L2). P2 component elicited by the cue onset showed the neural switch cost of L1 at the frontocentral regions, with a leftward distribution, but not the switch cost of L2. The greater switch cost of L1 in behavioral responses and neural activity suggests that the frontocentral areas play an important role in endogenous language control, and switching back to the native language might require more endogenous control.
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Affiliation(s)
- Zhen-Lan Jin
- Key Laboratory for NeuroInformation of Ministry of Education, School of Life Science and Technology, University of Electronic Science and Technology of China, Chengdu, 610054, China
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33
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Lahat A, Walker OL, Lamm C, Degnan KA, Henderson HA, Fox NA. Cognitive conflict links behavioral inhibition and social problem solving during social exclusion in childhood. INFANT AND CHILD DEVELOPMENT 2014; 23:273-282. [PMID: 25705132 DOI: 10.1002/icd.1845] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Abstract
Behavioral inhibition (BI) is a temperament characterized by heightened negative affect and social reticence to unfamiliar peers. In a longitudinal study, 291 infants were assessed for BI at 24 and 36 months of age. At age 7, N2 amplitude was measured during a Flanker task. Also at age 7, children experienced social exclusion in the lab during an interaction with an unfamiliar peer and an experimenter. Our findings indicate that children characterized as high in BI, relative to those low in BI, had larger (i.e., more negative) N2 amplitudes. Additionally, among children with a large N2, BI was positively related to withdrawal and negatively related to assertiveness during social exclusion. These findings suggest that variations in conflict detection among behaviorally inhibited children plays a role in their social behavior during stressful social situations.
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34
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Age Differences in Executive Functions within a Sample of Brazilian Children and Adolescents. SPANISH JOURNAL OF PSYCHOLOGY 2013; 16:E9. [PMID: 23866256 DOI: 10.1017/sjp.2013.12] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
AbstractExecutive abilities have been suggested to show differential age-related changes. This study aimed to extend this evidence to a Brazilian sample, which was composed of 572 children and adolescents aged 6 to 14 years, assessed in tests of visual and auditory working memory, selective attention, inhibitory control, cognitive flexibility, attentional abilities, verbal fluency and planning. ANOVAs revealed significant age effect on performance in all tests, with a trend toward better performance with the progression of age, even in differential ways. Overall, the performance on simpler tests, such as the basic attention, increased with age progression until around 11 or 12 years, when performance becomes more stable. However, in more complex tasks, including working memory tasks, the performance showed a more continuous improvement. There was gender effect in two measures: visual working memory, in which boys outperformed girls, and verbal fluency, in which the girls outperformed boys. In general, the results of this Brazilian sample were similar to those reported by studies conducted in other countries, what suggests that Brazilian socio-cultural specificities, at least of the participants of this sample, were not sufficient to reveal a distinct pattern of progression.
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Espinet SD, Anderson JE, Zelazo PD. Reflection training improves executive function in preschool-age children: behavioral and neural effects. Dev Cogn Neurosci 2013; 4:3-15. [PMID: 23280362 PMCID: PMC6987836 DOI: 10.1016/j.dcn.2012.11.009] [Citation(s) in RCA: 90] [Impact Index Per Article: 8.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/20/2012] [Revised: 11/29/2012] [Accepted: 11/30/2012] [Indexed: 11/26/2022] Open
Abstract
To assess the role of reflection in executive function, preschool-age children who perseverated (failed) on a pre-training version of the Dimensional Change Card Sort (DCCS) were given training with a different version (different stimuli) in which they were provided with corrective feedback and taught to reflect on the conflicting rule representations involved in the task. In Exp. 1, reflection training was based closely on Kloo and Perner (2003). Exp. 2 used a shortened (15min) version of the training protocol. In Exp. 3, this version of reflection training was compared to corrective feedback alone or mere practice with the task (without feedback). In all 3 experiments, children who received reflection training showed substantial improvements in performance on the pre-training version of the DCCS, whereas children in control conditions did not. In Exp. 3, these improvements were accompanied by a reduction from pre- to post-training in the amplitude of the N2 component of the ERP, an index of conflict detection. Results suggest not only that EF can be trained using a brief intervention targeting reflection, but also that training-related improvements in performance are associated with the down-regulation of ACC-mediated conflict detection. Implications for education are discussed.
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Affiliation(s)
| | - Jacob E. Anderson
- Institute of Child Development, University of Minnesota, United States
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Kail RV, McBride-Chang C, Ferrer E, Cho JR, Shu H. Cultural differences in the development of processing speed. Dev Sci 2013; 16:476-83. [PMID: 23587044 DOI: 10.1111/desc.12039] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/05/2012] [Accepted: 11/05/2012] [Indexed: 11/30/2022]
Abstract
The aim of the present work was to examine cultural differences in the development of speed of information processing. Four samples of US children (N = 509) and four samples of East Asian children (N = 661) completed psychometric measures of processing speed on two occasions. Analyses of the longitudinal data indicated that, although processing speed was comparable among US and East Asian children at the youngest age (~4.5 years), it developed more rapidly in some but not all of the East Asian samples. Results are discussed in terms of factors that may promote more rapid development of processing speed in some East Asian cultures.
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Affiliation(s)
- Robert V Kail
- Department of Psychological Sciences, Purdue University, West Lafayette IN 47907, USA.
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Lahat A, Helwig CC, Zelazo PD. An Event-Related Potential Study of Adolescents' and Young Adults' Judgments of Moral and Social Conventional Violations. Child Dev 2012; 84:955-69. [DOI: 10.1111/cdev.12001] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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Cross-cultural differences in cognitive development: attention to relations and objects. J Exp Child Psychol 2012; 113:20-35. [PMID: 22677459 DOI: 10.1016/j.jecp.2012.04.009] [Citation(s) in RCA: 54] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/08/2011] [Revised: 04/14/2012] [Accepted: 04/20/2012] [Indexed: 12/29/2022]
Abstract
Growing evidence indicates a suite of generalized differences in the attentional and cognitive processing of adults from Eastern and Western cultures. Cognition in Eastern adults is often more relational and in Western adults is more object focused. Three experiments examined whether these differences characterize the cognition of preschool children in the two cultures. In Experiment 1, 4-year-olds from the two cultures (N=64) participated in a relational match-to-standard task in two conditions, with simple or richly detailed objects, in which a focus on individual objects may hurt performance. Rich objects, consistent with past research, strongly limited the performance of U.S. children but not Japanese children. In Experiment 2, U.S. and Japanese 4-year-olds (N=72) participated in a visual search task that required them to find a specific object in a cluttered, but organized as a scene, visual field in which object-centric attention might be expected to aid performance and relational attentional pattern may hinder the performance because of relational structure that was poised by the scene. U.S. children outperformed Japanese children. In Experiment 3, 4-year-olds from both cultures (N=36) participated in a visual search task that was similar to Experiment 2 but with randomly placed objects, where there should not be a difference between the performance of two cultures because the relational structure that may be posed by the scene is eliminated. This double-dissociation is discussed in terms of implications for different developmental trajectories, with different developmental subtasks in the two cultures.
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Lahat A, Helwig CC, Zelazo PD. Age-related changes in cognitive processing of moral and social conventional violations. COGNITIVE DEVELOPMENT 2012. [DOI: 10.1016/j.cogdev.2012.02.002] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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Espinet SD, Anderson JE, Zelazo PD. N2 amplitude as a neural marker of executive function in young children: an ERP study of children who switch versus perseverate on the Dimensional Change Card Sort. Dev Cogn Neurosci 2012; 2 Suppl 1:S49-58. [PMID: 22682910 PMCID: PMC6987664 DOI: 10.1016/j.dcn.2011.12.002] [Citation(s) in RCA: 69] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/03/2011] [Revised: 11/22/2011] [Accepted: 12/02/2011] [Indexed: 11/28/2022] Open
Abstract
To explore the neurocognitive mechanisms underlying individual differences in executive function during the preschool years, high-density electroencephalography (EEG) was used to record event-related potentials (ERPs) from 99 children (between 35 and 54 months of age) during performance on the Dimensional Change Card Sort (DCCS), a widely used measure of executive function in which participants are required to sort bivalent stimuli first by one dimension and then by another. ERP analyses comparing children who switched flexibly (passed) to those who perseverated on post-switch trials (failed) focused on the N2 component, which was maximal over fronto-central sites. N2 amplitude was smaller (less negative) for children who passed the DCCS than for children who failed, suggesting that the N2, often associated with conflict monitoring, may serve as a neural marker of individual differences in executive function. Implications for learning and education are discussed.
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Affiliation(s)
| | - Jacob E. Anderson
- Institute of Child Development, University of Minnesota, United States
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Miller JG, Kinsbourne M. Culture and Neuroscience in Developmental Psychology: Contributions and Challenges. CHILD DEVELOPMENT PERSPECTIVES 2011. [DOI: 10.1111/j.1750-8606.2011.00188.x] [Citation(s) in RCA: 22] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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