Contributions of Neuroscience to Our Understanding of Cognitive Development

Lack of voluntary interest and difficulty making eye contact are the most discriminative behaviors of the ASQ:SE and might suggest delays: Results from a large-scale assessment

BACKGROUND

Every child is unique, but development tends to occur in predictable steps and stages. The early identification of infants who face developmental delays is critical, boosting the use of screening tools to determine risks for delays. The city of Rio de Janeiro conducted a large-scale assessment of children who were enrolled in educational facilities using the Ages & Stages Questionnaires: Social-Emotional (ASQ:SE).

OBJECTIVES

We examined the internal structure of the ASQ:SE and its most discriminative items of risks of delays in development among 12- to 60-month-old children. The trajectory of the discrimination parameter of eight anchor items was used to check how well they inform the risk of social-emotional competence delays throughout development.

METHODS

Data from 79,332 children (1-5 years) were analyzed via Samejima Graded Response model of Item Response Theory (IRT). The discrimination (a) and threshold (b) parameters were computed, and errors were achieved via maximum likelihood. Data/codes are available at https://osf.io/by6sf/.

RESULTS

(a) Item Response Theory analyses supported the unidimensionality of data via the root mean square error of approximation and standardized root mean square residual results (RMSEA). (b) The lack of voluntary interest was the most discriminative risk behavior in the first 5 years. (c) Lack of interest was the most persistent risk behavior. (d) Difficulty making eye contact was nearly as informative as lack of interest.

CONCLUSION

Lack of voluntary interest in things should be considered a critical risk-related behavior, and making eye contact is a vital aspect of typical development. Both behaviors may be predictors of children's delays.MAIN OUTCOMESThe ASQ:SE is a valid and reliable tool to measure child development.The internal structure of the ASQ:SE is well-fitted with a unidimensional solution.A child's age is a vital aspect of the discrimination parameter of the IRT model.Lack of interest in things and difficulty making eye contact are critical risk-related behaviors.

Towards an interdisciplinary "science of the mind": A call for enhanced collaboration between philosophy and neuroscience

In recent decades, the neuroscientific community has moved from describing the neural underpinnings of mental phenomena-as characterized by experimental psychology and philosophy of mind-to attempting to redefine those mental phenomena based on neural findings. Nowadays, many are intrigued by the idea that neuroscience might provide the "missing piece" that would allow philosophers (and, to an extent, psychologists, too) to make important advances, generating new means that these disciplines lack to close knowledge gaps and answer questions like "What is Free Will?" and "Do humans have it?." In this paper, we argue that instead of striving for neuroscience to replace philosophy in the ongoing quest to understanding human thought and behavior, more synergetic relations should be established, where neuroscience does not only inspire philosophy but also draws from it. We claim that such a collaborative coevolution, with the two disciplines nourishing and influencing each other, is key to resolving long-lasting questions that have thus far proved impenetrable for either discipline on its own.

A case for using methods from natural science in advancing the field of cognitive neuroscience

Cognitive neuroscience seeks to pinpoint the neural basis of cognitive function. Application of scientific methods can be credited for its advancement within the field of psychology. Past approaches such as phrenology, that linked bumps on the skull to mental capabilities, initially gained popularity, but the lack of experimental testing contributed to its demise. Research in neuropsychology and the use of the double dissociation experimental technique subsequently emerged. Objective measurements of behaviour following selective damage within the brain led to a paradigm shift. More recently, application of the subtraction technique, coupled with the emergence of cognitive neuroimaging tools, has allowed psychologists to isolate and measure specific functions such as language, vision, memory, and recognition of emotion. Importantly, these approaches enable reliable prediction of behaviours, given parameters of brain integrity, a key goal within the field of psychology.

Neuroscience Concepts Changed Teachers' Views of Pedagogy and Students

Advances in neuroscience reveal how individual brains change as learning occurs. Translating this neuroscience into practice has largely been unidirectional, from researchers to teachers. However, how teachers view and incorporate neuroscience ideas in their classroom practices remains relatively unexplored. Previously fourteen non-science teachers participated in a 3-week three credit graduate course focusing on foundational ideas in neuroscience. The current work was undertaken to gain insight into if and how individual teachers choose to later apply the proposed set of educational neuroscience concepts (ENCs) in their classrooms. This qualitative follow-up study examined commonalities in how teachers of diverse ages and subjects utilized their new neuroscience understandings. To this end, a year after the course, all participants assessed their perceived usefulness of the ENCs in a survey. Six of those teachers permitted classroom observations and participated in interviews that focused on how the ENCs may have influenced their lesson planning and teaching. The survey revealed that irrespective of subject areas or grade levels taught, teachers found the ENCs useful as organizing principles for their pedagogy now and in the future. Overall teachers estimated that the ENCs’ influence on lesson design had increased from 51% prior to the course to an estimated 90% for future lessons. A cross-case analysis of classroom observations and interviews revealed how teachers used ENCs to inform their pedagogical decisions, organize actions in their classroom, influence their understanding of students, and respond to individual contexts. Teachers recognized the importance of student agency for engaging them in the learning process. The ENCs also offered teachers explanations that affirmed known practices or helped justify exploring untried techniques. The foundational neuroscience concepts offered a small group of teachers a lens to reconsider, re-envision and re-design their lessons. Some teachers applied these ideas more broadly or frequently than others. This case study provided insights into how teachers can directly apply neuroscience knowledge to their practice and views of students.

Brain Knowledge and the Prevalence of Neuromyths among Prospective Teachers in Greece

Although very often teachers show a great interest in introducing findings from the field of neuroscience in their classrooms, there is growing concern about the lack of academic instruction on neuroscience on teachers' curricula because this has led to a proliferation of neuromyths. We surveyed 479 undergraduate (mean age = 19.60 years, SD = 2.29) and 94 postgraduate students (mean age = 28.52 years, SD = 7.16) enrolled in Departments of Education at the University of Thessaly and the National and Kapodistrian University of Athens. We used a 70-item questionnaire aiming to explore general knowledge on the brain, neuromyths, the participants' attitude toward neuroeducation as well as their reading habits. Prospective teachers were found to believe that neuroscience knowledge is useful for teachers (90.3% agreement), to be somewhat knowledgeable when it comes to the brain (47.33% of the assertions were answered correctly), but to be less well informed when it comes to neuroscientific issues related to special education (36.86% correct responses). Findings further indicate that general knowledge about the brain was found to be the best safeguard against believing in neuromyths. Based on our results we suggest that prospective teachers can benefit from academic instruction on neuroscience. We propose that such instruction takes place in undergraduate courses of Departments of Education and that emphasis is given in debunking neuromyths, enhancing critical reading skills, and dealing with topics relevant to special education.

Differential attentional responding in caesarean versus vaginally delivered infants

Little is known about the role that the birth experience plays in brain and cognitive development. Recent research has suggested that birth experience influences the development of the somatosensory cortex, an area involved in spatial attention to sensory information. In this study, we explored whether differences in spatial attention would occur in infants who had different birth experiences, as occurs for caesarean versus vaginal delivery. Three-month-old infants performed either a spatial cueing task or a visual expectation task. We showed that caesarean-delivered infants' stimulus-driven, reflexive attention was slowed relative to vaginally delivered infants', whereas their cognitively driven, voluntary attention was unaffected. Thus, types of birth experience influence at least one form of infants' attention, and possibly any cognitive process that relies on spatial attention. This study also suggests that birth experience influences the initial state of brain functioning and, consequently, should be considered in our understanding of brain development.

Active Interpersonal Touch Gives Rise to the Social Softness Illusion

Social touch plays a powerful role in human life, with important physical and mental health benefits in development and adulthood. Touch is central in building the foundations of social interaction, attachment, and cognition [1–5], and early, social touch has unique, beneficial neurophysiological and epigenetic effects [6–9]. The recent discovery of a separate neurophysiological system for affectively laden touch in humans has further kindled scientific interest in the area [10, 11]. Remarkably, however, little is known about what motivates and sustains the human tendency to touch others in a pro-social manner. Given the importance of social touch, we hypothesized that active stroking elicits more sensory pleasure when touching others’ skin than when touching one’s own skin. In a set of six experiments (total N = 133) we found that healthy participants, mostly tested in pairs to account for any objective differences in skin softness, consistently judged another’s skin as feeling softer and smoother than their own skin. We further found that this softness illusion appeared selectively when the touch activated a neurophysiological system for affective touch in the receiver. We conclude that this sensory illusion underlies a novel, bodily mechanism of socio-affective bonding and enhances our motivation to touch others.

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The social softness illusion reflects the sensory hedonics of active social touch

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Stroking others’ skin feels softer and smoother than stroking our own skin

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The illusion appears when the touch activates the receiver’s affective touch system

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The illusion reflects a tactile mechanism of emotional sharing between individuals

Somatosensory pleasure circuit: from skin to brain and back

The skin senses serve a discriminative function, allowing us to manipulate objects and detect touch and temperature, and an affective/emotional function, manifested as itch or pain when the skin is damaged. Two different classes of nerve fibre mediate these dissociable aspects of cutaneous somatosensation: (i) myelinated A-beta and A-delta afferents that provide rapid information about the location and physical characteristics of skin contact; and (ii) unmyelinated, slow-conducting C-fibre afferents that are typically associated with coding the emotional properties of pain and itch. However, recent research has identified a third class of C-fibre afferents that code for the pleasurable properties of touch - c-tactile afferents or CTs. Clinical application of treatments that target pleasant, CT-mediated touch (such as massage therapy) could, in the future, provide a complementary, non-pharmacological means of treating both the physical and psychological aspects of chronic skin conditions such as itch and eczema.

The effect of friendly touch on delay-of-gratification in preschool children

Physical touch has many documented benefits, but past research has paid little attention to the effects of touch on children's development. Here, we tested the effect of touch on children's compliance behaviour in a modified delay-of-gratification task. Forty children ( M = 59 months) were randomly assigned to a touch or no touch group. Children in the intervention condition received a friendly touch on the back while being told that they should wait for permission to eat a candy. Results showed that children in the touch condition waited an average of two minutes longer to eat the candy than children in the no touch condition. This finding has implications for the potential of using touch to promote positive behaviours in children.

Zinc supplementation sustained normative neurodevelopment in a randomized, controlled trial of Peruvian infants aged 6-18 months

A double-blind, randomized clinical trial was conducted to determine the effects of prevention of zinc deficiency on cognitive and sensorimotor development during infancy. At 6 mo of age, infants were randomly assigned to be administered a daily liquid supplement containing 10 mg/d of zinc (zinc sulfate), 10 mg/d of iron (ferrous sulfate), and 0.5 mg/d of copper (copper oxide), or an identical daily liquid supplement containing only 10 mg/d of iron and 0.5 mg/d of copper. Various controls were implemented to ensure adherence to the supplement protocol. A battery of developmental assessments was administered from 6 to 18 mo of age that included a visual habituation/recognition memory task augmented with heart rate at 6, 9, and 12 mo of age; the Bayley Scales of Infant Development, 2nd edition (BSID2) at 6, 12, and 18 mo; the A-not-B error task at 9 and 12 mo; and free-play attention tasks at 12 and 18 mo. Only infants supplemented with zinc had the normative decline in look duration from 6 to 12 mo during habituation and a normative decline in shifting between objects on free-play multiple-object attention tasks from 12 to 18 mo of age. The 2 groups did not differ on any of the psychophysiologic indices, the BSID2, or the A-not-B error task. The findings are consistent with zinc supplementation supporting a profile of normative information processing and active attentional profiles during the first 2 y of life. This trial was registered at clinicaltrials.gov as NCT00589264.

Infusing Neuroscience into Teacher Professional Development

Bruer (1997) advocated connecting neuroscience and education indirectly through the intermediate discipline of psychology. We argue for a parallel route: the neurobiology of learning, and in particular the core concept of plasticity, have the potential to directly transform teacher preparation and professional development, and ultimately to affect how students think about their own learning. We present a case study of how the core concepts of neuroscience can be brought to in-service teachers - the BrainU workshops. We then discuss how neuroscience can be meaningfully integrated into pre-service teacher preparation, focusing on institutional and cultural barriers.

A psychobiological perspective on working memory performance at 8 months of age

Fifty 8-month-old infants participated in a study of the interrelations among cognition, temperament, and electrophysiology. Better performance on a working memory task (assessed using a looking version of the A-not-B task) was associated with increases in frontal-parietal EEG coherence from baseline to task, as well as elevated levels of frontal-occipital coherence during both baseline and task. Enhanced performance was also associated with decreased heart period (increased heart rate) from baseline to task. Infants with better working memory performance had parents who rated them high on activity level and distress to limitations. When considered collectively, EEG coherence and heart period contributed unique variance in the prediction of high and low performance groups. Implications for the study of infant cognition are discussed.

Mapping numerical processing, reading, and executive functions in the developing brain: an fMRI meta-analysis of 52 studies including 842 children

Tracing the connections from brain functions to children's cognitive development and education is a major goal of modern neuroscience. We performed the first meta-analysis of functional magnetic resonance imaging (fMRI) data obtained over the past decade (1999-2008) on more than 800 children and adolescents in three core systems of cognitive development and school learning: numerical abilities, reading, and executive functions (i.e. cognitive control). We ran Activation Likelihood Estimation (ALE) meta-analyses to obtain regions of reliable activity across all the studies. The results indicate that, unlike results usually reported for adults, children primarily engage the frontal cortex when solving numerical tasks. With age, there may be a shift from reliance on the frontal cortex to reliance on the parietal cortex. In contrast, the frontal, temporo-parietal and occipito-temporal regions at work during reading in children are very similar to those reported in adults. The executive frontal regions are also consistent with the imaging literature on cognitive control in adults, but the developmental comparison between children and adolescents demonstrates a key role of the anterior insular cortex (AIC) with an additional right AIC involvement in adolescents.

Postural strategies and sensory integration: no turning point between childhood and adolescence

In this study, we investigated the sensory integration to postural control in children and adolescents from 5 to 15 years of age. We adopted the working hypothesis that considerable body changes occurring during these periods may lead subjects to under-use the information provided by the proprioceptive pathway and over-use other sensory systems such as vision to control their orientation and stabilize their body. It was proposed to determine which maturational differences may exist between the sensory integration used by children and adolescents in order to test the hypothesis that adolescence may constitute a specific phase in the development of postural control. This hypothesis was tested by applying an original protocol of slow oscillations below the detection threshold of the vestibular canal system, which mainly serves to mediate proprioceptive information, to the platform on which the subjects were standing. We highlighted the process of acquiring an accurate sensory and anatomical reference frame for functional movement. We asked children and adolescents to maintain a vertical stance while slow sinusoidal oscillations in the frontal plane were applied to the support at 0.01 Hz (below the detection threshold of the semicircular canal system) and at 0.06 Hz (above the detection threshold of the semicircular canal system) with their eyes either open or closed. This developmental study provided evidence that there are mild differences in the quality of sensory integration relative to postural control in children and adolescents. The results reported here confirmed the predominance of vision and the gradual mastery of somatosensory integration in postural control during a large period of ontogenesis including childhood and adolescence. The youngest as well as the oldest subjects adopted similar qualitative damping and segmental stabilization strategies that gradually improved with age without reaching an adult's level. Lastly, sensory reweighting for postural strategies as assessed by very slow support oscillations presents a linear development without any qualitative turning point between childhood and adolescence.

Childhood auditory processing disorder as a developmental disorder: the case for a multi-professional approach to diagnosis and management

Auditory processing disorder (APD) is diagnosed when a patient presents with listening difficulties which can not be explained by a peripheral hearing impairment or higher-order cognitive or language problems. This review explores the association between auditory processing disorder (APD) and other specific developmental disorders such as dyslexia and attention-deficit hyperactivity disorder. The diagnosis and aetiology of APD are similar to those of other developmental disorders and it is well established that APD often co-occurs with impairments of language, literacy, and attention. The genetic and neurological causes of APD are poorly understood, but developmental and behavioural genetic research with other disorders suggests that clinicians should expect APD to co-occur with other symptoms frequently. The clinical implications of co-occurring symptoms of other developmental disorders are considered and the review concludes that a multi-professional approach to the diagnosis and management of APD, involving speech and language therapy and psychology as well as audiology, is essential to ensure that children have access to the most appropriate range of support and interventions.

Social cognition in children with Down's syndrome: challenges to research and theory building

Characterising how socio-cognitive abilities develop has been crucial to understanding the wider development of typically developing children. It is equally central to understanding developmental pathways in children with intellectual disabilities such as Down's syndrome. While the process of acquisition of socio-cognitive abilities in typical development and in autism has received considerable attention, socio-cognitive development in Down's syndrome has received far less scrutiny. Initial work in the 1970s and 1980s provided important insights into the emergence of socio-cognitive abilities in the children's early years, and recently there has been a marked revival of interest in this area, with research focusing both on a broader range of abilities and on a wider age range. This annotation reviews some of these more recent findings, identifies outstanding gaps in current understanding, and stresses the importance of the development of theory in advancing research and knowledge in this field. Barriers to theory building are discussed and the potential utility of adopting a transactional approach to theory building illustrated with reference to a model of early socio-cognitive development in Down's syndrome. The need for a more extensive model of social cognition is emphasised, as is the need for larger-scale, finer-grained, longitudinal work which recognises the within-individual and within-group variability which characterises this population. The value of drawing on new technologies and of adapting innovative research paradigms from other areas of typical and atypical child psychology is also highlighted.

Sensory and affective judgments of skin during inter- and intrapersonal touch

Here we report two experiments that investigated the tactile perception of one's own skin (intrapersonal touch) versus the skin of other individuals (interpersonal touch). In the first experiment, thirteen female participants rated, along four perceptual attributes, the skin of their own palm and volar forearm, then that of several of the other participants. Ratings were made using visual analogue scales for perceived smoothness, softness, stickiness, and pleasantness. One's own skin was rated less pleasant than the skin of others. For both intra- and interpersonal touch, the forearm skin was rated smoother, softer, less sticky and more pleasant than the palmar skin. In the second experiment, ten pairs of female participants rated each other's palm and volar forearm skin, with the skin of the touched individual being assessed before and after the application of skin emollients that alter skin feel. As in the first experiment, the untreated skin of others was rated more pleasant than the participants' own skin, and the forearm versus palm differences were replicated. However, the emollient had generally larger effects on self-assessments than the assessments of others, and the site effect showed greater positive sensory and pleasantness increases for palm versus volar forearm. The disparate results of the two experiments suggest that attention, influenced by the ecological importance of the stimulus, is more important to assessment of touched skin than ownership of the skin or the contribution to self-touch made by the additional receptors in the passively touched skin. In both experiments, the pleasantness of touched skin was associated with the skin's perceived smoothness and softness, with weak trends toward negative associations with its perceived stickiness, consistent with prior research using inanimate surfaces (e.g., textiles and sandpapers).

Neuroimaging as a New Tool in the Toolbox of Psychological Science

During the past quarter century, advances in imaging technology have helped transform scientific fields. As important as the data made available by these new technologies have been, equally important have been the guides provided by existing theories and the converging evidence provided by other methodologies. The field of psychological science is no exception. Neuroimaging is an important new tool in the toolbox of psychological science, but it is most productive when its use is guided by psychological theories and complemented by converging methodologies including (but not limited to) lesion, electrophysiological, computational, and behavioral studies. Based on this approach, the articles in this special issue specify neural mechanisms involved in perception, attention, categorization, memory, recognition, attitudes, social cognition, language, motor coordination, emotional regulation, executive function, decision making, and depression. Understanding the contributions of individual and functionally connected brain regions to these processes benefits psychological theory by suggesting functional representations and processes, constraining these processes, producing means of falsifying hypotheses, and generating new hypotheses. From this work, a view is emerging in which psychological processes represent emergent properties of a widely distributed set of component processes.