Bismarck native returns to share expertise about early childhood brain development

2002 ◽  
Author(s):  
Keyword(s):  
Early Childhood ◽  
Brain Development

scholarly journals Neural Correlates of Feedback Processing in Toddlers

2014 ◽  
Vol 26 (7) ◽  
pp. 1519-1527 ◽  
Author(s):  
Marlene Meyer ◽  
Harold Bekkering ◽  
Denise J. C. Janssen ◽  
Ellen R. A. de Bruijn ◽  
Sabine Hunnius
Keyword(s):  
Early Childhood ◽  
Brain Development ◽  
Brain Activity ◽  
Feedback System ◽  
Brain Regions ◽  
Adaptive Performance ◽  
Feedback Processing ◽  
Essential Information ◽  
Electrophysiological Studies ◽  
Neural Feedback

External feedback provides essential information for successful learning. Feedback is especially important for learning in early childhood, as toddlers strongly rely on external signals to determine the consequences of their actions. In adults, many electrophysiological studies have elucidated feedback processes using a neural marker called the feedback-related negativity (FRN). The neural generator of the FRN is assumed to be the ACC, located in medial frontal cortex. As frontal brain regions are the latest to mature during brain development, it is unclear when in early childhood a functional feedback system develops. Is feedback differentiated on a neural level in toddlers and in how far is neural feedback processing related to children's behavioral adjustment? In an EEG experiment, we addressed these questions by measuring the brain activity and behavioral performance of 2.5-year-old toddlers while they played a feedback-guided game on a touchscreen. Electrophysiological results show differential brain activity for feedback with a more negative deflection for incorrect than correct outcomes, resembling the adult FRN. This provides the first neural evidence for feedback processing in toddlers. Notably, FRN amplitudes were predictive of adaptive behavior: the stronger the differential brain activity for feedback, the better the toddlers' adaptive performance during the game. Thus, already in early childhood toddlers' feedback-guided performance directly relates to the functionality of their neural feedback processing. Implications for early feedback-based learning as well as structural and functional brain development are discussed.

Iodine deficiency during infancy and early childhood in Belgium: does it pose a risk to brain development?

2001 ◽  
Vol 160 (4) ◽  
pp. 251-254 ◽  
Author(s):  
François Delange ◽  
Pierre Wolff ◽  
Danielle Gnat ◽  
Michèle Dramaix ◽  
Michèle Pilchen ◽  
...  
Keyword(s):  
Early Childhood ◽  
Brain Development ◽  
Iodine Deficiency ◽  
Infancy And Early Childhood

scholarly journals Habitual sleep is associated with both source memory and hippocampal subfield volume during early childhood

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Tracy Riggins ◽  
Rebecca M. C. Spencer
Keyword(s):  
Early Childhood ◽  
Brain Development ◽  
Sleep Duration ◽  
Source Memory ◽  
Memory Performance ◽  
Memory Task ◽  
Cognitive Networks ◽  
The Body ◽  
Developmental Changes ◽  
Typically Developing

Abstract Previous research has established important developmental changes in sleep and memory during early childhood. These changes have been linked separately to brain development, yet few studies have explored their interrelations during this developmental period. The goal of this report was to explore these associations in 200 (100 female) typically developing 4- to 8-year-old children. We examined whether habitual sleep patterns (24-h sleep duration, nap status) were related to children’s performance on a source memory task and hippocampal subfield volumes. Results revealed that, across all participants, after controlling for age, habitual sleep duration was positively related to source memory performance. In addition, in younger (4–6 years, n = 67), but not older (6–8 years, n = 70) children, habitual sleep duration was related to hippocampal head subfield volume (CA2-4/DG). Moreover, within younger children, volume of hippocampal subfields varied as a function of nap status; children who were still napping (n = 28) had larger CA1 volumes in the body compared to children who had transitioned out of napping (n = 39). Together, these findings are consistent with the hypothesis that habitually napping children may have more immature cognitive networks, as indexed by hippocampal integrity. Furthermore, these results shed additional light on why sleep is important during early childhood, a period of substantial brain development.

scholarly journals 0334 Hippocampal Development, Slow Wave Activity, and Nap-Dependent Memory Consolidation in Early Childhood

SLEEP ◽  
2020 ◽  
Vol 43 (Supplement_1) ◽  
pp. A127-A127
Author(s):  
S Lokhandwala ◽  
T Allard ◽  
T Riggins ◽  
R M Spencer
Keyword(s):  
Early Childhood ◽  
Brain Development ◽  
Cortical Thickness ◽  
Memory Consolidation ◽  
Sleep Stage ◽  
Structural Characteristics ◽  
Spatial Task ◽  
Preschool Age ◽  
Brain Maturation ◽  
Declarative Learning

Abstract Introduction Naps support memory consolidation in early childhood. In adults, nap-dependent declarative consolidation is associated with SWA. SWA increases from early childhood into adulthood, and the shift of SWA from occipital to frontal distribution (F/O-ratio) is a marker of brain maturation. Thus, we explored how electrophysiological and structural characteristics of brain development relate to nap-dependent declarative learning in early childhood. Methods Twelve preschool-age children (8 female, M=48 months, SD=0.44) have completed three sessions (~1wk apart) within a larger study. In the first two sessions, children completed a visuo-spatial task before and after a 2-hr nap or wake interval. During the third visit, children underwent MRI assessment. Using PSG, SWA was measured in the delta band over frontal and occipital regions for nREM2 and nREM3 sleep. Results While F/O-ratio of SWA does not currently predict the F/O-ratio of cortical thickness (r(12)=.383, p=.219), right parahippocampal thickness positively correlates with F/O-ratio of SWA in nREM2 (r(12)=.591, p=.043). Nonetheless, children’s performance change following the nap was not associated with either parahippocampal thickness or F/O-ratio of SWA in any sleep stage (all ps>.538). However, performance in children who showed a post-nap benefit (n=5) positively correlated with right parahippocampal thickness (r(5)=.915, p=.029). This was not the case for children who did not show a post-nap benefit (r(7)=-.199, p=.668). Conclusion Although the F/O-ratio of SWA did not predict a similar ratio of cortical thickness, the association between right parahippocampal thickness and F/O-ratio of SWA is evidence that development of SWA parallels cortical development. While there is no overall association between post-nap performance and brain development characteristics, the relation between performance and right parahippocampal thickness in children showing a nap benefit suggests that memory during this age may depend on structural (rather than electrophysiological) brain development changes. Support NIH R21 HD094758 & NSF BCS 1749280

scholarly journals SOSIALISASI GERAKAN MEMASYARAKATKAN MAKAN IKAN (GEMARIKAN) PADA SISWA SEKOLAH DASAR DI ACEH BARAT

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
Zulfadhli Zulfadhli ◽  
Rinawati Rinawati
Keyword(s):  
Early Childhood ◽  
Primary School ◽  
Brain Development ◽  
Fish Consumption ◽  
Kuala Lumpur ◽  
Government Program ◽  
Fresh Fish

Gemarikan is a government program initiated by the Ministry of Maritime Affairs and Fisheries (KKP RI) which aims to motivate people to like to eat fish. In fish there are omega-3s, EFAs, and DHA which are needed for brain development. Early childhood is strongly advised to consume fish to be healthier, smarter and stronger. This activity is carried out on the basis of students still low interest in consuming fish and do not know the benefits. Gemarikan socialization was carried out at the primary school in Kuala Lumpur district of Samatiga, West Aceh district. The method is carried out by lectures and playing fish games. The material presented was: types of consumption fish, benefits and importance of fish consumption, and tips on choosing fresh fish. Students are very happy and pay attention to what is conveyed in the hope that after this activity has finished interest in increasing fish consumption.

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