Frontal EEG asymmetry in response to emotional vignettes in preschool age children

2001 ◽  
Vol 25 (2) ◽  
pp. 105-112 ◽  
Author(s):  
Jeffrey Pickens ◽  
Tiffany Field ◽  
Thomas Nawrocki
Keyword(s):  
Preschool Children ◽  
Negative Emotion ◽  
Emotional Responses ◽  
Preschool Age ◽  
Cortical Activation ◽  
Eeg Asymmetry ◽  
Frontal Eeg Asymmetry ◽  
Before And After ◽  
Eeg Recordings ◽  
Emotional Approach

EEG recordings were conducted with preschool children during presentations of videotaped vignettes depicting a fictional young child experiencing happy, sad, angry, and fearful events. Significant EEG asymmetry in the frontal region (left frontal activation) occurred during all types of emotional vignettes, but not during baseline periods (a neutral star-field image presented before and after each vignette). This pattern of left frontal cortical activation during each emotional vignette may represent a generally positive and low intensity emotional “approach” response even in the case of the negative emotion vignettes. These children displayed mostly neutral facial expressions during the vignettes, with some evidence of lip movements during the negative episodes (suggesting that the stories were eliciting some mild emotional responses or empathy). There was no evidence of more intense emotional responses that have been associated with right frontal cortical activation. These EEG patterns may reflect cortical mechanisms underlying mild emotional responses and affective displays in preschool children, as well as their developing ability to regulate their affective systems.

Manipulation of frontal EEG asymmetry through biofeedback alters self-reported emotional responses and facial EMG

2001 ◽  
Vol 38 (4) ◽  
pp. 685-693 ◽  
Author(s):  
John J.B. Allen ◽  
Eddie Harmon-Jones ◽  
James H. Cavender
Keyword(s):  
Emotional Responses ◽  
Eeg Asymmetry ◽  
Frontal Eeg Asymmetry ◽  
Facial Emg

scholarly journals Salivary oxytocin after play with parents predicts behavioral problems in preschool children

2021 ◽  
Author(s):  
Nuno Torres ◽  
Daniel Martins ◽  
Ligia Monteiro ◽  
António J. Santos ◽  
Brian E. Vaughn ◽  
...  
Keyword(s):  
Preschool Children ◽  
Behavioral Problems ◽  
Preschool Age ◽  
Behavioural Problems ◽  
Daily Routine ◽  
Depression And Anxiety ◽  
Potential Biomarker ◽  
Before And After ◽  
Teacher Report Form

Abstract Background: Oxytocin (OXT) has attracted research interest for its potential involvement in many of the behavioural problems observed in childhood. Due to its logistical advantages, saliva is an attractive fluid to quantify neuropeptides in children. Salivary OXT has been suggested as a potential biomarker for psychopathology during childhood. However, several questions still remain about the extent to which, and under what conditions, concentrations of OXT in saliva can be reliably measured and are related to behavioural problems in preschool age children.Methods: Seven samples of saliva from 30 preschool children (17 girls) were collected in five different days at their homes. Three of the samples were collected by the children's parents at baseline daily routine conditions, and four of the samples were collected by researchers during two home-visits: before and after two 15-minute dyadic play sessions (one with mothers and one fathers) between each individual parent and the child. Oxytocin concentrations were quantified by Radioimmunoassay with prior extraction. Children's behavioural problems were assessed by the Caregiver-Teacher Report Form (C-TRF) questionnaire, completed by the child's’ preschool teacher.Results: Salivary OXT measured in baseline samples collected by the parents could not predict any of the behavioural problems measured by the C-TRF. However, when collected by the researchers, salivary OXT before playing with parents correlated negatively with the C-TRF depression and anxiety subscales. Additionally there was a richer and stronger pattern of negative correlations between the salivary OXT measured after playing with parents and the depression, opposition, externalization and total problem scales of the C-TRF. Furthermore, salivary OXT was unlikely to be reliably measured using single sampling, but acceptable reliabilities were achieved when averaging several samples. Finally, the salivary OXT evoked after an episode of play with parents showed better reliabilities than collected at baseline.Conclusion: measurements of OXT evoked after positive affect interactions with parents seem to capture aspects of the OXT system in young children that are relevant for understanding the role of this system in children’s social behaviour.

scholarly journals PECULIARITIES OF MOTOR AND SPEECH RHYTHMIC PROCESSES FORMATION IN CHILDREN OF SENIOR PRESCHOOL AGE WITH STUTTERING BY MEANS OF LOGORHYTHMIC EXERCISES

2020 ◽  
pp. 129-139
Author(s):  
Iryna Zhadlenko
Keyword(s):  
Preschool Children ◽  
Speech Therapy ◽  
Speech Development ◽  
Preschool Age ◽  
Verbal Response ◽  
Scientific Article ◽  
Motor Speech ◽  
Speech Rhythm ◽  
Functional Aspects ◽  
Before And After

The scientific article proves that the functional aspects of motor-speech development in senior preschool children with stuttering are closely related to the basic morphofunctional provision of motor skills and speech, which involves activating the cerebral cortex, improving blood supply to the brain, restoring motor and articulatory innervation. By applying a multidisciplinary approach philosophical, psychophysiological, neurobiological, psychological and linguistic aspects of the nature of rhythm were highlighted. Comparative indicators of the level of motor and speech rhythm development were determined before and after performing logarithmic exercises. Theoretical and methodological analysis of the problem of motor and speech rhythms development in children of senior preschool age with stuttering confirmed the assumption about delayed rhythm development in children of this nosological group. The need for a comprehensive study of this issue was the driving force for carrying out the observational experiment, whose purpose was to study the peculiarities of the development of motor and speech rhythms in older preschool children with stuttering. In the process of analyzing the comparative characteristics of the levels of motor and verbal response in senior preschool children with stuttering, it was proved that these two processes develop simultaneously and are interdependent. The retardation of one process leads to the retardation of the other one, which affects the development of children's motor and verbal (speech) rhythm. Comparative characteristics of the formation levels of motor and verbal rhythms in senior preschool children with stuttering before and after correctional and developmental classes show that after performing correctional and developmental exercises there are no children with zero and low levels of reproduction, while medium and sufficient levels of motor reproduction and speech response prevail. This fact experimentally confirmed that the selected correctional and developmental work, conducting of speech therapy and logorhythmic classes aimed at the development of motor and verbal rhythms contributed to a significant improvement in the children’s results.

The Solution Strategy as an Indicator of the Developmental Stage of Preschool Children’s Mental-Rotation Ability

2010 ◽  
Vol 31 (2) ◽  
pp. 95-100 ◽  
Author(s):  
Claudia Quaiser-Pohl ◽  
Anna M. Rohe ◽  
Tobias Amberger
Keyword(s):  
Preschool Children ◽  
Mental Rotation ◽  
Latent Class ◽  
Preschool Age ◽  
Stage Model ◽  
Solution Strategy ◽  
Thinking Aloud ◽  
Transition Analysis ◽  
Solution Strategies ◽  
Close Relationship

The solution strategies of preschool children solving mental-rotation tasks were analyzed in two studies. In the first study n = 111 preschool children had to demonstrate their solution strategy in the Picture Rotation Test (PRT) items by thinking aloud; seven different strategies were identified. In the second study these strategies were confirmed by latent class analysis (LCA) with the PRT data of n = 565 preschool children. In addition, a close relationship was found between the solution strategy and children’s age. Results point to a stage model for the development of mental-rotation ability as measured by the PRT, going from inappropriate strategies like guessing or comparing details, to semiappropriate approaches like choosing the stimulus with the smallest angle discrepancy, to a holistic or analytic strategy. A latent transition analysis (LTA) revealed that the ability to mentally rotate objects can be influenced by training in the preschool age.

scholarly journals Relative Humidity Affects Acute Otitis Media Visits of Preschool Children to the Emergency Department

2021 ◽  
pp. 014556132110091
Author(s):  
Ying-Fang Jiang ◽  
Wen-Wei Luo ◽  
Xin Zhang ◽  
Dong-Dong Ren ◽  
Yi-Bo Huang
Keyword(s):  
Emergency Department ◽  
Preschool Children ◽  
Relative Humidity ◽  
Otitis Media ◽  
Meteorological Factors ◽  
Acute Otitis Media ◽  
Emergency Department Visits ◽  
Preschool Age ◽  
School Age Children ◽  
Cross Sectional

Objective: The associations between climate variables and diseases such as respiratory infections, influenza, pediatric seizure, and gastroenteritis have been long appreciated. Infection is the main reason for acute otitis media (AOM) incidence. However, few previous studies explored the correlation between climatic parameters and AOM infections. The most important meteorological factors, temperature, relative humidity, and fine particulate matter (PM2.5), were included in this study. We studied the relationship between these meteorological factors and the AOM visits. Materials and Methods: It was a retrospective cross-sectional study. A linear correlation and a linear regression model were used to explore the AOM visits and meteorological factors. Results: A total of 7075 emergency department visits for AOM were identified. Relative humidity was found an independent risk factor for the AOM visits in preschool children (regression coefficient = −10.841<0, P = .039 < .05), but not in infants and school-age children. Average temperature and PM2.5 were not correlated with AOM visits. Conclusion: Humidity may have a significant inverse impact on the incidence of AOM in preschool-age children.

scholarly journals Frontal EEG asymmetry in infants observing separation and comforting events: The role of infants’ attachment relationship

2021 ◽  
Vol 48 ◽  
pp. 100941
Author(s):  
Szilvia Biro ◽  
Mikko J. Peltola ◽  
Rens Huffmeijer ◽  
Lenneke R.A. Alink ◽  
Marian J. Bakermans-Kranenburg ◽  
...  
Keyword(s):  
Eeg Asymmetry ◽  
Frontal Eeg Asymmetry ◽  
Attachment Relationship

scholarly journals South African preschool children habitually consuming sheep liver and exposed to vitamin A supplementation and fortification have hypervitaminotic A liver stores: a cohort study

2019 ◽  
Vol 110 (1) ◽  
pp. 91-101 ◽  
Author(s):  
Martha E van Stuijvenberg ◽  
Muhammad A Dhansay ◽  
Jana Nel ◽  
Devika Suri ◽  
Michael Grahn ◽  
...  
Keyword(s):  
South Africa ◽  
Preschool Children ◽  
Vitamin A ◽  
Total Serum ◽  
High Dose ◽  
Serum Retinol ◽  
Hypervitaminosis A ◽  
Total Liver ◽  
Before And After ◽  
Retinyl Esters

ABSTRACT Background In some regions, multiple vitamin A (VA) interventions occur in the same target groups, which may lead to excessive stores. Retinol isotope dilution (RID) is a more sensitive technique than serum retinol to measure VA status. Objective We evaluated VA status before and after a high-dose supplement in preschool children living in a region in South Africa with habitual liver consumption and exposed to VA supplementation and fortification. Methods After baseline blood samples, subjects (46.7 ± 8.4 mo; n = 94) were administered 1.0 μmol [14,15]-13C2-retinyl acetate to estimate total liver retinol reserves by RID with a follow-up 14-d blood sample. Liver intake was assessed with a frequency questionnaire. In line with current practice, a routine 200,000 IU VA capsule was administered after the RID test. RID was repeated 1 mo later. Serum retinyl esters were evaluated using ultra-performance liquid chromatography. Results At baseline, 63.6% of these children had hypervitaminosis A defined as total liver retinol reserves ≥1.0 μmol/g liver, which increased to 71.6% after supplementation (1.13 ± 0.43 to 1.29 ± 0.46 μmol/g; P < 0.001). Total serum VA as retinyl esters was elevated in 4.8% and 6.1% of children before and after supplementation. The odds of having hypervitaminosis A at baseline were higher in children consuming liver ≥1/mo (ratio 3.70 [95% CI: 1.08, 12.6]) and in children receiving 2 (4.28 [1.03, 17.9]) or 3 (6.45 [0.64, 65.41]) supplements in the past 12 mo. Total body stores decreased after the supplement in children in the highest quartile at baseline compared with children with lower stores, who showed an increase (P = 0.007). Conclusions In children, such as this cohort in South Africa, with adequate VA intake through diet, and overlapping VA fortification and supplementation, preschool VA capsule distribution should be re-evaluated. This trial was registered at https://clinicaltrials.gov/ct2/show/NCT02915731 as NCT02915731.

scholarly journals Infant frontal EEG asymmetry in relation with postnatal maternal depression and parenting behavior

2017 ◽  
Vol 7 (3) ◽  
pp. e1057-e1057 ◽  
Author(s):  
D J Wen ◽  
N N Soe ◽  
L W Sim ◽  
S Sanmugam ◽  
K Kwek ◽  
...  
Keyword(s):  
Maternal Depression ◽  
Parenting Behavior ◽  
Eeg Asymmetry ◽  
Frontal Eeg Asymmetry

Modelling of Teaching for Pre-School Children with Mental Retardation

2021 ◽  
Vol 2 (1) ◽  
pp. 29-38
Author(s):  
Olga Shapko
Keyword(s):  
Mental Retardation ◽  
Preschool Children ◽  
School Children ◽  
External World ◽  
Preschool Age ◽  
Necessary Condition ◽  
Effective Technique ◽  
Remedial Work ◽  
Model Algorithm ◽  
Purposeful Activity

The article discusses the experience of using models in remedial work with children with mental retardation of preschool age in kindergarten conditions. Examples of outlines of lessons with this category of preschool children 6-7 years old are offered. The reactions of children to the introduction of models are illustrated. The aim of the article is to show that models are an effective technique for children with mental retardation to perceive cognitive material, because they stimulate children to independent voluntary purposeful activity. This is facilitated by the model algorithm, which includes generalized images that are familiar to children and do not cause them difficulties. We have taken into account that for children with mental retardation the operation "comparison" is one of the difficult ones, but through it the relations between objects and phenomena of the external world are learned. Comparison therefore plays an important role in cognition Comparison helps to generalise and systematise knowledge. The process of comparison is a necessary condition for generalisation. The model can help children with mental retardation to find similarities between objects, which for them is rather more difficult than finding differences.

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