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1.
The development of cognitive control during adolescence is paralleled by changes in the function of the lateral prefrontal cortex (PFC). Using a three‐wave longitudinal neuroimaging design (N = 22, Mage = 13.08 years at Wave 1), this study examined if youth's stereotypes about teens modulate changes in their neural activation during cognitive control. Participants holding stereotypes of teens as irresponsible in the family context (i.e., ignoring family obligations) in middle school showed increases in bilateral ventrolateral PFC activation during cognitive control over the transition to high school, which was associated with increases in risk taking. These findings provide preliminary evidence that youth's conceptions of adolescence play a role in neural plasticity over this phase of development.  相似文献   

2.
The relations between changes in the scalp-recorded electroencephalogram (EEG) and the development of the ability to perform successfully 2 cognitive tasks attributed to frontal lobe functioning were examined in 13 infants from 7 to 12 months of age. Infants successful in performing the A-not-B task with increasingly longer delays across the second half of the first year of life showed changes in power in scalp-recorded brain electrical activity in the frontal region and an increase in anterior/posterior EEG coherence. Infants with rapid mastery of object retrieval did not differ in frontal EEG development from infants who exhibited the normal developmental progression in object retrieval performance. In a task examining inhibition of reaching to a novel toy, there were no differences in frontal EEG as a function of performance. Results from a cross-sectional sample revealed similar findings. These data confirm work with nonhuman primates on the importance of maturation of frontal cortex in the successful performance on certain tasks (A-not-B), but do not confirm nonhuman primate data on the importance of frontal cortex for other tasks (object retrieval). The data also suggest that the electroencephalogram may be useful as a noninvasive measure of central nervous system development during the first year of life.  相似文献   

3.
Longitudinal changes in trusting behavior across adolescence and their neural correlates were examined. Neural regions of interest (ROIs) included the medial prefrontal cortex (mPFC), dorsal anterior cingulate cortex (dACC), left anterior insula (AI), bilateral ventral striatum (VS), and right dorsal striatum (DS). Participants (wave 1 age: M = 12.90) played the investor in a Trust Game with an uncooperative trustee three times (1-year interval). Analyses included 77 primarily Dutch participants (33 females). Participants decreased their investments with wave. Furthermore, activity was heightened in mPFC, dACC, and DS during investment and repayment, and in right VS (investment) and AI (repayment). Finally, DS activity during repayment increased with wave. These findings highlight early–middle adolescence as an important period for developing sensitivity to uncooperative behavior.  相似文献   

4.
Dyslexia, or reading difficulty (RD), is characterized by slow, inaccurate reading and accompanied by deficit in executive functions (EF) and altered functional connectivity (FC) in the related networks (i.e., cingulo‐opercular). Individuals with RD also present with altered oculomotor gaze patterns that include longer fixation times. The researchers examined the relationship between fixation times and FC of neural circuits related to EF during rest in children with RD and typical readers. Nineteen children participated in a 10‐min resting‐state scan. FC analysis was performed with the anterior cingulate cortex (ACC), related to cognitive control, chosen as a seed. Fixation time during word reading was used as a covariate of interest. Results demonstrated that FC between the ACC and the left inferior frontal cortex pars triangularis and left inferior prefrontal cortex during rest were negatively correlated with fixation times during word reading. These exploratory results support the critical role for the cingulo‐opercular network, which is related to cognitive control, in the reading process, and likely also in reading impairment.  相似文献   

5.
We evaluated neuro‐functional changes associated with late acquisition of reading in an illiterate adult who underwent 20 longitudinal functional magnetic resonance imaging (fMRI) scans during 2 years, while the participant progressed from complete illiteracy to a modest level of alphabetical decoding. Initially, the participant did not activate neural circuits for reading when he was exposed to words; gradually, however, he began to present activation in left occipitotemporal cortex, at the visual word form area. This increase was accompanied by a decrease in face responses. Reading‐related responses also emerged in language‐related areas of the inferior frontal gyrus and temporal lobe. Additional activations in superior parietal lobe, superior frontal gyrus and posterior medial frontal cortex suggested that reading remained dependent on effortful executive attention and working memory processes. Nevertheless, the results indicate that adult plasticity can be sufficient to induce rapid changes in brain responses to written words and faces in an unschooled and illiterate adult.  相似文献   

6.
Development of cortical circuitry and cognitive function   总被引：14，自引：0，他引：14  
Recent functional and anatomical studies in nonhuman primates have elucidated the basic neural circuitry underlying delayed-response function in adult nonhuman primates. Thus circuitry includes connections of the principal sulcus with other areas of parietal association and limbic cortex and projections to the caudate nucleus, superior colliculus, and other premotor centers. Anatomical tracing in primate fetuses and in monkeys at various stages of postnatal development indicates that these various classes of cortical connections begin to form by the second trimester of pregnancy. Electromicroscopic studies of the principal sulcus and other areas of cerebral cortex show that the number and density of synapses in the cortex increase rapidly, reaching and maintaining higher than normal adult values between 2 and 4 months postnatally, before slowly declining over a period of years to stable adult levels. The capacity to perform delayed-response and/or AB at short delays emerges around 4 months of age, coinciding with the end of the period of highest synaptic density in the principal sulcus. These findings suggest that a critical mass of cortical synapses is important for the emergence of this cognitive function, and that fully mature capacity may depend upon the elimination of excess synapses that occurs during adolescence and young adulthood. Knowledge of the neural basis of normal cognitive development may prove useful both to social and educational purposes as well as to understanding developmental disorders of cognition.  相似文献   

7.
Cognitive challenges during transition to adulthood are generally high and require particular skills, such as self‐control, performance evaluation, and behavioral adjustment for success in everyday living. However, age and sex differences in timing and efficiency of brain maturational processes in the early twenties are not well known. We used a go/no‐go paradigm and fMRI to focus on the neural processes underlying response inhibition and performance monitoring during the transition from late adolescence (aged 18–19) to young adulthood (aged 23–25). During performance monitoring, late adolescents showed more activation in right inferior frontal gyrus than young adults, while males showed more activation in left inferior parietal lobe than females. No effects of age and sex were found for response inhibition. Our findings suggest that age and sex‐related differences in neural basis of performance monitoring continue to change between late adolescence and young adulthood.  相似文献   

8.
数学认知:脑与认知科学的研究成果及其教育启示   总被引：6，自引：0，他引：6  
数学认知是人类最重要的高级认知功能之一。脑与认知科学的最新研究结果表明,数学认知是一个多成分、多系统的复杂认知系统,既有种系进化的基础,也与个体发展与学习有关。数学认知依赖于一个大范围的皮层支持网络,包括顶叶、额叶与颞叶的部分区域。尤其是顶叶皮层,在数学认知障碍与数学学习过程中均有重要作用。这充分表明,语言与视觉空间功能对于数学认知具有重要意义。上述研究成果对于科学地认识学生的数学学习、基础数学教育的方式方法、数学教育评价等问题均有重要启示。  相似文献   

9.
Emotion regulation cannot be temporally distinguished from emotion in the brain, but activation patterns in prefrontal cortex appear to mediate cognitive control during emotion episodes. Frontal event-related potentials (ERPs) can tap cognitive control hypothetically mediated by the anterior cingulate cortex, and developmentalists have used these to differentiate age, individual, and emotion-valence factors. Extending this approach, the present article outlines a research strategy for studying emotion regulation in children by combining emotion induction with a go/no-go task known to produce frontal ERPs. Preliminary results indicate that medial-frontal ERP amplitudes diminish with age but become more sensitive to anxiety, and internalizing children show higher amplitudes than noninternalizing children, especially when anxious. These results may reflect age and individual differences in the effortful regulation of negative emotion.  相似文献   

10.
Spanking remains common around the world, despite evidence linking corporal punishment to detrimental child outcomes. This study tested whether children (Mage = 11.60) who were spanked (N = 40) exhibited altered neural function in response to stimuli that suggest the presence of an environmental threat compared to children who were not spanked (N = 107). Children who were spanked exhibited greater activation in multiple regions of the medial and lateral prefrontal cortex (PFC), including dorsal anterior cingulate cortex, dorsomedial PFC, bilateral frontal pole, and left middle frontal gyrus in response to fearful relative to neutral faces compared to children who were not spanked. These findings suggest that spanking may alter neural responses to environmental threats in a manner similar to more severe forms of maltreatment.  相似文献   

11.
Adolescence is a developmental period characterized by intense changes, which impact the interaction between individuals and their environments. Moral reasoning (MR) is an important skill during adolescence because it guides social decisions between right and wrong. Identifying the cognitive underpinnings of MR is essential to understanding the development of this function. The aim of this study was to explore predictors of MR in typically developing adolescents (n = 92, 33 males, M = 16.3 years, SD = 2.2 years) and the specific contribution of higher order cognitive processing using an innovative visual MR assessment tool and measures of executive functioning and intelligence. MR maturity was correlated with four executive functions (cognitive flexibility, feedback utilization, conceptual reasoning, verbal fluency) and was predicted by four variables: age, intelligence, nonverbal flexibility and verbal fluency. Overall, these results contribute to a better understanding of MR during adolescence and highlight the importance of using innovative tools to measure social cognition.  相似文献   

12.
To test the hypothesis that biological motion perception is developmentally integrated with important social cognitive abilities, 12-month-olds ( N  =   36) were shown a display of a human point-light figure turning to observe a target. Infants spontaneously and reliably followed the figure's "gaze" despite the absence of familiar and socially informative features such as a face or eyes. This suggests that biological motion displays are sufficient to convey rich psychological information such as attentional orientation and is the first evidence to show that biological motion perception and social cognitive abilities are functionally integrated early in the course of typical development. The question of whether common neural substrates for biological motion perception and analysis of gaze direction underlies the functional integration seen behaviorally is discussed.  相似文献   

13.
Writing is a complex academic task—it involves numerous mental processes. Given the necessity for developing writing skills from elementary to secondary school, this study aimed to investigate the role of broad cognitive abilities derived from the Cattell–Horn–Carroll (CHC) theory of intelligence in predicting skills associated with writing achievement. The normative sample from the fourth edition of the Woodcock–Johnson Tests of Cognitive Abilities and the Woodcock–Johnson Tests Academic Achievement were used to examine the relationships between broad CHC abilities and academic achievement in writing. The findings of this study suggest that the broad CHC abilities Comprehension‐Knowledge, Processing Speed, and Fluid Reasoning are especially important predictors of basic writing skills and written expression during the school‐age years. In general, changes in the strength of the association between cognitive abilities and academic achievement in writing are observed over time, as the cognitive demands involved in the writing increase in complexity in later grades.  相似文献   

14.
儿童数学认知障碍不仅涉及到多项认知成分和心理过程的作用机制,还涉及到诸如前额叶皮层等认知神经机制。执行功能是对个体的意识和行为进行监督和控制的各种操作过程,与数学认知能力的发展有着密切的联系。执行功能可以从认知神经机制、工作记忆机制、抑制控制机制以及问题解决等方面对儿童数学认知障碍进行预测和解释。  相似文献   

15.
The sustained use of two languages by bilinguals has been shown to induce broad changes in language and cognitive abilities across the lifespan. The largest changes are seen as advantages in executive control, a set of processes responsible for controlled attention, inhibition, and shifting. Moreover, there is evidence that these executive control advantages mitigate cognitive decline in older age and contribute to cognitive reserve. In this paper, we examine some of the evidence for these findings and explain their relation to bilingual language use. These effects are considered in terms of their implications for our understanding of cognitive and brain plasticity. Some implications for social policy are discussed.  相似文献   

16.
Working memory training improves children's cognitive performance on untrained tasks; however, little is known about the underlying neural mechanisms. This was investigated in 32 typically developing children aged 10–14 years (19 girls and 13 boys) using a randomized controlled design and multi-modal magnetic resonance imaging (Devon, UK; 2015–2016). Training improved working memory performance and increased intrinsic functional connectivity between the bilateral intraparietal sulci. Furthermore, improvements in working memory were associated with greater recruitment of the left middle frontal gyrus on a complex span task. Repeated engagement of fronto-parietal regions during training may increase their activity and functional connectivity over time, affording greater working memory performance. The plausibility of generalizable cognitive benefits from a neurobiological perspective and implications for neurodevelopmental theory are discussed.  相似文献   

17.
Metacognitive control is an important factor for successful learning and has been shown to increase across childhood and adolescence. Only few studies have attempted to investigate the cognitive processes and psychological mechanisms that subserve metacognitively-based control and the development thereof. Accordingly, the aim of the current study was to gain an insight into the cognitive and psychological correlates that relate to metacognitively-based control processes. Specifically, we were interested in two measures of metacognitive control: learners’ ability to self-regulate their study time in a study time allocation paradigm, as well as the efficiency with which they allocated their study time. It was of particular interest to explore the relation between declarative metamemory and procedural metacognitive skills. In addition, we assessed learners’ general cognitive and executive abilities. We tested a group of 10-year olds and a group of adults. Surprisingly, and in contrast to previous studies, the current study does not support a relation between declarative metamemory and procedural skills, or executive functions and intelligence and procedural skills. We interpret our results in line with a dual systems view of metacognitive abilities and further speculate whether procedural skills might become increasingly independent and automated with age.  相似文献   

18.
This study examined whether iron deficiency (ID) in infancy contributes to problem behaviors in adolescence through its influence on poor regulatory abilities in childhood. Chilean infants (N = 1,116) were studied when there was no national program for iron fortification (1991–1996), resulting in high rates of ID (28%) and iron‐deficiency anemia (IDA, 17%). Infants (54% male) were studied at childhood (Mage = 10 years) and adolescence (Mage = 14 years). IDA in infancy was related to excessive alcohol use and risky sexual behavior in adolescence through its effect on poor emotion regulation in childhood. Attentional control deficits at age 10 were also related to both infant IDA and heightened risk taking in adolescence. Findings elucidate how poor childhood regulatory abilities associated with infant IDA compromise adjustment in adolescence.  相似文献   

19.
The objective of the present study was to determine the role of sex steroids in the development of self-perceived competence during adolescence. The Harter Self-Perception Scale was administered to 56 adolescents with delayed puberty who were receiving depo-testosterone (males) or conjugated estrogens (females) administered in 3-month blocks alternating with placebo. Treatment was given at three dose levels approximating early, middle, and late pubertal replacement levels. Hormone treatments had a significant positive effect for both males and females in one subscale domain--perceived job competence. Significant positive hormone effects were also obtained for perceptions of romantic appeal and close friendship in females and perception of athletic abilities in males. It can be inferred from the results of this study that the hormonal changes associated with sexual maturation have targeted influences on specific domains of self-perceived competence and that there are clear gender differences.  相似文献   

20.
This study investigated the development of all 3 components of episodic memory (EM), as defined by Tulving, namely, core factual content, spatial context, and temporal context. To this end, a novel, ecologically valid test was administered to 109 participants aged 4-16 years. Results showed that each EM component develops at a different rate. Ability to memorize factual content emerges early, whereas context retrieval abilities continue to improve until adolescence, due to persistent encoding difficulties (isolated by comparing results on free recall and recognition tasks). Exploration of links with other cognitive functions revealed that short-term feature-binding abilities contribute to all EM components, and executive functions to temporal and spatial context, although ability to memorize temporal context is predicted mainly by age.  相似文献   

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