Infant Contingency Learning in Different Cultural Contexts

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Graf, Frauke; Lamm, Bettina; Goertz, Claudia; Kolling, Thorsten; Freitag, Claudia; Spangler, Sibylle; Fassbender, Ina; Teubert, Manuel; Vierhaus, Marc; Keller, Heidi; Lohaus, Arnold; Schwarzer, Gudrun; Knopf, Monika

2012-01-01

Three-month-old Cameroonian Nso farmer and German middle-class infants were compared regarding learning and retention in a computerized mobile task. Infants achieving a preset learning criterion during reinforcement were tested for immediate and long-term retention measured in terms of an increased response rate after reinforcement and after a…

A comparison of maternal sensitivity and verbal stimulation as unique predictors of infant social-emotional and cognitive development.

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Page, Melissa; Wilhelm, Mari S; Gamble, Wendy C; Card, Noel A

2010-02-01

Although maternal sensitivity has been shown to influence social-emotional development, the role of verbal stimulation on infant developmental outcomes has received less exploration. Recent research has focused on intentional behaviors within the context of a mother-infant interaction as a critical influence and as distinct from sensitivity. In this investigation 6377 mother-infant dyads participated in a teaching task as part of the sample from the Early Childhood Longitudinal Study Birth Cohort (ECLS-B). Analyses focused in deciphering the role of maternal sensitivity and verbal stimulation as contributors to the infant's social-emotional (S-E) and cognitive (Cog) development. We further hypothesized that inclusion of infant age as a moderator of maternal behaviors would illuminate any differences between younger and older infants. For the infant's S-E development, our hypothesis that maternal sensitivity would be a stronger predictor than verbal stimulation was not supported; nor did we find support for our hypothesis that the association would be moderated by age. For Cog development, only verbal stimulation had a direct positive effect on the infant's cognitive ability; our findings for moderation showed that mothers spoke more to older infants than younger infants. Identification of specific maternal behaviors associated with infant outcomes informs the child development field, and also provides strategies for early intervention to assist mothers with developing or maintaining a consistent relationship that includes sensitivity and verbal stimulation. Published by Elsevier Inc.

The Developing Infant Creates a Curriculum for Statistical Learning.

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Smith, Linda B; Jayaraman, Swapnaa; Clerkin, Elizabeth; Yu, Chen

2018-04-01

New efforts are using head cameras and eye-trackers worn by infants to capture everyday visual environments from the point of view of the infant learner. From this vantage point, the training sets for statistical learning develop as the sensorimotor abilities of the infant develop, yielding a series of ordered datasets for visual learning that differ in content and structure between timepoints but are highly selective at each timepoint. These changing environments may constitute a developmentally ordered curriculum that optimizes learning across many domains. Future advances in computational models will be necessary to connect the developmentally changing content and statistics of infant experience to the internal machinery that does the learning. Copyright © 2018 Elsevier Ltd. All rights reserved.

Tracing Trajectories of Audio-Visual Learning in the Infant Brain

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Kersey, Alyssa J.; Emberson, Lauren L.

2017-01-01

Although infants begin learning about their environment before they are born, little is known about how the infant brain changes during learning. Here, we take the initial steps in documenting how the neural responses in the brain change as infants learn to associate audio and visual stimuli. Using functional near-infrared spectroscopy (fNRIS) to…

Learning from picture books: Infants' use of naming information.

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Khu, Melanie; Graham, Susan A; Ganea, Patricia A

2014-01-01

The present study investigated whether naming would facilitate infants' transfer of information from picture books to the real world. Eighteen- and 21-month-olds learned a novel label for a novel object depicted in a picture book. Infants then saw a second picture book in which an adult demonstrated how to elicit the object's non-obvious property. Accompanying narration described the pictures using the object's newly learnt label. Infants were subsequently tested with the real-world object depicted in the book, as well as a different-color exemplar. Infants' performance on the test trials was compared with that of infants in a no label condition. When presented with the exact object depicted in the picture book, 21-month-olds were significantly more likely to attempt to elicit the object's non-obvious property than were 18-month-olds. Learning the object's label before learning about the object's hidden property did not improve 18-month-olds' performance. At 21-months, the number of infants in the label condition who attempted to elicit the real-world object's non-obvious property was greater than would be predicted by chance, but the number of infants in the no label condition was not. Neither age group nor label condition predicted test performance for the different-color exemplar. The findings are discussed in relation to infants' learning and transfer from picture books.

Infant Directed Speech Enhances Statistical Learning in Newborn Infants: An ERP Study.

Directory of Open Access Journals (Sweden)

Alexis N Bosseler

Full Text Available Statistical learning and the social contexts of language addressed to infants are hypothesized to play important roles in early language development. Previous behavioral work has found that the exaggerated prosodic contours of infant-directed speech (IDS facilitate statistical learning in 8-month-old infants. Here we examined the neural processes involved in on-line statistical learning and investigated whether the use of IDS facilitates statistical learning in sleeping newborns. Event-related potentials (ERPs were recorded while newborns were exposed to12 pseudo-words, six spoken with exaggerated pitch contours of IDS and six spoken without exaggerated pitch contours (ADS in ten alternating blocks. We examined whether ERP amplitudes for syllable position within a pseudo-word (word-initial vs. word-medial vs. word-final, indicating statistical word learning and speech register (ADS vs. IDS would interact. The ADS and IDS registers elicited similar ERP patterns for syllable position in an early 0-100 ms component but elicited different ERP effects in both the polarity and topographical distribution at 200-400 ms and 450-650 ms. These results provide the first evidence that the exaggerated pitch contours of IDS result in differences in brain activity linked to on-line statistical learning in sleeping newborns.

Infant Statistical-Learning Ability Is Related to Real-Time Language Processing

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Lany, Jill; Shoaib, Amber; Thompson, Abbie; Estes, Katharine Graf

2018-01-01

Infants are adept at learning statistical regularities in artificial language materials, suggesting that the ability to learn statistical structure may support language development. Indeed, infants who perform better on statistical learning tasks tend to be more advanced in parental reports of infants' language skills. Work with adults suggests…

Effects of Motor Development Stimulation on Anthropometric Indices of Infants Aged 1-12 Months in Foster Care Homes

Directory of Open Access Journals (Sweden)

Arezou NikNezhad Jalali

2015-12-01

Full Text Available Background: The first three years of life have a pivotal role in growth and development of infants. Extra-uterine environment largely affects brain development of infants during the first year of life.However,no specific programs are available for brain development stimulation in foster homes. Aim: This study aimed to evaluate the effects of motor development stimulation package on anthropometric indices of infants staying in foster homes. Method: This experimental study was conducted on 50 infants aged 1-12 months at Ali Asghar foster home of Mashhad, Iran in 2013. Infants were randomly divided into two groups of intervention (n=25 and control (n=25. Motor development stimulation packages were used for intervention group three times a week for eight consecutive weeks (24 sessions, two hours each. Anthropometric indices of infants were evaluated using standard instruments before and after intervention. Data analysis was performed in SPSS V.11.5 using independent T-test and Mann-Whitney U test. Results: In this study, mean age of infants in intervention and control groups was 6.04±3.48 and 4.3±3.70 months, respectively. In total, 68% of infants were male, and 32% were female. After intervention, Mann-Whitney test results showed no statistically significant difference in height (P=0.47 and head circumference (P=0.11 of infants between the groups. However, independent T-test showed a statistically significant difference in body weight of infants (P=0.007 between the groups after intervention with the stimulation care package. Implications for Practice: According to the results of this study, use of evidence-based motor development stimulation package for eight weeks resulted in increased weight of infants, while it had no effect on height and head circumference. Therefore, it is recommended that complementary studies be conducted in this regard.

Statistical learning in a natural language by 8-month-old infants.

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Pelucchi, Bruna; Hay, Jessica F; Saffran, Jenny R

2009-01-01

Numerous studies over the past decade support the claim that infants are equipped with powerful statistical language learning mechanisms. The primary evidence for statistical language learning in word segmentation comes from studies using artificial languages, continuous streams of synthesized syllables that are highly simplified relative to real speech. To what extent can these conclusions be scaled up to natural language learning? In the current experiments, English-learning 8-month-old infants' ability to track transitional probabilities in fluent infant-directed Italian speech was tested (N = 72). The results suggest that infants are sensitive to transitional probability cues in unfamiliar natural language stimuli, and support the claim that statistical learning is sufficiently robust to support aspects of real-world language acquisition.

Infants' Learning, Memory, and Generalization of Learning for Bimodal Events.

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Morrongiello, Barbara A.; Lasenby, Jennifer; Lee, Naomi

2003-01-01

Two studies examined the impact of temporal synchrony on infants' learning of and memory for sight-sound pairs. Findings indicated that 7-month-olds had no difficulty learning auditory-visual pairs regardless of temporal synchrony, remembering them 10 minutes later and 1 week later. Three-month-olds showed poorer learning in no-synchrony than in…

Real-world visual statistics and infants' first-learned object names.

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Clerkin, Elizabeth M; Hart, Elizabeth; Rehg, James M; Yu, Chen; Smith, Linda B

2017-01-05

We offer a new solution to the unsolved problem of how infants break into word learning based on the visual statistics of everyday infant-perspective scenes. Images from head camera video captured by 8 1/2 to 10 1/2 month-old infants at 147 at-home mealtime events were analysed for the objects in view. The images were found to be highly cluttered with many different objects in view. However, the frequency distribution of object categories was extremely right skewed such that a very small set of objects was pervasively present-a fact that may substantially reduce the problem of referential ambiguity. The statistical structure of objects in these infant egocentric scenes differs markedly from that in the training sets used in computational models and in experiments on statistical word-referent learning. Therefore, the results also indicate a need to re-examine current explanations of how infants break into word learning.This article is part of the themed issue 'New frontiers for statistical learning in the cognitive sciences'. © 2016 The Author(s).

Can infants learn phonology in the lab? A meta-analytic answer.

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Cristia, Alejandrina

2018-01-01

Two of the key tasks facing the language-learning infant lie at the level of phonology: establishing which sounds are contrastive in the native inventory, and determining what their possible syllabic positions and permissible combinations (phonotactics) are. In 2002-2003, two theoretical proposals, one bearing on how infants can learn sounds (Maye, Werker, & Gerken, 2002) and the other on phonotactics (Chambers, Onishi, & Fisher, 2003), were put forward on the pages of Cognition, each supported by two laboratory experiments, wherein a group of infants was briefly exposed to a set of pseudo-words, and plausible phonological generalizations were tested subsequently. These two papers have received considerable attention from the general scientific community, and inspired a flurry of follow-up work. In the context of questions regarding the replicability of psychological science, the present work uses a meta-analytic approach to appraise extant empirical evidence for infant phonological learning in the laboratory. It is found that neither seminal finding (on learning sounds and learning phonotactics) holds up when close methodological replications are integrated, although less close methodological replications do provide some evidence in favor of the sound learning strand of work. Implications for authors and readers of this literature are drawn out. It would be desirable that additional mechanisms for phonological learning be explored, and that future infant laboratory work employ paradigms that rely on constrained and unambiguous links between experimental exposure and measured infant behavior. Copyright © 2017. Published by Elsevier B.V.

Application of tactile/kinesthetic stimulation in preterm infants: a systematic review.

Science.gov (United States)

Pepino, Vanessa C; Mezzacappa, Maria Aparecida

2015-01-01

To verify the methods used by the clinical trials that assessed the effect of tactile/kinesthetic stimulation on weight gain in preterm infants and highlight the similarities and differences among such studies. This review collected studies from two databases, PEDro and PubMed, in July of 2014, in addition to bibliographies. Two researchers assessed the relevant titles independently, and then chose which studies to read in full and include in this review by consensus. Clinical trials that studied tactile stimulation or massage therapy whether or not associated with kinesthetic stimulation of preterm infants; that assessed weight gain after the intervention; that had a control group and were composed in English, Portuguese, or Spanish were included. A total of 520 titles were found and 108 were selected for manuscript reading. Repeated studies were excluded, resulting in 40 different studies. Of these, 31 met all the inclusion criteria. There were many differences in the application of tactile/kinesthetic stimulation techniques among studies, which hindered the accurate reproduction of the procedure. Also, many studies did not describe the adverse events that occurred during stimulation, the course of action taken when such events occurred, and their effect on the outcome. These studies made a relevant contribution towards indicating tactile/kinesthetic stimulation as a promising tool. Nevertheless, there was no standard for application among them. Future studies should raise the level of methodological rigor and describe the adverse events. This may permit other researchers to be more aware of expected outcomes, and a standard technique could be established. Copyright © 2015 Sociedade Brasileira de Pediatria. Published by Elsevier Editora Ltda. All rights reserved.

Which limb is it? Responses to vibrotactile stimulation in early infancy.

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Somogyi, Eszter; Jacquey, Lisa; Heed, Tobias; Hoffmann, Matej; Lockman, Jeffrey J; Granjon, Lionel; Fagard, Jacqueline; O'Regan, J Kevin

2017-12-11

This study focuses on how the body schema develops during the first months of life, by investigating infants' motor responses to localized vibrotactile stimulation on their limbs. Vibrotactile stimulation was provided by small buzzers that were attached to the infants' four limbs one at a time. Four age groups were compared cross-sectionally (3-, 4-, 5-, and 6-month-olds). We show that before they actually reach for the buzzer, which, according to previous studies, occurs around 7-8 months of age, infants demonstrate emerging knowledge about their body's configuration by producing specific movement patterns associated with the stimulated body area. At 3 months, infants responded with an increase in general activity when the buzzer was placed on the body, independently of the vibrator's location. Differentiated topographical awareness of the body seemed to appear around 5 months, with specific responses resulting from stimulation of the hands emerging first, followed by the differentiation of movement patterns associated with the stimulation of the feet. Qualitative analyses revealed specific movement types reliably associated with each stimulated location by 6 months of age, possibly preparing infants' ability to actually reach for the vibrating target. We discuss this result in relation to newborns' ability to learn specific movement patterns through intersensory contingency. Statement of contribution what is already known on infants' sensorimotor knowledge about their own bodies 3-month-olds readily learn to produce specific limb movements to obtain a desired effect (movement of a mobile). infants detect temporal and spatial correspondences between events involving their own body and visual events. what the present study adds until 4-5 months of age, infants mostly produce general motor responses to localized touch. this is because in the present study, infants could not rely on immediate contingent feedback. we propose a cephalocaudal developmental trend of

Stimulation of gluconeogenesis by intravenous lipids in preterm infants: response depends on fatty acid profile

NARCIS (Netherlands)

van Kempen, Anne A. M. W.; van der Crabben, Saskia N.; Ackermans, Mariëtte T.; Endert, Erik; Kok, Joke H.; Sauerwein, Hans P.

2006-01-01

In preterm infants, both hypo- and hyperglycemia are a frequent problem. Intravenous lipids can affect glucose metabolism by stimulation of gluconeogenesis by providing glycerol, which is a gluconeogenic precursor, and/or free fatty acids (FFA), which are stimulants of the rate of gluconeogenesis.

Different patterns of contingent stimulation differentially affect attention span in prelinguistic infants.

Science.gov (United States)

Miller, Jennifer L; Ables, Erin M; King, Andrew P; West, Meredith J

2009-06-01

The ability to sustain attention influences different domains including cognitive, motor, and communicative behavior. Previous research has demonstrated how an infant's parent can influence sustained attention. The purpose of our study was to expose infants systematically to both sensitive and redirective patterns of behavior to examine how unfamiliar individuals could influence attention. Results revealed infants changed their patterns of looking with the unfamiliar individuals. Infants had longer durations of sustained attention when interacting with a sensitive unfamiliar individual who followed into their attentional focus as opposed to an intrusive person who led their attentional focus. This study demonstrates that infants discriminate patterns of contingency to persons seen for only a short period of time broadening the range of potential mentors for learning.

Infant sensitivity to speaker and language in learning a second label.

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Bhagwat, Jui; Casasola, Marianella

2014-02-01

Two experiments examined when monolingual, English-learning 19-month-old infants learn a second object label. Two experimenters sat together. One labeled a novel object with one novel label, whereas the other labeled the same object with a different label in either the same or a different language. Infants were tested on their comprehension of each label immediately following its presentation. Infants mapped the first label at above chance levels, but they did so with the second label only when requested by the speaker who provided it (Experiment 1) or when the second experimenter labeled the object in a different language (Experiment 2). These results show that 19-month-olds learn second object labels but do not readily generalize them across speakers of the same language. The results highlight how speaker and language spoken guide infants' acceptance of second labels, supporting sociopragmatic views of word learning. Copyright © 2013 Elsevier Inc. All rights reserved.

Human infants' learning of social structures: the case of dominance hierarchy.

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Mascaro, Olivier; Csibra, Gergely

2014-01-01

We tested 15-month-olds' capacity to represent social-dominance hierarchies with more than two agents. Our results showed that infants found it harder to memorize dominance relations that were presented in an order that hindered the incremental formation of a single structure (Study 1). These results suggest that infants attempt to build structures incrementally, relation by relation, thereby simplifying the complex problem of recognizing a social structure. Infants also found circular dominance structures harder to process than linear dominance structures (Study 2). These expectations about the shape of structures may facilitate learning. Our results suggest that infants attempt to represent social structures composed of social relations. They indicate that human infants go beyond learning about individual social partners and their respective relations and form hypotheses about how social groups are organized.

English-learning infants' perception of word stress patterns.

Science.gov (United States)

Skoruppa, Katrin; Cristià, Alejandrina; Peperkamp, Sharon; Seidl, Amanda

2011-07-01

Adult speakers of different free stress languages (e.g., English, Spanish) differ both in their sensitivity to lexical stress and in their processing of suprasegmental and vowel quality cues to stress. In a head-turn preference experiment with a familiarization phase, both 8-month-old and 12-month-old English-learning infants discriminated between initial stress and final stress among lists of Spanish-spoken disyllabic nonwords that were segmentally varied (e.g. ['nila, 'tuli] vs [lu'ta, pu'ki]). This is evidence that English-learning infants are sensitive to lexical stress patterns, instantiated primarily by suprasegmental cues, during the second half of the first year of life. © 2011 Acoustical Society of America

Social interaction facilitates word learning in preverbal infants: Word-object mapping and word segmentation.

Science.gov (United States)

Hakuno, Yoko; Omori, Takahide; Yamamoto, Jun-Ichi; Minagawa, Yasuyo

2017-08-01

In natural settings, infants learn spoken language with the aid of a caregiver who explicitly provides social signals. Although previous studies have demonstrated that young infants are sensitive to these signals that facilitate language development, the impact of real-life interactions on early word segmentation and word-object mapping remains elusive. We tested whether infants aged 5-6 months and 9-10 months could segment a word from continuous speech and acquire a word-object relation in an ecologically valid setting. In Experiment 1, infants were exposed to a live tutor, while in Experiment 2, another group of infants were exposed to a televised tutor. Results indicate that both younger and older infants were capable of segmenting a word and learning a word-object association only when the stimuli were derived from a live tutor in a natural manner, suggesting that real-life interaction enhances the learning of spoken words in preverbal infants. Copyright © 2017 Elsevier Inc. All rights reserved.

Impact of Tactile Stimulation on Neurobehavioral Development of Premature Infants in Assiut City

Science.gov (United States)

Sayed, Atyat Mohammed Hassan; Youssef, Magda Mohamed E.; Hassanein, Farouk El-Sayed; Mobarak, Amal Ahmed

2015-01-01

Objective: To assess impact of tactile stimulation on neurobehavioral development of premature infants in Assiut City. Design: Quasi-experimental research design. Setting: The study was conducted in the Neonatal Intensive Care Unit at Assiut University Children Hospital, Assiut General Hospital, Health Insurance Hospital (ElMabarah Hospital) and…

Can 18-Month-Old Infants Learn Words by Listening in on Conversations?

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Floor, Penelope; Akhtar, Nameera

2006-01-01

Previous research has shown that children as young as 2 can learn words from 3rd-party conversations (Akhtar, Jipson, & Callanan, 2001). The focus of this study was to determine whether younger infants could learn a new word through overhearing. Novel object labels were introduced to 18-month-old infants in 1 of 2 conditions: directly by an…

Effect of tactile kinesthetic stimulation on preterm infants' weight and length of hospital stay in Khartoum, Sudan.

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Ahmed, Ragaa G; Suliman, Gaafer I; Elfakey, Walyeldin A; Salih, Karimeldin M; El-Amin, Ehab I; Ahmed, Waled A; Khalid, Khalid E

2015-02-01

To determine the effect of 7 days tactile kinesthetic stimulation (TKS) on preterm infants' weight and hospital stays in Khartoum State, Sudan. This is a quasi-experimental study, it was conducted in 4 hospitals between January and June 2013, Khartoum, Sudan, and it involved 160 preterm infants randomly assigned into the case and control groups (80 neonates in each). Preterm infants in the control group received routine nursing care, while preterm infants in the case group received TKS for 3 periods, 15 minute per day for 7 constitutive days, in addition to routine care. Data was collected using a structured self-designed and validated questionnaire, checklist, and weighting scale. Weight gain and hospital stay were compared between the 2 groups. Over the constitutive 7 days, the case group gained significantly more weight (1071 gm versus 1104 gm) compared with the control group (1077 gm versus 1084 gm) (1084.55±90.74) who gained only 6.9 gm within the same 7 days without TKS treatment. The mean difference in weight gain was significant (p=0.00). The hospital stay for preterm infants in the case group was significantly shorter (18.05±9.36 versus 25.47±10.25; p=0.00). Tactile kinesthetic stimulation for preterm infants has a beneficial effect on weight gain and earlier discharge from hospital, which are sequentially efficient and cost effective.

Social Interaction in Infants' Learning of Second-Language Phonetics: An Exploration of Brain-Behavior Relations.

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Conboy, Barbara T; Brooks, Rechele; Meltzoff, Andrew N; Kuhl, Patricia K

2015-01-01

Infants learn phonetic information from a second language with live-person presentations, but not television or audio-only recordings. To understand the role of social interaction in learning a second language, we examined infants' joint attention with live, Spanish-speaking tutors and used a neural measure of phonetic learning. Infants' eye-gaze behaviors during Spanish sessions at 9.5-10.5 months of age predicted second-language phonetic learning, assessed by an event-related potential measure of Spanish phoneme discrimination at 11 months. These data suggest a powerful role for social interaction at the earliest stages of learning a new language.

Role of Prefrontal Cortex in Learning and Generalizing Hierarchical Rules in 8-Month-Old Infants.

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Werchan, Denise M; Collins, Anne G E; Frank, Michael J; Amso, Dima

2016-10-05

Recent research indicates that adults and infants spontaneously create and generalize hierarchical rule sets during incidental learning. Computational models and empirical data suggest that, in adults, this process is supported by circuits linking prefrontal cortex (PFC) with striatum and their modulation by dopamine, but the neural circuits supporting this form of learning in infants are largely unknown. We used near-infrared spectroscopy to record PFC activity in 8-month-old human infants during a simple audiovisual hierarchical-rule-learning task. Behavioral results confirmed that infants adopted hierarchical rule sets to learn and generalize spoken object-label mappings across different speaker contexts. Infants had increased activity over right dorsal lateral PFC when rule sets switched from one trial to the next, a neural marker related to updating rule sets into working memory in the adult literature. Infants' eye blink rate, a possible physiological correlate of striatal dopamine activity, also increased when rule sets switched from one trial to the next. Moreover, the increase in right dorsolateral PFC activity in conjunction with eye blink rate also predicted infants' generalization ability, providing exploratory evidence for frontostriatal involvement during learning. These findings provide evidence that PFC is involved in rudimentary hierarchical rule learning in 8-month-old infants, an ability that was previously thought to emerge later in life in concert with PFC maturation. Hierarchical rule learning is a powerful learning mechanism that allows rules to be selected in a context-appropriate fashion and transferred or reused in novel contexts. Data from computational models and adults suggests that this learning mechanism is supported by dopamine-innervated interactions between prefrontal cortex (PFC) and striatum. Here, we provide evidence that PFC also supports hierarchical rule learning during infancy, challenging the current dogma that PFC is an

LEARNING GAMES OR LEARNING STIMULATING GAMES: AN INDIRECT APPROACH TO LEARNING STIMULATING EFFECTS FROM OFF-THE-SHELF GAMES

OpenAIRE

Mats Wiklund; Peter Mozelius

2014-01-01

Playing games to support learning is a classic concept that is seeing a revival today in the widespread use of computer games. Inserting educational content into various types of computer games is a strong trend that some researchers have described as a mad rush. The aim of this article is to discuss possible learning stimulating effects of commercial off-the-shelf (COTS) games in a long-term perspective. We argue that COTS game players’ attitudes towards learning m...

A Randomized Case-Controlled Study of Recombinant Human Granulocyte Colony Stimulating Factor for the Treatment of Sepsis in Preterm Neutropenic Infants

OpenAIRE

Aktaş, Doğukan; Demirel, Bilge; Gürsoy, Tuğba; Ovalı, Fahri

2015-01-01

To investigate the efficacy and safety of recombinant human granulocyte colony-stimulating factor, recombinant human granulocyte-macrophage colony-stimulating factor (rhG-CSF) to treat sepsis in neutropenic preterm infants. Methods: Fifty-six neutropenic preterm infants with suspected or culture-proven sepsis hospitalized in Zeynep Kamil Maternity and Children's Educational and Training Hospital, Kozyatağı/Istanbul, Turkey between January 2008 and January 2010 were enrolled. Patients were ...

Implicit learning and emotional responses in nine-month-old infants.

Science.gov (United States)

Angulo-Barroso, Rosa M; Peciña, Susana; Lin, Xu; Li, Mingyan; Sturza, Julia; Shao, Jie; Lozoff, Betsy

2017-08-01

To study the interplay between motor learning and emotional responses of young infants, we developed a contingent learning paradigm that included two related, difficult, operant tasks. We also coded facial expression to characterise emotional response to learning. In a sample of nine-month-old healthy Chinese infants, 44.7% achieved learning threshold during this challenging arm-conditioning test. Some evidence of learning was observed at the beginning of the second task. The lowest period of negative emotions coincided with the period of maximum movement responses after the initiation of the second task, and movement responses negatively correlated with the frequency of negative emotions. Positive emotions, while generally low throughout the task, increased during peak performance especially for learners. Peak frequency of movement responses was positively correlated with the frequency of positive emotions. Despite the weak evidence of learning this difficult task, our results from the learners would suggest that increasing positive emotions, and perhaps down-regulating negative emotional responses, may be important for improving performance and learning a complex operant task in infancy. Further studies are necessary to determine the role of emotions in learning difficult tasks in infancy.

Joint Attention and Object Learning in 5- and 7-Month-Old Infants

Science.gov (United States)

Cleveland, Allison; Schug, Mariah; Striano, Tricia

2007-01-01

We examined the effects of joint attention for object learning in 5- and 7-month-old infants. Infants interacted with an adult social partner who taught them about a novel toy in two conditions. In the "Joint Attention" condition, the adult spoke about the toy while alternating gaze between the infant and the toy, while in the…

Infants' statistical learning: 2- and 5-month-olds' segmentation of continuous visual sequences.

Science.gov (United States)

Slone, Lauren Krogh; Johnson, Scott P

2015-05-01

Past research suggests that infants have powerful statistical learning abilities; however, studies of infants' visual statistical learning offer differing accounts of the developmental trajectory of and constraints on this learning. To elucidate this issue, the current study tested the hypothesis that young infants' segmentation of visual sequences depends on redundant statistical cues to segmentation. A sample of 20 2-month-olds and 20 5-month-olds observed a continuous sequence of looming shapes in which unit boundaries were defined by both transitional probability and co-occurrence frequency. Following habituation, only 5-month-olds showed evidence of statistically segmenting the sequence, looking longer to a statistically improbable shape pair than to a probable pair. These results reaffirm the power of statistical learning in infants as young as 5 months but also suggest considerable development of statistical segmentation ability between 2 and 5 months of age. Moreover, the results do not support the idea that infants' ability to segment visual sequences based on transitional probabilities and/or co-occurrence frequencies is functional at the onset of visual experience, as has been suggested previously. Rather, this type of statistical segmentation appears to be constrained by the developmental state of the learner. Factors contributing to the development of statistical segmentation ability during early infancy, including memory and attention, are discussed. Copyright © 2015 Elsevier Inc. All rights reserved.

The cost of selective attention in category learning: Developmental differences between adults and infants

Science.gov (United States)

Best, Catherine A.; Yim, Hyungwook; Sloutsky, Vladimir M.

2013-01-01

Selective attention plays an important role in category learning. However, immaturities of top-down attentional control during infancy coupled with successful category learning suggest that early category learning is achieved without attending selectively. Research presented here examines this possibility by focusing on category learning in infants (6–8 months old) and adults. Participants were trained on a novel visual category. Halfway through the experiment, unbeknownst to participants, the to-be-learned category switched to another category, where previously relevant features became irrelevant and previously irrelevant features became relevant. If participants attend selectively to the relevant features of the first category, they should incur a cost of selective attention immediately after the unknown category switch. Results revealed that adults demonstrated a cost, as evidenced by a decrease in accuracy and response time on test trials as well as a decrease in visual attention to newly relevant features. In contrast, infants did not demonstrate a similar cost of selective attention as adults despite evidence of learning both to-be-learned categories. Findings are discussed as supporting multiple systems of category learning and as suggesting that learning mechanisms engaged by adults may be different from those engaged by infants. PMID:23773914

Enemas, suppositories and rectal stimulation are not effective in accelerating enteral feeding or meconium evacuation in low-birthweight infants: a systematic review.

Science.gov (United States)

Kamphorst, Kim; Sietsma, Ydelette; Brouwer, Annemieke J; Rood, Paul J T; van den Hoogen, Agnes

2016-11-01

Early full enteral feeding in preterm infants decreases morbidity and mortality. Our systematic review covered the effectiveness of rectal stimulation, suppositories and enemas on stooling patterns and feeding tolerance in low-birthweight infants born at up to 32 weeks. It comprised seven studies published between 2007 and 2014 and covered 495 infants. Suppositories were ineffective in shortening the time to reach full enteral feeding, and the evidence on enemas was contradictory. Enemas and rectal stimulation did not shorten the time until complete meconium evacuation was reached. Further research into safe, effective interventions to accelerate meconium excretion is needed. ©2016 Foundation Acta Paediatrica. Published by John Wiley & Sons Ltd.

Linguistic labels, dynamic visual features, and attention in infant category learning.

Science.gov (United States)

Deng, Wei Sophia; Sloutsky, Vladimir M

2015-06-01

How do words affect categorization? According to some accounts, even early in development words are category markers and are different from other features. According to other accounts, early in development words are part of the input and are akin to other features. The current study addressed this issue by examining the role of words and dynamic visual features in category learning in 8- to 12-month-old infants. Infants were familiarized with exemplars from one category in a label-defined or motion-defined condition and then tested with prototypes from the studied category and from a novel contrast category. Eye-tracking results indicated that infants exhibited better category learning in the motion-defined condition than in the label-defined condition, and their attention was more distributed among different features when there was a dynamic visual feature compared with the label-defined condition. These results provide little evidence for the idea that linguistic labels are category markers that facilitate category learning. Copyright © 2015 Elsevier Inc. All rights reserved.

Neurocognitive mechanisms underlying social learning in infancy: infants' neural processing of the effects of others' actions.

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Paulus, Markus; Hunnius, Sabine; Bekkering, Harold

2013-10-01

Social transmission of knowledge is one of the reasons for human evolutionary success, and it has been suggested that already human infants possess eminent social learning abilities. However, nothing is known about the neurocognitive mechanisms that subserve infants' acquisition of novel action knowledge through the observation of other people's actions and their consequences in the physical world. In an electroencephalogram study on social learning in infancy, we demonstrate that 9-month-old infants represent the environmental effects of others' actions in their own motor system, although they never achieved these effects themselves before. The results provide first insights into the neurocognitive basis of human infants' unique ability for social learning of novel action knowledge.

TRACX2: a connectionist autoencoder using graded chunks to model infant visual statistical learning.

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Mareschal, Denis; French, Robert M

2017-01-05

Even newborn infants are able to extract structure from a stream of sensory inputs; yet how this is achieved remains largely a mystery. We present a connectionist autoencoder model, TRACX2, that learns to extract sequence structure by gradually constructing chunks, storing these chunks in a distributed manner across its synaptic weights and recognizing these chunks when they re-occur in the input stream. Chunks are graded rather than all-or-nothing in nature. As chunks are learnt their component parts become more and more tightly bound together. TRACX2 successfully models the data from five experiments from the infant visual statistical learning literature, including tasks involving forward and backward transitional probabilities, low-salience embedded chunk items, part-sequences and illusory items. The model also captures performance differences across ages through the tuning of a single-learning rate parameter. These results suggest that infant statistical learning is underpinned by the same domain-general learning mechanism that operates in auditory statistical learning and, potentially, in adult artificial grammar learning.This article is part of the themed issue 'New frontiers for statistical learning in the cognitive sciences'. © 2016 The Author(s).

What Does It Take for an Infant to Learn How to Use a Tool by Observation?

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Fagard, Jacqueline; Rat-Fischer, Lauriane; Esseily, Rana; Somogyi, Eszter; O'Regan, J K

2016-01-01

Observational learning is probably one of the most powerful factors determining progress during child development. When learning a new skill, infants rely on their own exploration; but they also frequently benefit from an adult's verbal support or from demonstration by an adult modeling the action. At what age and under what conditions does adult demonstration really help the infant to learn a novel behavior? In this review, we summarize recently published work we have conducted on the acquisition of tool use during the second year of life. In particular, we consider under what conditions and to what extent seeing a demonstration from an adult advances an infant's understanding of how to use a tool to obtain an out-of-reach object. Our results show that classic demonstration starts being helpful at 18 months of age. When adults explicitly show their intention prior to demonstration, even 16-month-old infants learn from the demonstration. On the other hand, providing an explicit demonstration ("look at how I do it") is not very useful before infants are ready to succeed by themselves anyway. In contrast, repeated observations of the required action in a social context, without explicit reference to this action, considerably advances the age of success and the usefulness of providing a demonstration. We also show that the effect of demonstration can be enhanced if the demonstration makes the baby laugh. Taken together, the results from this series of studies on observational learning of tool use in infants suggest, first, that when observing a demonstration, infants do not know what to pay attention to: demonstration must be accompanied by rich social cues to be effective; second, infants' attention is inhibited rather than enhanced by an explicit demand of "look at what I do"; and finally a humorous situation considerably helps infants understand the demonstration.

The cost of selective attention in category learning: developmental differences between adults and infants.

Science.gov (United States)

Best, Catherine A; Yim, Hyungwook; Sloutsky, Vladimir M

2013-10-01

Selective attention plays an important role in category learning. However, immaturities of top-down attentional control during infancy coupled with successful category learning suggest that early category learning is achieved without attending selectively. Research presented here examines this possibility by focusing on category learning in infants (6-8months old) and adults. Participants were trained on a novel visual category. Halfway through the experiment, unbeknownst to participants, the to-be-learned category switched to another category, where previously relevant features became irrelevant and previously irrelevant features became relevant. If participants attend selectively to the relevant features of the first category, they should incur a cost of selective attention immediately after the unknown category switch. Results revealed that adults demonstrated a cost, as evidenced by a decrease in accuracy and response time on test trials as well as a decrease in visual attention to newly relevant features. In contrast, infants did not demonstrate a similar cost of selective attention as adults despite evidence of learning both to-be-learned categories. Findings are discussed as supporting multiple systems of category learning and as suggesting that learning mechanisms engaged by adults may be different from those engaged by infants. Copyright © 2013 Elsevier Inc. All rights reserved.

Stimulating and Developing High School Students’Motivation in Their English Learning

Institute of Scientific and Technical Information of China (English)

笈文婷

2014-01-01

Stimulating learning motivation refers to transforming potential learning motivation to learning behavior.Motivation is the core of learning process,keeping right and long-lasting power is the premise of English learning.As for present English teaching,teachers often face students lacking learning interests and learning motivation,so how to stimulate and develop these students’learning motivation is a universal prob-lem for many teachers,of course it is a difficult problem.The essay aims at analyzing the classifications of English learning motivation,the influen-tial factors of learning motivation and how to improve English learning motivation from many ways.

[Development and evaluation of an e-learning program for mothers of premature infants].

Science.gov (United States)

Lee, Nae-Young; Kim, Young-Hae

2008-02-01

It has been attempted to support mother of premature infants by providing information of premature infant care using e-learning because premature infants need continuous care from birth to after discharge. The e-Learning Program for mother of premature was developed with Xpert, Namo web editor, Adobe Photoshop, and PowerPoint and applied for 4 weeks from 4 to 30 September 2006. 1) We found that the contents of information which premature infants' need when being in the hospital and after discharge were the definition of a premature infant, orientation of NICU, care of premature infants, care of premature infants' common diseases, the connection of healthcare resources, exchange of information, and the management of rearing stress. 2) The program content consisted of cause of premature birth, comparison to full-term baby, physiology character, orientation of NICU, common health problems, follow up care, infection control, feeding, normal development physically and mentally, weaning method, and vaccination. Considering the results, this program for mother of premature is a useful means to provide premature-care information to mothers. This information can be readily accessible and can be varied and complex enough to be able to help mothers to the information and assistance they require.

Enemas, suppositories and rectal stimulation are not effective in accelerating enteral feeding or meconium evacuation in low-birthweight infants : a systematic review

NARCIS (Netherlands)

Kamphorst, Kim; Sietsma, Ydelette; Brouwer, Annemieke J; Rood, Paul J T; van den Hoogen, Agnes

2016-01-01

Early full enteral feeding in preterm infants decreases morbidity and mortality. Our systematic review covered the effectiveness of rectal stimulation, suppositories and enemas on stooling patterns and feeding tolerance in low-birthweight infants born at up to 32 weeks. It comprised seven studies

Beginning to Learn.

Science.gov (United States)

Atkinson, Christine

1982-01-01

Discusses theories on the acquisition of early learning. The author suggests that an infant's innate physiological reflexes cause him or her to respond to adults in a way that stimulates the adults to model and reinforce socially acceptable behavior and communication patterns. (AM)

Neural substrates underlying stimulation-enhanced motor skill learning after stroke.

Science.gov (United States)

Lefebvre, Stéphanie; Dricot, Laurence; Laloux, Patrice; Gradkowski, Wojciech; Desfontaines, Philippe; Evrard, Frédéric; Peeters, André; Jamart, Jacques; Vandermeeren, Yves

2015-01-01

Motor skill learning is one of the key components of motor function recovery after stroke, especially recovery driven by neurorehabilitation. Transcranial direct current stimulation can enhance neurorehabilitation and motor skill learning in stroke patients. However, the neural mechanisms underlying the retention of stimulation-enhanced motor skill learning involving a paretic upper limb have not been resolved. These neural substrates were explored by means of functional magnetic resonance imaging. Nineteen chronic hemiparetic stroke patients participated in a double-blind, cross-over randomized, sham-controlled experiment with two series. Each series consisted of two sessions: (i) an intervention session during which dual transcranial direct current stimulation or sham was applied during motor skill learning with the paretic upper limb; and (ii) an imaging session 1 week later, during which the patients performed the learned motor skill. The motor skill learning task, called the 'circuit game', involves a speed/accuracy trade-off and consists of moving a pointer controlled by a computer mouse along a complex circuit as quickly and accurately as possible. Relative to the sham series, dual transcranial direct current stimulation applied bilaterally over the primary motor cortex during motor skill learning with the paretic upper limb resulted in (i) enhanced online motor skill learning; (ii) enhanced 1-week retention; and (iii) superior transfer of performance improvement to an untrained task. The 1-week retention's enhancement driven by the intervention was associated with a trend towards normalization of the brain activation pattern during performance of the learned motor skill relative to the sham series. A similar trend towards normalization relative to sham was observed during performance of a simple, untrained task without a speed/accuracy constraint, despite a lack of behavioural difference between the dual transcranial direct current stimulation and sham

A randomized case-controlled study of recombinant human granulocyte colony stimulating factor for the treatment of sepsis in preterm neutropenic infants.

Science.gov (United States)

Aktaş, Doğukan; Demirel, Bilge; Gürsoy, Tuğba; Ovalı, Fahri

2015-06-01

To investigate the efficacy and safety of recombinant human granulocyte colony-stimulating factor, recombinant human granulocyte-macrophage colony-stimulating factor (rhG-CSF) to treat sepsis in neutropenic preterm infants. Fifty-six neutropenic preterm infants with suspected or culture-proven sepsis hospitalized in Zeynep Kamil Maternity and Children's Educational and Training Hospital, Kozyatağı/Istanbul, Turkey between January 2008 and January 2010 were enrolled. Patients were randomized either to receive rhG-CSF plus empirical antibiotics (Group I) or empirical antibiotics alone (Group II). Clinical features were recorded. Daily complete blood count was performed until neutropenia subsided. Data were analyzed using SPSS version 11.5. Thirty-three infants received rhG-CSF plus antibiotic treatment and 23 infants received antibiotic treatment. No drug-related adverse event was recorded. Absolute neutrophil count values were significantly higher on the 2(nd) study day and 3(rd) study day in Group I. Short-term mortality did not differ between the groups. Treatment with rhG-CSF resulted in a more rapid recovery of ANC in neutropenic preterm infants. However, no reduction in short-term mortality was documented. Copyright © 2014. Published by Elsevier B.V.

Non-Adjacent Dependency Learning in Infants at Familial Risk of Dyslexia

Science.gov (United States)

Kerkhoff, Annemarie; de Bree, Elise; de Klerk, Maartje; Wijnen, Frank

2013-01-01

This study tests the hypothesis that developmental dyslexia is (partly) caused by a deficit in implicit sequential learning, by investigating whether infants at familial risk of dyslexia can track non-adjacent dependencies in an artificial language. An implicit learning deficit would hinder detection of such dependencies, which mark grammatical…

When Infants Talk, Infants Listen: Pre-Babbling Infants Prefer Listening to Speech with Infant Vocal Properties

Science.gov (United States)

Masapollo, Matthew; Polka, Linda; Ménard, Lucie

2016-01-01

To learn to produce speech, infants must effectively monitor and assess their own speech output. Yet very little is known about how infants perceive speech produced by an infant, which has higher voice pitch and formant frequencies compared to adult or child speech. Here, we tested whether pre-babbling infants (at 4-6 months) prefer listening to…

The development of rhythmic preferences by Dutch-learning infants

NARCIS (Netherlands)

Keij, B.M.; Kager, R.W.J.

2016-01-01

In this chapter the early acquisition of word stress is discussed. This study is aimed at examining rhythmic preferences for either strong-weak or weak-strong stress patterns of Dutch-learning infants between 4 and 8 months of age. It is complementary to previous rhythmic preference studies

The development of rhythmic preferences by Dutch-learning infants

NARCIS (Netherlands)

Keij, B.M.|info:eu-repo/dai/nl/374786097; Kager, R.W.J.|info:eu-repo/dai/nl/072294124

In this chapter the early acquisition of word stress is discussed. This study is aimed at examining rhythmic preferences for either strong-weak or weak-strong stress patterns of Dutch-learning infants between 4 and 8 months of age. It is complementary to previous rhythmic preference studies

Stimulating Collaboration and Discussion in Online Learning Environments.

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Clark, Jim

2001-01-01

Discussion of the advantages of online learning environments (OLEs) for distance education focuses on the importance of collaboration and discussion to make the students feel more central to the learning process. Presents methods to stimulate collaboration and discussion in OLEs. (Author/LRW)

Enhanced motor learning following task-concurrent dual transcranial direct current stimulation.

Directory of Open Access Journals (Sweden)

Sophia Karok

Full Text Available OBJECTIVE: Transcranial direct current stimulation (tDCS of the primary motor cortex (M1 has beneficial effects on motor performance and motor learning in healthy subjects and is emerging as a promising tool for motor neurorehabilitation. Applying tDCS concurrently with a motor task has recently been found to be more effective than applying stimulation before the motor task. This study extends this finding to examine whether such task-concurrent stimulation further enhances motor learning on a dual M1 montage. METHOD: Twenty healthy, right-handed subjects received anodal tDCS to the right M1, dual tDCS (anodal current over right M1 and cathodal over left M1 and sham tDCS in a repeated-measures design. Stimulation was applied for 10 mins at 1.5 mA during an explicit motor learning task. Response times (RT and accuracy were measured at baseline, during, directly after and 15 mins after stimulation. Motor cortical excitability was recorded from both hemispheres before and after stimulation using single-pulse transcranial magnetic stimulation. RESULTS: Task-concurrent stimulation with a dual M1 montage significantly reduced RTs by 23% as early as with the onset of stimulation (p<0.01 with this effect increasing to 30% at the final measurement. Polarity-specific changes in cortical excitability were observed with MEPs significantly reduced by 12% in the left M1 and increased by 69% in the right M1. CONCLUSION: Performance improvement occurred earliest in the dual M1 condition with a stable and lasting effect. Unilateral anodal stimulation resulted only in trendwise improvement when compared to sham. Therefore, task-concurrent dual M1 stimulation is most suited for obtaining the desired neuromodulatory effects of tDCS in explicit motor learning.

No effects of transcranial DLPFC stimulation on implicit task sequence learning and consolidation.

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Savic, Branislav; Cazzoli, Dario; Müri, René; Meier, Beat

2017-08-29

Neurostimulation of the dorsolateral prefrontal cortex (DLPFC) can modulate performance in cognitive tasks. In a recent study, however, transcranial direct current stimulation (tDCS) of the DLPFC did not affect implicit task sequence learning and consolidation in a paradigm that involved bimanual responses. Because bimanual performance increases the coupling between homologous cortical areas of the hemispheres and left and right DLPFC were stimulated separately the null findings may have been due to the bimanual setup. The aim of the present study was to test the effect of neuro-stimulation on sequence learning in a uni-manual setup. For this purpose two experiments were conducted. In Experiment 1, the DLPFC was stimulated with tDCS. In Experiment 2 the DLPFC was stimulated with transcranial magnetic stimulation (TMS). In both experiments, consolidation was measured 24 hours later. The results showed that sequence learning was present in all conditions and sessions, but it was not influenced by stimulation. Likewise, consolidation of sequence learning was robust across sessions, but it was not influenced by stimulation. These results replicate and extend previous findings. They indicate that established tDCS and TMS protocols on the DLPFC do not influence implicit task sequence learning and consolidation.

Learning-based deformable image registration for infant MR images in the first year of life.

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Hu, Shunbo; Wei, Lifang; Gao, Yaozong; Guo, Yanrong; Wu, Guorong; Shen, Dinggang

2017-01-01

Many brain development studies have been devoted to investigate dynamic structural and functional changes in the first year of life. To quantitatively measure brain development in such a dynamic period, accurate image registration for different infant subjects with possible large age gap is of high demand. Although many state-of-the-art image registration methods have been proposed for young and elderly brain images, very few registration methods work for infant brain images acquired in the first year of life, because of (a) large anatomical changes due to fast brain development and (b) dynamic appearance changes due to white-matter myelination. To address these two difficulties, we propose a learning-based registration method to not only align the anatomical structures but also alleviate the appearance differences between two arbitrary infant MR images (with large age gap) by leveraging the regression forest to predict both the initial displacement vector and appearance changes. Specifically, in the training stage, two regression models are trained separately, with (a) one model learning the relationship between local image appearance (of one development phase) and its displacement toward the template (of another development phase) and (b) another model learning the local appearance changes between the two brain development phases. Then, in the testing stage, to register a new infant image to the template, we first predict both its voxel-wise displacement and appearance changes by the two learned regression models. Since such initializations can alleviate significant appearance and shape differences between new infant image and the template, it is easy to just use a conventional registration method to refine the remaining registration. We apply our proposed registration method to align 24 infant subjects at five different time points (i.e., 2-week-old, 3-month-old, 6-month-old, 9-month-old, and 12-month-old), and achieve more accurate and robust registration

Using Toys to Support Infant-Toddler Learning and Development

Science.gov (United States)

Guyton, Gabriel

2011-01-01

Choosing toys and activities that are suitable for infants and toddlers can challenge even the most experienced teacher. By being mindful of the basic principles of child development and the role of play, teachers can intentionally select toys to meet young children's unique needs and interests, supporting learning. It is also important to be…

Diarrhea, stimulation and growth predict neurodevelopment in young North Indian children.

Science.gov (United States)

Kvestad, Ingrid; Taneja, Sunita; Hysing, Mari; Kumar, Tivendra; Bhandari, Nita; Strand, Tor A

2015-01-01

Infants and young children in low to middle-income countries are at risk for adverse neurodevelopment due to multiple risk factors. In this study, we sought to identify stimulation and learning opportunities, growth, and burden of respiratory infections and diarrhea as predictors for neurodevelopment. We visited 422 North Indian children 6 to 30 months old weekly for six months. Childhood illnesses were assessed biweekly. At end study, we assessed neurodevelopment using the Ages and Stages Questionnaire 3rd ed. (ASQ-3) and gathered information on stimulation and learning opportunities. We identified predictors for ASQ-3 scores in multiple linear and logistic regression models. We were able to explain 30.5% of the variation in the total ASQ-3 score by the identified predictors. When adjusting for child characteristics and annual family income, stimulation and learning opportunities explained most of the variation by 25.1%. Height for age (standardized beta: 0.12, pimportance of early child stimulation and general nutrition for child development. Our study also suggests that diarrhea is an additional risk factor for adverse neurodevelopment in vulnerable children.

Transcranial direct current stimulation of the posterior parietal cortex modulates arithmetic learning.

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Grabner, Roland H; Rütsche, Bruno; Ruff, Christian C; Hauser, Tobias U

2015-07-01

The successful acquisition of arithmetic skills is an essential step in the development of mathematical competencies and has been associated with neural activity in the left posterior parietal cortex (PPC). It is unclear, however, whether this brain region plays a causal role in arithmetic skill acquisition and whether arithmetic learning can be modulated by means of non-invasive brain stimulation of this key region. In the present study we addressed these questions by applying transcranial direct current stimulation (tDCS) over the left PPC during a short-term training that simulates the typical path of arithmetic skill acquisition (specifically the transition from effortful procedural to memory-based problem-solving strategies). Sixty participants received either anodal, cathodal or sham tDCS while practising complex multiplication and subtraction problems. The stability of the stimulation-induced learning effects was assessed in a follow-up test 24 h after the training. Learning progress was modulated by tDCS. Cathodal tDCS (compared with sham) decreased learning rates during training and resulted in poorer performance which lasted over 24 h after stimulation. Anodal tDCS showed an operation-specific improvement for subtraction learning. Our findings extend previous studies by demonstrating that the left PPC is causally involved in arithmetic learning (and not only in arithmetic performance) and that even a short-term tDCS application can modulate the success of arithmetic knowledge acquisition. Moreover, our finding of operation-specific anodal stimulation effects suggests that the enhancing effects of tDCS on learning can selectively affect just one of several cognitive processes mediated by the stimulated area. © 2015 Federation of European Neuroscience Societies and John Wiley & Sons Ltd.

Magnetic stimulation of visual cortex impairs perceptual learning.

Science.gov (United States)

Baldassarre, Antonello; Capotosto, Paolo; Committeri, Giorgia; Corbetta, Maurizio

2016-12-01

The ability to learn and process visual stimuli more efficiently is important for survival. Previous neuroimaging studies have shown that perceptual learning on a shape identification task differently modulates activity in both frontal-parietal cortical regions and visual cortex (Sigman et al., 2005;Lewis et al., 2009). Specifically, fronto-parietal regions (i.e. intra parietal sulcus, pIPS) became less activated for trained as compared to untrained stimuli, while visual regions (i.e. V2d/V3 and LO) exhibited higher activation for familiar shape. Here, after the intensive training, we employed transcranial magnetic stimulation over both visual occipital and parietal regions, previously shown to be modulated, to investigate their causal role in learning the shape identification task. We report that interference with V2d/V3 and LO increased reaction times to learned stimuli as compared to pIPS and Sham control condition. Moreover, the impairment observed after stimulation over the two visual regions was positive correlated. These results strongly support the causal role of the visual network in the control of the perceptual learning. Copyright © 2016 Elsevier Inc. All rights reserved.

What could infant and young child nutrition learn from sweatshops?

Science.gov (United States)

Singer, Peter A; Ansett, Sean; Sagoe-Moses, Isabella

2011-05-05

Adequate infant and young child nutrition demands high rates of breastfeeding and good access to nutrient rich complementary foods, requiring public sector action to promote breastfeeding and home based complementary feeding, and private sector action to refrain from undermining breastfeeding and to provide affordable, nutrient rich complementary foods. Unfortunately, due to a lack of trust, the public and private sectors, from both the North and the South, do not work well together in achieving optimal infant and young child nutrition. As the current debate in infant and young child nutrition is reminiscent of the "sweatshop" debate fifteen years ago, we argue that lessons from the sweatshops debate regarding cooperation between public and private sectors - and specific organizational experiences such as the Ethical Trading Initiative in which companies, trade unions, and civil society organizations work together to enhance implementation of labour standards and address alleged allegations - could serve as a model for improving cooperation and trust between public, civil society and private groups, and ultimately health, in infant and young child nutrition. Lessons from the sweatshops debate could serve as a model to promote cooperation and trust between public and private groups, such that they learn to work together towards their common goal of improving infant and young child nutrition.

What could infant and young child nutrition learn from sweatshops?

Science.gov (United States)

2011-01-01

Background Adequate infant and young child nutrition demands high rates of breastfeeding and good access to nutrient rich complementary foods, requiring public sector action to promote breastfeeding and home based complementary feeding, and private sector action to refrain from undermining breastfeeding and to provide affordable, nutrient rich complementary foods. Unfortunately, due to a lack of trust, the public and private sectors, from both the North and the South, do not work well together in achieving optimal infant and young child nutrition. Discussion As the current debate in infant and young child nutrition is reminiscent of the "sweatshop" debate fifteen years ago, we argue that lessons from the sweatshops debate regarding cooperation between public and private sectors - and specific organizational experiences such as the Ethical Trading Initiative in which companies, trade unions, and civil society organizations work together to enhance implementation of labour standards and address alleged allegations - could serve as a model for improving cooperation and trust between public, civil society and private groups, and ultimately health, in infant and young child nutrition. Summary Lessons from the sweatshops debate could serve as a model to promote cooperation and trust between public and private groups, such that they learn to work together towards their common goal of improving infant and young child nutrition. PMID:21545745

Constraints on Tone Sensitivity in Novel Word Learning by Monolingual and Bilingual Infants: Tone Properties Are More Influential than Tone Familiarity

Science.gov (United States)

Burnham, Denis; Singh, Leher; Mattock, Karen; Woo, Pei J.; Kalashnikova, Marina

2018-01-01

This study compared tone sensitivity in monolingual and bilingual infants in a novel word learning task. Tone language learning infants (Experiment 1, Mandarin monolingual; Experiment 2, Mandarin-English bilingual) were tested with Mandarin (native) or Thai (non-native) lexical tone pairs which contrasted static vs. dynamic (high vs. rising) tones or dynamic vs. dynamic (rising vs. falling) tones. Non-tone language, English-learning infants (Experiment 3) were tested on English intonational contrasts or the Mandarin or Thai tone contrasts. Monolingual Mandarin language infants were able to bind tones to novel words for the Mandarin High-Rising contrast, but not for the Mandarin Rising-Falling contrast; and they were insensitive to both the High-Rising and the Rising-Falling tone contrasts in Thai. Bilingual English-Mandarin infants were similar to the Mandarin monolinguals in that they were sensitive to the Mandarin High-Rising contrast and not to the Mandarin Rising-Falling contrast. However, unlike the Mandarin monolinguals, they were also sensitive to the High Rising contrast in Thai. Monolingual English learning infants were insensitive to all three types of contrasts (Mandarin, Thai, English), although they did respond differentially to tone-bearing vs. intonation-marked words. Findings suggest that infants' sensitivity to tones in word learning contexts depends heavily on tone properties, and that this influence is, in some cases, stronger than effects of language familiarity. Moreover, bilingual infants demonstrated greater phonological flexibility in tone interpretation. PMID:29354077

Transcranial infrared laser stimulation improves rule-based, but not information-integration, category learning in humans.

Science.gov (United States)

Blanco, Nathaniel J; Saucedo, Celeste L; Gonzalez-Lima, F

2017-03-01

This is the first randomized, controlled study comparing the cognitive effects of transcranial laser stimulation on category learning tasks. Transcranial infrared laser stimulation is a new non-invasive form of brain stimulation that shows promise for wide-ranging experimental and neuropsychological applications. It involves using infrared laser to enhance cerebral oxygenation and energy metabolism through upregulation of the respiratory enzyme cytochrome oxidase, the primary infrared photon acceptor in cells. Previous research found that transcranial infrared laser stimulation aimed at the prefrontal cortex can improve sustained attention, short-term memory, and executive function. In this study, we directly investigated the influence of transcranial infrared laser stimulation on two neurobiologically dissociable systems of category learning: a prefrontal cortex mediated reflective system that learns categories using explicit rules, and a striatally mediated reflexive learning system that forms gradual stimulus-response associations. Participants (n=118) received either active infrared laser to the lateral prefrontal cortex or sham (placebo) stimulation, and then learned one of two category structures-a rule-based structure optimally learned by the reflective system, or an information-integration structure optimally learned by the reflexive system. We found that prefrontal rule-based learning was substantially improved following transcranial infrared laser stimulation as compared to placebo (treatment X block interaction: F(1, 298)=5.117, p=0.024), while information-integration learning did not show significant group differences (treatment X block interaction: F(1, 288)=1.633, p=0.202). These results highlight the exciting potential of transcranial infrared laser stimulation for cognitive enhancement and provide insight into the neurobiological underpinnings of category learning. Copyright © 2017 Elsevier Inc. All rights reserved.

Humour production may enhance observational learning of a new tool-use action in 18-month-old infants.

Science.gov (United States)

Esseily, Rana; Rat-Fischer, Lauriane; Somogyi, Eszter; O'Regan, Kevin John; Fagard, Jacqueline

2016-01-01

Many studies have shown that making children laugh enhances certain cognitive capacities such as attention, motivation, perception and/or memory, which in turn enhance learning. However, no study thus far has investigated whether laughing has an effect on learning earlier in infancy. The goal of this study was to see whether using humour with young infants in a demonstration of a complex tool-use task can enhance their learning. Fifty-three 18-month-old infants participated in this study and were included either in a humorous or a control demonstration group. In both groups infants observed an adult using a tool to retrieve an out-of-reach toy. What differed between groups was that in the humorous demonstration group, instead of playing with the toy, the adult threw it on the floor immediately after retrieval. The results show that infants who laughed at the demonstration in the humorous demonstration group reproduced significantly more frequent target actions than infants who did not laugh and those in the control group. This effect is discussed with regard to individual differences in terms of temperament and social capacities as well as positive emotion and dopamine release.

Baseline Response Levels Are a Nuisance in Infant Contingency Learning

Science.gov (United States)

Millar, W. S.; Weir, Catherine

2015-01-01

The impact of differences in level of baseline responding on contingency learning in the first year was examined by considering the response acquisition of infants classified into baseline response quartiles. Whereas the three lower baseline groups showed the predicted increment in responding to a contingency, the highest baseline responders did…

Fast phonetic learning occurs already in 2-to-3-month old infants. An ERP study

NARCIS (Netherlands)

Wanrooij, K.; Boersma, P.; van Zuijen, T.L.

2014-01-01

An important mechanism for learning speech sounds in the first year of life is ‘distributional learning’, i.e., learning by simply listening to the frequency distributions of the speech sounds in the environment. In the lab, fast distributional learning has been reported for infants in the second

Fast phonetic learning occurs already in 2-to-3-month old infants: an ERP study.

Directory of Open Access Journals (Sweden)

Karin eWanrooij

2014-02-01

Full Text Available An important mechanism for learning speech sounds in the first year of life is ‘distributional learning’, i.e., learning by simply listening to the frequency distributions of the speech sounds in the environment. In the lab, fast distributional learning has been reported for infants in the second half of the first year; the present study examined whether it can also be demonstrated at a much younger age, long before the onset of language-specific speech perception (which roughly emerges between 6 and 12 months. To investigate this, Dutch infants aged 2 to 3 months were presented with either a unimodal or a bimodal vowel distribution based on the English /æ/~/ε/ contrast, for only twelve minutes. Subsequently, mismatch responses (MMRs were measured in an oddball paradigm, where one half of the infants in each group heard a representative [æ] as the standard and a representative [ε] as the deviant, and the other half heard the same reversed. The results (from the combined MMRs during wakefulness and active sleep disclosed a larger MMR, implying better discrimination of [æ] and [ε], for bimodally than unimodally trained infants, thus extending an effect of distributional training found in previous behavioral research to a much younger age when speech perception is still universal rather than language-specific, and to a new method (ERP. Moreover, the analysis revealed a robust interaction between the distribution (unimodal vs. bimodal and the identity of the standard stimulus ([æ] vs. [ε], which provides evidence for an interplay between a perceptual asymmetry and distributional learning. The outcomes show that distributional learning can affect vowel perception already in the first months of life.

What could infant and young child nutrition learn from sweatshops?

Directory of Open Access Journals (Sweden)

Sagoe-Moses Isabella

2011-05-01

Full Text Available Abstract Background Adequate infant and young child nutrition demands high rates of breastfeeding and good access to nutrient rich complementary foods, requiring public sector action to promote breastfeeding and home based complementary feeding, and private sector action to refrain from undermining breastfeeding and to provide affordable, nutrient rich complementary foods. Unfortunately, due to a lack of trust, the public and private sectors, from both the North and the South, do not work well together in achieving optimal infant and young child nutrition. Discussion As the current debate in infant and young child nutrition is reminiscent of the "sweatshop" debate fifteen years ago, we argue that lessons from the sweatshops debate regarding cooperation between public and private sectors - and specific organizational experiences such as the Ethical Trading Initiative in which companies, trade unions, and civil society organizations work together to enhance implementation of labour standards and address alleged allegations - could serve as a model for improving cooperation and trust between public, civil society and private groups, and ultimately health, in infant and young child nutrition. Summary Lessons from the sweatshops debate could serve as a model to promote cooperation and trust between public and private groups, such that they learn to work together towards their common goal of improving infant and young child nutrition.

Learning in clinical practice: Stimulating and discouraging response to social comparison.

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Raat, Janet; Kuks, Jan; Cohen-Schotanus, Janke

2010-01-01

Social comparison theory is relevant for learning in general. In a clinical context, we examined four hypotheses concerning: preferred other to compare with, preferred direction of comparison, response to social comparison and influence of personal social comparison orientation (SCO). To investigate the relevance of social comparison for clinical workplace learning. Students (n = 437) from nine different hospitals completed two questionnaires measuring their SCO and the direction of and response to their comparisons. t-tests were used to analyse the data. Students substantially did compare. They preferred to compare with peer students more than with residents or staff, and with peers doing better more than with peers doing worse. Their response to social comparison was more often stimulating for learning than discouraging. Students high in SCO reported a stronger stimulating and discouraging response to their comparisons than students low in SCO. Social comparison does play a role in clinical workplace learning. The mainly stimulating response to social comparison indicates a positive learning influence. The preferred comparison with peers emphasizes the role of peers in the learning process. Further research should focus on student comparison behaviour and on situations that strengthen the positive effects of social comparison and reduce the negative or obstructing ones.

Designing Scientific Academic Conferences as a Learning Environment: How to Stimulate Active Learning at Academic Conferences?

DEFF Research Database (Denmark)

Verbeke, Johan

2015-01-01

conference design and an appropriate learning environment are available. The overall conference design, however, is a crucial aspect in the learning of the participants and deserves special attention from conference organizers. Method: I have organized around 15 carefully designed conferences (and attended...... architecture, arts and design) and on the way knowledge sharing and knowledge development was stimulated at these events. These conferences included less traditional conference designs, collective learning and explicit sharing of understanding between participants. Results: Collaboration in small groups...... for discussing and learning makes a huge difference in sharing and developing new knowledge. This paper aims to highlight the importance and raise awareness of different methods of stimulating the construction of knowledge by conference participants. I hope it will inspire future conference organizers and help...

How Infants and Young Children Learn About Food: A Systematic Review

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Manon Mura Paroche

2017-07-01

Full Text Available Early childhood is a critical time for establishing food preferences and dietary habits. In order for appropriate advice to be available to parents and healthcare professionals it is essential for researchers to understand the ways in which children learn about foods. This review summarizes the literature relating to the role played by known developmental learning processes in the establishment of early eating behavior, food preferences and general knowledge about food, and identifies gaps in our knowledge that remain to be explored. A systematic literature search identified 48 papers exploring how young children learn about food from the start of complementary feeding to 36 months of age. The majority of the papers focus on evaluative components of children's learning about food, such as their food preferences, liking and acceptance. A smaller number of papers focus on other aspects of what and how children learn about food, such as a food's origins or appropriate eating contexts. The review identified papers relating to four developmental learning processes: (1 Familiarization to a food through repeated exposure to its taste, texture or appearance. This was found to be an effective technique for learning about foods, especially for children at the younger end of our age range. (2 Observational learning of food choice. Imitation of others' eating behavior was also found to play an important role in the first years of life. (3 Associative learning through flavor-nutrient and flavor-flavor learning (FFL. Although the subject of much investigation, conditioning techniques were not found to play a major role in shaping the food preferences of infants in the post-weaning and toddler periods. (4 Categorization of foods. The direct effects of the ability to categorize foods have been little studied in this age group. However, the literature suggests that what infants are willing to consume depends on their ability to recognize items on their plate as

Assessment and Stability of Early Learning Abilities in Preterm and Full-Term Infants across the First Two Years of Life

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Lobo, Michele A.; Galloway, James C.

2013-01-01

Infants born preterm have increased risk for learning disabilities yet we lack assessments to successfully detect these disabilities in early life. We followed 23 full-term and 29 preterm infants from birth through 24 months to assess for differences in and stability of learning abilities across time. Measures included the Bayley-III cognitive…

Cultivation and Stimulation of the English Learning Motivation

Institute of Scientific and Technical Information of China (English)

马茹

2014-01-01

In recent years, more and more researches show that we should pay more attention to students to play a main role in English study, because students who get the final effect on English learning motivation play central role in numerous students' learning affected factors. Therefore, in the education teaching activities, many teachers regard learning motivation of English effect as important aspect and use it in teaching through different ways and methods to cultivate and motivate students to learn English motivation. According to the definition of learning motivation,combined with the modern middle school students’English study, such as, the current situation of teachers' teaching, the actual situation of the relationship between teach-ers and students to talk about encouraging and educating high school students in English learning motivation by means and methods, in order to culti-vate and stimulate students`English learning motivation and improve English teaching level.

Learning and Self-Stimulation in Mute and Echolalic Autistic Children.

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Chock, Patricia N.; Glahn, T. J.

1983-01-01

The effects of self-stimulation on task acquisition were studied in three mute low-functioning autistic and three echolic higher-functioning autistic children in multiple-baseline designs. The study found that the echolalic children were able to learn the task without external suppression of their self-stimulation but the mute Ss were not. (CL)

THE GAME TECHNIQUE NTCHNIQUE STIMULATING LEARNING ACTIVITY OF JUNIOR STUDENTS SPECIALIZING IN ECONOMICS

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Juri. S. Ezrokh

2014-01-01

Full Text Available The research is aimed at specifying and developing the modern control system of current academic achievements of junior university students; and the main task is to find the adequate ways for stimulating the junior students’ learning activities, and estimating their individual achievements.Methods: The author applies his own assessment method for estimating and stimulating students’ learning outcomes, based on the rating-point system of gradually obtained points building up a student’s integrated learning outcomes.Results: The research findings prove that implementation of the given method can increase the motivational, multiplicative and controlling components of the learning process.Scientific novelty: The method in question is based on the new original game approach to controlling procedures and stimulation of learning motivation of the economic profile students.Practical significance: The recommended technique can intensify the incentivebased training activities both in and outside a classroom, developing thereby students’ professional and personal qualities.

Altered Memory T-Cell Responses to Bacillus Calmette-Guerin and Tetanus Toxoid Vaccination and Altered Cytokine Responses to Polyclonal Stimulation in HIV-Exposed Uninfected Kenyan Infants.

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Garcia-Knight, Miguel A; Nduati, Eunice; Hassan, Amin S; Gambo, Faith; Odera, Dennis; Etyang, Timothy J; Hajj, Nassim J; Berkley, James Alexander; Urban, Britta C; Rowland-Jones, Sarah L

2015-01-01

Implementation of successful prevention of mother-to-child transmission of HIV strategies has resulted in an increased population of HIV-exposed uninfected (HEU) infants. HEU infants have higher rates of morbidity and mortality than HIV-unexposed (HU) infants. Numerous factors may contribute to poor health in HEU infants including immunological alterations. The present study assessed T-cell phenotype and function in HEU infants with a focus on memory Th1 responses to vaccination. We compared cross-sectionally selected parameters at 3 and 12 months of age in HIV-exposed (n = 42) and HU (n = 28) Kenyan infants. We measured ex vivo activated and bulk memory CD4 and CD8 T-cells and regulatory T-cells by flow cytometry. In addition, we measured the magnitude, quality and memory phenotype of antigen-specific T-cell responses to Bacillus Calmette-Guerin and Tetanus Toxoid vaccine antigens, and the magnitude and quality of the T cell response following polyclonal stimulation with staphylococcal enterotoxin B. Finally, the influence of maternal disease markers on the immunological parameters measured was assessed in HEU infants. Few perturbations were detected in ex vivo T-cell subsets, though amongst HEU infants maternal HIV viral load positively correlated with CD8 T cell immune activation at 12 months. Conversely, we observed age-dependent differences in the magnitude and polyfunctionality of IL-2 and TNF-α responses to vaccine antigens particularly in Th1 cells. These changes mirrored those seen following polyclonal stimulation, where at 3 months, cytokine responses were higher in HEU infants compared to HU infants, and at 12 months, HEU infant cytokine responses were consistently lower than those seen in HU infants. Finally, reduced effector memory Th1 responses to vaccine antigens were observed in HEU infants at 3 and 12 months and higher central memory Th1 responses to M. tuberculosis antigens were observed at 3 months only. Long-term monitoring of vaccine efficacy

Altered Memory T-Cell Responses to Bacillus Calmette-Guerin and Tetanus Toxoid Vaccination and Altered Cytokine Responses to Polyclonal Stimulation in HIV-Exposed Uninfected Kenyan Infants.

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Miguel A Garcia-Knight

Full Text Available Implementation of successful prevention of mother-to-child transmission of HIV strategies has resulted in an increased population of HIV-exposed uninfected (HEU infants. HEU infants have higher rates of morbidity and mortality than HIV-unexposed (HU infants. Numerous factors may contribute to poor health in HEU infants including immunological alterations. The present study assessed T-cell phenotype and function in HEU infants with a focus on memory Th1 responses to vaccination. We compared cross-sectionally selected parameters at 3 and 12 months of age in HIV-exposed (n = 42 and HU (n = 28 Kenyan infants. We measured ex vivo activated and bulk memory CD4 and CD8 T-cells and regulatory T-cells by flow cytometry. In addition, we measured the magnitude, quality and memory phenotype of antigen-specific T-cell responses to Bacillus Calmette-Guerin and Tetanus Toxoid vaccine antigens, and the magnitude and quality of the T cell response following polyclonal stimulation with staphylococcal enterotoxin B. Finally, the influence of maternal disease markers on the immunological parameters measured was assessed in HEU infants. Few perturbations were detected in ex vivo T-cell subsets, though amongst HEU infants maternal HIV viral load positively correlated with CD8 T cell immune activation at 12 months. Conversely, we observed age-dependent differences in the magnitude and polyfunctionality of IL-2 and TNF-α responses to vaccine antigens particularly in Th1 cells. These changes mirrored those seen following polyclonal stimulation, where at 3 months, cytokine responses were higher in HEU infants compared to HU infants, and at 12 months, HEU infant cytokine responses were consistently lower than those seen in HU infants. Finally, reduced effector memory Th1 responses to vaccine antigens were observed in HEU infants at 3 and 12 months and higher central memory Th1 responses to M. tuberculosis antigens were observed at 3 months only. Long-term monitoring of

Effects of kinesthetic and cutaneous stimulation during the learning of a viscous force field.

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Rosati, Giulio; Oscari, Fabio; Pacchierotti, Claudio; Prattichizzo, Domenico

2014-01-01

Haptic stimulation can help humans learn perceptual motor skills, but the precise way in which it influences the learning process has not yet been clarified. This study investigates the role of the kinesthetic and cutaneous components of haptic feedback during the learning of a viscous curl field, taking also into account the influence of visual feedback. We present the results of an experiment in which 17 subjects were asked to make reaching movements while grasping a joystick and wearing a pair of cutaneous devices. Each device was able to provide cutaneous contact forces through a moving platform. The subjects received visual feedback about joystick's position. During the experiment, the system delivered a perturbation through (1) full haptic stimulation, (2) kinesthetic stimulation alone, (3) cutaneous stimulation alone, (4) altered visual feedback, or (5) altered visual feedback plus cutaneous stimulation. Conditions 1, 2, and 3 were also tested with the cancellation of the visual feedback of position error. Results indicate that kinesthetic stimuli played a primary role during motor adaptation to the viscous field, which is a fundamental premise to motor learning and rehabilitation. On the other hand, cutaneous stimulation alone appeared not to bring significant direct or adaptation effects, although it helped in reducing direct effects when used in addition to kinesthetic stimulation. The experimental conditions with visual cancellation of position error showed slower adaptation rates, indicating that visual feedback actively contributes to the formation of internal models. However, modest learning effects were detected when the visual information was used to render the viscous field.

Precursors to natural grammar learning: preliminary evidence from 4-month-old infants.

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Friederici, Angela D; Mueller, Jutta L; Oberecker, Regine

2011-03-22

When learning a new language, grammar--although difficult--is very important, as grammatical rules determine the relations between the words in a sentence. There is evidence that very young infants can detect rules determining the relation between neighbouring syllables in short syllable sequences. A critical feature of all natural languages, however, is that many grammatical rules concern the dependency relation between non-neighbouring words or elements in a sentence i.e. between an auxiliary and verb inflection as in is singing. Thus, the issue of when and how children begin to recognize such non-adjacent dependencies is fundamental to our understanding of language acquisition. Here, we use brain potential measures to demonstrate that the ability to recognize dependencies between non-adjacent elements in a novel natural language is observable by the age of 4 months. Brain responses indicate that 4-month-old German infants discriminate between grammatical and ungrammatical dependencies in auditorily presented Italian sentences after only brief exposure to correct sentences of the same type. As the grammatical dependencies are realized by phonologically distinct syllables the present data most likely reflect phonologically based implicit learning mechanisms which can serve as a precursor to later grammar learning.

Focalised stimulation using high definition transcranial direct current stimulation (HD-tDCS) to investigate declarative verbal learning and memory functioning.

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Nikolin, Stevan; Loo, Colleen K; Bai, Siwei; Dokos, Socrates; Martin, Donel M

2015-08-15

Declarative verbal learning and memory are known to be lateralised to the dominant hemisphere and to be subserved by a network of structures, including those located in frontal and temporal regions. These structures support critical components of verbal memory, including working memory, encoding, and retrieval. Their relative functional importance in facilitating declarative verbal learning and memory, however, remains unclear. To investigate the different functional roles of these structures in subserving declarative verbal learning and memory performance by applying a more focal form of transcranial direct current stimulation, "High Definition tDCS" (HD-tDCS). Additionally, we sought to examine HD-tDCS effects and electrical field intensity distributions using computer modelling. HD-tDCS was administered to the left dorsolateral prefrontal cortex (LDLPFC), planum temporale (PT), and left medial temporal lobe (LMTL) to stimulate the hippocampus, during learning on a declarative verbal memory task. Sixteen healthy participants completed a single blind, intra-individual cross-over, sham-controlled study which used a Latin Square experimental design. Cognitive effects on working memory and sustained attention were additionally examined. HD-tDCS to the LDLPFC significantly improved the rate of verbal learning (p=0.03, η(2)=0.29) and speed of responding during working memory performance (p=0.02, η(2)=0.35), but not accuracy (p=0.12, η(2)=0.16). No effect of tDCS on verbal learning, retention, or retrieval was found for stimulation targeted to the LMTL or the PT. Secondary analyses revealed that LMTL stimulation resulted in increased recency (p=0.02, η(2)=0.31) and reduced mid-list learning effects (p=0.01, η(2)=0.39), suggesting an inhibitory effect on learning. HD-tDCS to the LDLPFC facilitates the rate of verbal learning and improved efficiency of working memory may underlie performance effects. This focal method of administrating tDCS has potential for probing

Analysis of sensory processing in preterm infants.

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Cabral, Thais Invenção; da Silva, Louise Gracelli Pereira; Martinez, Cláudia Maria Simões; Tudella, Eloisa

2016-12-01

Premature birth suggests condition of biological vulnerability, predisposing to neurological injuries, requiring hospitalization in Neonatal Intensive Care Units, which, while contributing to increase the survival rates, expose infants to sensory stimuli harmful to the immature organism. To evaluate the sensory processing at 4 and 6months' corrected age. This was a descriptive cross-sectional study with a sample of 30 infants divided into an experimental group composed of preterm infants (n=15), and a control group composed of full-term infants (n=15). The infants were assessed using the Test of Sensory Functions in Infants. The preterm infants showed poor performance in the total score of the test in reactivity to tactile deep pressure and reactivity to vestibular stimulation. When groups were compared, significant differences in the total score (p=0.0113) and in the reactivity to tactile deep pressure (psensory processing. These changes were most evident in reactivity to tactile deep pressure and vestibular stimulation. Copyright © 2016. Published by Elsevier Ireland Ltd.

Management Coaching with Performance Templates to Stimulate Self-Regulated Learning

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Lyons, Paul; Bandura, Randall P.

2017-01-01

Purpose: Much has been written about self-regulated learning (SRL) (including mind-sets) in psychology and education, but little research is found in the HRD or training literature regarding the stimulation of this learning. This paper aims to present a practical training tool, performance templates (P-T), to demonstrate how a line manager may…

The relative kicking frequency of infants born full-term and preterm during learning and short-term and long-term memory periods of the mobile paradigm.

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Heathcock, Jill C; Bhat, Anjana N; Lobo, Michele A; Galloway, James C

2005-01-01

Infants born preterm differ in their spontaneous kicking, as well as their learning and memory abilities in the mobile paradigm, compared with infants born full-term. In the mobile paradigm, a supine infant's ankle is tethered to a mobile so that leg kicks cause a proportional amount of mobile movement. The purpose of this study was to investigate the relative kicking frequency of the tethered (right) and nontethered (left) legs in these 2 groups of infants. Ten infants born full-term and 10 infants born preterm (infants participated in the study. The relative kicking frequencies of the tethered and nontethered legs were analyzed during learning and short-term and long-term memory periods of the mobile paradigm. Infants born full-term showed an increase in the relative kicking frequency of the tethered leg during the learning period and the short-term memory period but not for the long-term memory period. Infants born preterm did not show a change in kicking pattern for learning or memory periods, and consistently kicked both legs in relatively equal amounts. Infants born full-term adapted their baseline kicking frequencies in a task-specific manner to move the mobile and then retained this adaptation for the short-term memory period. In contrast, infants born preterm showed no adaptation, suggesting a lack of purposeful leg control. This lack of control may reflect a general decrease in the ability of infants born preterm to use their limb movements to interact with their environment. As such, the mobile paradigm may be clinically useful in the early assessment and intervention of infants born preterm and at risk for future impairment.

Stimulating the cerebellum affects visuomotor adaptation but not intermanual transfer of learning.

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Block, Hannah; Celnik, Pablo

2013-12-01

When systematic movement errors occur, the brain responds with a systematic change in motor behavior. This type of adaptive motor learning can transfer intermanually; adaptation of movements of the right hand in response to training with a perturbed visual signal (visuomotor adaptation) may carry over to the left hand. While visuomotor adaptation has been studied extensively, it is unclear whether the cerebellum, a structure involved in adaptation, is important for intermanual transfer as well. We addressed this question with three experiments in which subjects reached with their right hands as a 30° visuomotor rotation was introduced. Subjects received anodal or sham transcranial direct current stimulation on the trained (experiment 1) or untrained (experiment 2) hemisphere of the cerebellum, or, for comparison, motor cortex (M1). After the training period, subjects reached with their left hand, without visual feedback, to assess intermanual transfer of learning aftereffects. Stimulation of the right cerebellum caused faster adaptation, but none of the stimulation sites affected transfer. To ascertain whether cerebellar stimulation would increase transfer if subjects learned faster as well as a larger amount, in experiment 3 anodal and sham cerebellar groups experienced a shortened training block such that the anodal group learned more than sham. Despite the difference in adaptation magnitude, transfer was similar across these groups, although smaller than in experiment 1. Our results suggest that intermanual transfer of visuomotor learning does not depend on cerebellar activity and that the number of movements performed at plateau is an important predictor of transfer.

A Privileged Status for Male Infant-Directed Speech in Infants of Depressed Mothers? Role of Father Involvement

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Kaplan, Peter S.; Danko, Christina M.; Diaz, Andres

2010-01-01

Prior research showed that 5- to 13-month-old infants of chronically depressed mothers did not learn to associate a segment of infant-directed speech produced by their own mothers or an unfamiliar nondepressed mother with a smiling female face, but showed better-than-normal learning when a segment of infant-directed speech produced by an…

Do infants retain the statistics of a statistical learning experience? Insights from a developmental cognitive neuroscience perspective.

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Gómez, Rebecca L

2017-01-05

Statistical structure abounds in language. Human infants show a striking capacity for using statistical learning (SL) to extract regularities in their linguistic environments, a process thought to bootstrap their knowledge of language. Critically, studies of SL test infants in the minutes immediately following familiarization, but long-term retention unfolds over hours and days, with almost no work investigating retention of SL. This creates a critical gap in the literature given that we know little about how single or multiple SL experiences translate into permanent knowledge. Furthermore, different memory systems with vastly different encoding and retention profiles emerge at different points in development, with the underlying memory system dictating the fidelity of the memory trace hours later. I describe the scant literature on retention of SL, the learning and retention properties of memory systems as they apply to SL, and the development of these memory systems. I propose that different memory systems support retention of SL in infant and adult learners, suggesting an explanation for the slow pace of natural language acquisition in infancy. I discuss the implications of developing memory systems for SL and suggest that we exercise caution in extrapolating from adult to infant properties of SL.This article is part of the themed issue 'New frontiers for statistical learning in the cognitive sciences'. © 2016 The Author(s).

Utilizing a Collaborative Learning Model to Promote Early Extubation Following Infant Heart Surgery.

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Mahle, William T; Nicolson, Susan C; Hollenbeck-Pringle, Danielle; Gaies, Michael G; Witte, Madolin K; Lee, Eva K; Goldsworthy, Michelle; Stark, Paul C; Burns, Kristin M; Scheurer, Mark A; Cooper, David S; Thiagarajan, Ravi; Sivarajan, V Ben; Colan, Steven D; Schamberger, Marcus S; Shekerdemian, Lara S

2016-10-01

To determine whether a collaborative learning strategy-derived clinical practice guideline can reduce the duration of endotracheal intubation following infant heart surgery. Prospective and retrospective data collected from the Pediatric Heart Network in the 12 months pre- and post-clinical practice guideline implementation at the four sites participating in the collaborative (active sites) compared with data from five Pediatric Heart Network centers not participating in collaborative learning (control sites). Ten children's hospitals. Data were collected for infants following two-index operations: 1) repair of isolated coarctation of the aorta (birth to 365 d) and 2) repair of tetralogy of Fallot (29-365 d). There were 240 subjects eligible for the clinical practice guideline at active sites and 259 subjects at control sites. Development and application of early extubation clinical practice guideline. After clinical practice guideline implementation, the rate of early extubation at active sites increased significantly from 11.7% to 66.9% (p collaborative learning strategy designed clinical practice guideline significantly increased the rate of early extubation with no change in the rate of reintubation. The early extubation clinical practice guideline did not significantly change postoperative ICU length of stay.

Diarrhea, stimulation and growth predict neurodevelopment in young North Indian children.

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Ingrid Kvestad

Full Text Available Infants and young children in low to middle-income countries are at risk for adverse neurodevelopment due to multiple risk factors. In this study, we sought to identify stimulation and learning opportunities, growth, and burden of respiratory infections and diarrhea as predictors for neurodevelopment.We visited 422 North Indian children 6 to 30 months old weekly for six months. Childhood illnesses were assessed biweekly. At end study, we assessed neurodevelopment using the Ages and Stages Questionnaire 3rd ed. (ASQ-3 and gathered information on stimulation and learning opportunities. We identified predictors for ASQ-3 scores in multiple linear and logistic regression models.We were able to explain 30.5% of the variation in the total ASQ-3 score by the identified predictors. When adjusting for child characteristics and annual family income, stimulation and learning opportunities explained most of the variation by 25.1%. Height for age (standardized beta: 0.12, p<.05 and weight for height z-scores (std. beta: 0.09, p<.05 were positively associated with the total ASQ-3 score, while number of days with diarrhea was negatively associated with these scores (std. beta: -0.13, p<0.01.Our results support the importance of early child stimulation and general nutrition for child development. Our study also suggests that diarrhea is an additional risk factor for adverse neurodevelopment in vulnerable children.

Stimulating Learning with Integrated Assessments in Construction Education

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Imriyas Kamardeen

2014-09-01

Full Text Available Quality of learning students experience is heavily dependent on the effectiveness of course design. Assessments are a key component in course design and students determine their level of involvement in a learning activity based on whether it is assessed or not. Assessments are therefore a powerful tool that lecturers can utilise to drive learning. However, designing effective assessments to stimulate learning is challenging in the presence of disciplinary, contextual dimensions. A case study approach is adopted to demonstrate how effective integrated assessment schemes may be developed and implemented for construction education. The scheme in the case study amalgamated case-based learning, online quizzes and adaptive eTests to provide a variety of assessments, aligned with lecture topics and contemporary real-word scenarios. It was found that the presence of both formative and summative tasks in the assessment scheme complemented each other, kept students constantly motivated and engaged in learning, and resulted in a good learning experience for them. The study provide evidence, and valuable insights and tips for lecturers in similar degree programs as to how they could modify pedagogical styles in their courses for better learning experiences for students and improved teaching ratings for themselves. Keywords: Pedagogy, Integrated assessment, Case-based learning, Online quiz, Adaptive eLearning

Stimulating Learning with Integrated Assessments in Construction Education

Directory of Open Access Journals (Sweden)

Imriyas Kamardeen

2014-09-01

Full Text Available Quality of learning students experience is heavily dependent on the effectiveness of course design. Assessments are a key component in course design and students determine their level of involvement in a learning activity based on whether it is assessed or not. Assessments are therefore a powerful tool that lecturers can utilise to drive learning. However, designing effective assessments to stimulate learning is challenging in the presence of disciplinary, contextual dimensions. A case study approach is adopted to demonstrate how effective integrated assessment schemes may be developed and implemented for construction education. The scheme in the case study amalgamated case-based learning, online quizzes and adaptive eTests to provide a variety of assessments, aligned with lecture topics and contemporary real-word scenarios. It was found that the presence of both formative and summative tasks in the assessment scheme complemented each other, kept students constantly motivated and engaged in learning, and resulted in a good learning experience for them. The study provide evidence, and valuable insights and tips for lecturers in similar degree programs as to how they could modify pedagogical styles in their courses for better learning experiences for students and improved teaching ratings for themselves.   Keywords: Pedagogy, Integrated assessment, Case-based learning, Online quiz, Adaptive eLearning

Utility of finger maze test for learning and memory abilities in infants of cynomolgus monkeys exposed to thiamazole.

Science.gov (United States)

Inoue, Ayumi; Arima, Akihiro; Kato, Hirohito; Ebihara, Shizufumi

2014-11-01

A new type of learning and memory test using a finger maze was conducted in infant cynomolgus monkeys that were exposed to thiamazole (2 and 3.5 mg/kg per day to pregnant animals orally) during the fetal period (gestational days 120 to 150). We modified Tsuchida's original finger maze test method by reducing the number of trials per day and simplifying the criteria for achievement of training, and we added a long-term memory test. In the memory test, thiamazole-exposed infants required greater time to complete the finger maze test than the control infants although no effect was noted in the training or learning test. The results suggest that an impaired long-term memory could be detected by our modified finger maze test. © 2014 Japanese Teratology Society.

A Study of Effective Strategies to Stimulate College Non-English Majors' Motivation for Learning English

Institute of Scientific and Technical Information of China (English)

向玉

2008-01-01

As an English teacher for non-English majors in a college in Wuhan,I find that most of my students are not interested in learning English.Thus.I am concerned about how to stimulate my students' motivation in learning English.This paper discusses some effective strategies to stimulate college non-English majors' motivation for learning English.such as creating a comfortable atmosphere,buiIding students' confidence,promoting cooperative learning.and incorporating the multiple intelligences concept in the classroom.These strategies do have practical application in my classroom and have motivated my students' interest in English learning.

Acoustic analyses of speech sounds and rhythms in Japanese- and English-learning infants

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Yuko eYamashita

2013-02-01

Full Text Available The purpose of this study was to explore developmental changes, in terms of spectral fluctuations and temporal periodicity with Japanese- and English-learning infants. Three age groups (15, 20, and 24 months were selected, because infants diversify phonetic inventories with age. Natural speech of the infants was recorded. We utilized a critical-band-filter bank, which simulated the frequency resolution in adults’ auditory periphery. First, the correlations between the critical-band outputs represented by factor analysis were observed in order to see how the critical bands should be connected to each other, if a listener is to differentiate sounds in infants’ speech. In the following analysis, we analyzed the temporal fluctuations of factor scores by calculating autocorrelations. The present analysis identified three factors observed in adult speech at 24 months of age in both linguistic environments. These three factors were shifted to a higher frequency range corresponding to the smaller vocal tract size of the infants. The results suggest that the vocal tract structures of the infants had developed to become adult-like configuration by 24 months of age in both language environments. The amount of utterances with periodic nature of shorter time increased with age in both environments. This trend was clearer in the Japanese environment.

Learning by stimulation avoidance: A principle to control spiking neural networks dynamics.

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Sinapayen, Lana; Masumori, Atsushi; Ikegami, Takashi

2017-01-01

Learning based on networks of real neurons, and learning based on biologically inspired models of neural networks, have yet to find general learning rules leading to widespread applications. In this paper, we argue for the existence of a principle allowing to steer the dynamics of a biologically inspired neural network. Using carefully timed external stimulation, the network can be driven towards a desired dynamical state. We term this principle "Learning by Stimulation Avoidance" (LSA). We demonstrate through simulation that the minimal sufficient conditions leading to LSA in artificial networks are also sufficient to reproduce learning results similar to those obtained in biological neurons by Shahaf and Marom, and in addition explains synaptic pruning. We examined the underlying mechanism by simulating a small network of 3 neurons, then scaled it up to a hundred neurons. We show that LSA has a higher explanatory power than existing hypotheses about the response of biological neural networks to external simulation, and can be used as a learning rule for an embodied application: learning of wall avoidance by a simulated robot. In other works, reinforcement learning with spiking networks can be obtained through global reward signals akin simulating the dopamine system; we believe that this is the first project demonstrating sensory-motor learning with random spiking networks through Hebbian learning relying on environmental conditions without a separate reward system.

Infants learn better from left to right: a directional bias in infants? sequence learning

OpenAIRE

Bulf, Hermann; de Hevia, Maria Dolores; Gariboldi, Valeria; Macchi Cassia, Viola

2017-01-01

A wealth of studies show that human adults map ordered information onto a directional spatial continuum. We asked whether mapping ordinal information into a directional space constitutes an early predisposition, already functional prior to the acquisition of symbolic knowledge and language. While it is known that preverbal infants represent numerical order along a left-to-right spatial continuum, no studies have investigated yet whether infants, like adults, organize any kind of ordinal infor...

Continuous theta-burst stimulation (cTBS) over the lateral prefrontal cortex alters reinforcement learning bias.

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Ott, Derek V M; Ullsperger, Markus; Jocham, Gerhard; Neumann, Jane; Klein, Tilmann A

2011-07-15

The prefrontal cortex is known to play a key role in higher-order cognitive functions. Recently, we showed that this brain region is active in reinforcement learning, during which subjects constantly have to integrate trial outcomes in order to optimize performance. To further elucidate the role of the dorsolateral prefrontal cortex (DLPFC) in reinforcement learning, we applied continuous theta-burst stimulation (cTBS) either to the left or right DLPFC, or to the vertex as a control region, respectively, prior to the performance of a probabilistic learning task in an fMRI environment. While there was no influence of cTBS on learning performance per se, we observed a stimulation-dependent modulation of reward vs. punishment sensitivity: Left-hemispherical DLPFC stimulation led to a more reward-guided performance, while right-hemispherical cTBS induced a more avoidance-guided behavior. FMRI results showed enhanced prediction error coding in the ventral striatum in subjects stimulated over the left as compared to the right DLPFC. Both behavioral and imaging results are in line with recent findings that left, but not right-hemispherical stimulation can trigger a release of dopamine in the ventral striatum, which has been suggested to increase the relative impact of rewards rather than punishment on behavior. Copyright © 2011 Elsevier Inc. All rights reserved.

Mothers' Psychological Distress and Feeding of Their Preterm Infants.

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Park, Jinhee; Thoyre, Suzanne; Estrem, Hayley; Pados, Britt F; Knafl, George J; Brandon, Debra

To examine the change in psychological distress of mothers of preterm infants and its association with maternal feeding behaviors as the infant transitions to full oral feeding. This descriptive exploratory study used a subset of data from a study of the effects of a coregulated feeding intervention for 34 mothers and hospitalized preterm infants in a Level-III neonatal intensive care unit (NICU). Maternal psychological distress was measured by maternal worry (Child Health Worry Scale), depression (Center for Epidemiology-Depression Scale), and role stress (Parental Stress Scale: NICU-Role Alteration) at three time points: within 1 week prior to the first oral feeding (T1), and at achievement of half (T2) and full oral feeding (T3). Feedings were videotaped at T2 and T3. An observational coding system measured maternal feeding behaviors. Linear mixed modeling evaluated the change in maternal psychological distress and its association with mothers' feeding behaviors as the infant transitioned to full oral feeding. Maternal depressive symptoms were highest at T1 and declined over time. Maternal worry and role stress were also highest at T1 but remained stable from T2 to T3. Increased maternal psychological distress, particularly depressive symptoms and role stress, were associated with less use of developmentally supportive feeding behaviors, that is, minimizing tactile stimulation, providing steady touch to contain or stabilize the infant, and regulating milk flow. Supporting maternal psychological well-being while infants are learning to feed orally may be an appropriate target for interventions to support mother-infant early feeding interactions.

The impact of cerebellar transcranial direct current stimulation (tDCS) on learning fine-motor sequences.

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Shimizu, Renee E; Wu, Allan D; Samra, Jasmine K; Knowlton, Barbara J

2017-01-05

The cerebellum has been shown to be important for skill learning, including the learning of motor sequences. We investigated whether cerebellar transcranial direct current stimulation (tDCS) would enhance learning of fine motor sequences. Because the ability to generalize or transfer to novel task variations or circumstances is a crucial goal of real world training, we also examined the effect of tDCS on performance of novel sequences after training. In Study 1, participants received either anodal, cathodal or sham stimulation while simultaneously practising three eight-element key press sequences in a non-repeating, interleaved order. Immediately after sequence practice with concurrent tDCS, a transfer session was given in which participants practised three interleaved novel sequences. No stimulation was given during transfer. An inhibitory effect of cathodal tDCS was found during practice, such that the rate of learning was slowed in comparison to the anodal and sham groups. In Study 2, participants received anodal or sham stimulation and a 24 h delay was added between the practice and transfer sessions to reduce mental fatigue. Although this consolidation period benefitted subsequent transfer for both tDCS groups, anodal tDCS enhanced transfer performance. Together, these studies demonstrate polarity-specific effects on fine motor sequence learning and generalization.This article is part of the themed issue 'New frontiers for statistical learning in the cognitive sciences'. © 2016 The Author(s).

Vagus nerve stimulation ameliorated deficits in one-way active avoidance learning and stimulated hippocampal neurogenesis in bulbectomized rats.

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Gebhardt, Nils; Bär, Karl-Jürgen; Boettger, Michael K; Grecksch, Gisela; Keilhoff, Gerburg; Reichart, Rupert; Becker, Axel

2013-01-01

Vagus nerve stimulation (VNS) has been introduced as a therapeutic option for treatment-resistant depression. The neural and chemical mechanisms responsible for the effects of VNS are largely unclear. Bilateral removal of the olfactory bulbs (OBX) is a validated animal model in depression research. We studied the effects of vagus nerve stimulation (VNS) on disturbed one-way active avoidance learning and neurogenesis in the hippocampal dentate gyrus of rats. After a stimulation period of 3 weeks, OBX rats acquired the learning task as controls. In addition, the OBX-related decrease of neuronal differentiated BrdU positive cells in the dentate gyrus was prevented by VNS. This suggests that chronic VNS and changes in hippocampal neurogenesis induced by VNS may also account for the amelioration of behavioral deficits in OBX rats. To the best of our knowledge, this is the first report on the restorative effects of VNS on behavioral function in an animal model of depression that can be compared with the effects of antidepressants. Copyright © 2013 Elsevier Inc. All rights reserved.

The response to prism deviations in human infants.

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Riddell, P M; Horwood, A M; Houston, S M; Turner, J E

1999-09-23

Previous research has suggested that infants are unable to make a corrective eye movement in response to a small base-out prism placed in front of one eye before 14-16 weeks [1]. Three hypotheses have been proposed to explain this early inability, and each of these makes different predictions for the time of onset of a response to a larger prism. The first proposes that infants have a 'degraded sensory capacity' and so require a larger retinal disparity (difference in the position of the image on the retina of each eye) to stimulate disparity detectors [2]. This predicts that infants might respond at an earlier age than previously reported [1] when tested using a larger prism. The second hypothesis proposes that infants learn to respond to larger retinal disparities through practice with small disparities [3]. According to this theory, using a larger prism will not result in developmentally earlier responses, and may even delay the response. The third hypothesis proposes that the ability to respond to prismatic deviation depends on maturational factors indicated by the onset of stereopsis (the ability to detect depth in an image on the basis of retinal disparity cues only) [4] [5], predicting that the size of the prism is irrelevant. To differentiate between these hypotheses, we tested 192 infants ranging from 2 to 52 weeks of age using a larger prism. Results showed that 63% of infants of 5-8 weeks of age produced a corrective eye movement in response to placement of a prism in front of the eye when in the dark. Both the percentage of infants who produced a response, and the speed of the response, increased with age. These results suggest that infants can make corrective eye movements in response to large prismatic deviations before 14-16 weeks of age. This, in combination with other recent results [6], discounts previous hypotheses.

Shared Musical Knowledge in 11-Month-Old Infants

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Mehr, Samuel A.; Spelke, Elizabeth S.

2018-01-01

Five-month-old infants selectively attend to novel people who sing melodies originally learned from a parent, but not melodies learned from a musical toy or from an unfamiliar singing adult, suggesting that music conveys social information to infant listeners. Here, we test this interpretation further in older infants with a more direct measure of…

Comprehensive Early Stimulation Program for Infants. Instruction Manual [and] Early Interventionist's Workbook [and] Parent/Caregiver Workbook. William Beaumont Hospital Speech and Language Pathology Series.

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Santana, Altagracia A.; Bottino, Patti M.

This early intervention kit includes a Comprehensive Early Stimulation Program for Infants (CESPI) instruction manual, an early interventionist workbook, and ten parent/caregiver workbooks. The CESPI early intervention program is designed to provide therapists, teachers, other health professionals, and parents with a common-sense, practical guide…

Learning to walk changes infants' social interactions.

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Clearfield, Melissa W

2011-02-01

The onset of crawling marks a motor, cognitive and social milestone. The present study investigated whether independent walking marks a second milestone for social behaviors. In Experiment 1, the social and exploratory behaviors of crawling infants were observed while crawling and in a baby-walker, resulting in no differences based on posture. In Experiment 2, the social behaviors of independently walking infants were compared to age-matched crawling infants in a baby-walker. Independently walking infants spent significantly more time interacting with the toys and with their mothers, and also made more vocalizations and more directed gestures compared to infants in the walker. Experiment 3 tracked infants' social behaviors longitudinally across the transition from crawling and walking. Even when controlled for age, the transition to independent walking marked increased interaction time with mothers, as well as more sophisticated interactions, including directing mothers' attention to particular objects. The results suggest a developmental progression linking social interactions with milestones in locomotor development. Copyright © 2010 Elsevier Inc. All rights reserved.

Effects of Anodal Transcranial Direct Current Stimulation on Visually Guided Learning of Grip Force Control

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Tamas Minarik

2015-03-01

Full Text Available Anodal transcranial Direct Current Stimulation (tDCS has been shown to be an effective non-invasive brain stimulation method for improving cognitive and motor functioning in patients with neurological deficits. tDCS over motor cortex (M1, for instance, facilitates motor learning in stroke patients. However, the literature on anodal tDCS effects on motor learning in healthy participants is inconclusive, and the effects of tDCS on visuo-motor integration are not well understood. In the present study we examined whether tDCS over the contralateral motor cortex enhances learning of grip-force output in a visually guided feedback task in young and neurologically healthy volunteers. Twenty minutes of 1 mA anodal tDCS were applied over the primary motor cortex (M1 contralateral to the dominant (right hand, during the first half of a 40 min power-grip task. This task required the control of a visual signal by modulating the strength of the power-grip for six seconds per trial. Each participant completed a two-session sham-controlled crossover protocol. The stimulation conditions were counterbalanced across participants and the sessions were one week apart. Performance measures comprised time-on-target and target-deviation, and were calculated for the periods of stimulation (or sham and during the afterphase respectively. Statistical analyses revealed significant performance improvements over the stimulation and the afterphase, but this learning effect was not modulated by tDCS condition. This suggests that the form of visuomotor learning taking place in the present task was not sensitive to neurostimulation. These null effects, together with similar reports for other types of motor tasks, lead to the proposition that tDCS facilitation of motor learning might be restricted to cases or situations where the motor system is challenged, such as motor deficits, advanced age, or very high task demand.

Tactile/kinesthetic stimulation (TKS) increases tibial speed of sound and urinary osteocalcin (U-MidOC and unOC) in premature infants (29-32weeks PMA).

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Haley, S; Beachy, J; Ivaska, K K; Slater, H; Smith, S; Moyer-Mileur, L J

2012-10-01

Preterm delivery (kinesthetic stimulation (TKS), a form of infant massage that incorporates kinesthetic movement, would increase bone strength and markers of bone accretion in preterm infants. Preterm, AGA infants (29-32 weeks) were randomly assigned to TKS (N=20) or Control (N=20). Twice daily TKS was provided 6 days per week for 2 weeks. Control infants received the same care without TKS treatment. Treatment was masked to parents, health care providers, and study personnel. Baseline and week two measures were collected for tibial speed of sound (tSOS, m/sec), a surrogate for bone strength, by quantitative ultrasound (Sunlight8000) and urine markers of bone metabolism, pyridinium crosslinks and osteocalcin (U-MidOC and unOC). Infant characteristics at birth and study entry as well as energy/nutrient intake were similar between TKS and Control. TKS intervention attenuated the decrease in tSOS observed in Control infants (p<0.05). Urinary pyridinium crosslinks decreased over time in both TKS and CTL (p<0.005). TKS infants experienced greater increases in urinary osteocalcin (U-MidOC, p<0.001 and unOC, p<0.05). We conclude that TKS improves bone strength in premature infants by attenuating the decrease that normally follows preterm birth. Further, biomarkers of bone metabolism suggest a modification in bone turnover in TKS infants in favor of bone accretion. Taken together, we speculate that TKS improves bone mineralization. Copyright © 2012 Elsevier Inc. All rights reserved.

Effects of transcranial direct current stimulation on motor learning in healthy individuals: a systematic review

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Águida Foerster

Full Text Available Introduction Transcranial direct current stimulation (tDCS has been used to modify cortical excitability and promote motor learning. Objective To systematically review published data to investigate the effects of transcranial direct current stimulation on motor learning in healthy individuals. Methods Randomized or quasi-randomized studies that evaluated the tDCS effects on motor learning were included and the risk of bias was examined by Cochrane Collaboration’s tool. The following electronic databases were used: PubMed, Scopus, Web of Science, LILACS, CINAHL with no language restriction. Results It was found 160 studies; after reading the title and abstract, 17 of those were selected, but just 4 were included. All studies involved healthy, right-handed adults. All studies assessed motor learning by the Jebsen Taylor Test or by the Serial Finger Tapping Task (SFTT. Almost all studies were randomized and all were blinding for participants. Some studies presented differences at SFTT protocol. Conclusion The result is insufficient to draw conclusions if tDCS influences the motor learning. Furthermore, there was significant heterogeneity of the stimulation parameters used. Further researches are needed to investigate the parameters that are more important for motor learning improvement and measure whether the effects are long-lasting or limited in time.

Prenatal complex rhythmic music sound stimulation facilitates postnatal spatial learning but transiently impairs memory in the domestic chick.

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Kauser, H; Roy, S; Pal, A; Sreenivas, V; Mathur, R; Wadhwa, S; Jain, S

2011-01-01

Early experience has a profound influence on brain development, and the modulation of prenatal perceptual learning by external environmental stimuli has been shown in birds, rodents and mammals. In the present study, the effect of prenatal complex rhythmic music sound stimulation on postnatal spatial learning, memory and isolation stress was observed. Auditory stimulation with either music or species-specific sounds or no stimulation (control) was provided to separate sets of fertilized eggs from day 10 of incubation. Following hatching, the chicks at age 24, 72 and 120 h were tested on a T-maze for spatial learning and the memory of the learnt task was assessed 24 h after training. In the posthatch chicks at all ages, the plasma corticosterone levels were estimated following 10 min of isolation. The chicks of all ages in the three groups took less (p memory after 24 h of training, only the music-stimulated chicks at posthatch age 24 h took a significantly longer (p music sounds facilitates spatial learning, though the music stimulation transiently impairs postnatal memory. 2011 S. Karger AG, Basel.

Multi-modal pain measurements in infants.

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Worley, A; Fabrizi, L; Boyd, S; Slater, R

2012-04-15

A non-invasive integrated method was developed to measure neural and behavioural responses to peripheral sensory and noxious stimulation in human infants. The introduction of a novel event-detection interface allows synchronous recording of: (i) muscle and central nervous system activity with surface electromyography (EMG), scalp electroencephalography (EEG) and near-infrared spectroscopy (NIRS); (ii) behavioural responses with video-recording and (iii) autonomic responses (heart rate, oxygen saturation, respiratory rate and cardiovascular activity) with electrocardiography (ECG) and pulse oximetry. The system can detect noxious heel lance and touch stimuli with precision (33 μs and 624 μs respectively) and accuracy (523 μs and 256 μs) and has 100% sensitivity and specificity for both types of stimulation. Its ability to detect response latencies accurately was demonstrated by a shift in latency of the vertex potential of 20.7 ± 15.7 ms (n=6 infants), following touch of the heel and of the shoulder, reflecting the distance between the two sites. This integrated system has provided reliable and reproducible measurements of responses to sensory and noxious stimulation in human infants on more than 100 test occasions. Copyright © 2012 Elsevier B.V. All rights reserved.

A Task-Cycling Pedagogy Using Stimulated Refelction and Audio-Conferencing in Foreign Language Learning

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Mike Levy

2004-05-01

Full Text Available The aim of this paper is to describe a task-cycling pedagogy for language learning using a technique we have called Stimulated Reflection. This pedagogical approach has been developed in the light of the new technology options available, especially those that facilitate audiovisual forms of interaction among language learners and teachers. In this instance, the pedagogy is implemented in the context of introducing students to audio-conferencing (A-C tools as a support for their ongoing independent learning. The approach is designed to develop a balance for learners between attention to fluency and meaning on one hand, and form and accuracy on the other. The particular focus here is on the learning of Italian as a foreign language, although the ideas and principles are presented with a view to the teaching and learning of any language. The article is in three parts. The first considers appropriate theoretical frameworks for the use of technology-mediated tools in language learning, with a particular emphasis on the focus-on-form literature and task design (Doughty, 2003; Doughty & Williams, 1998; Skehan, 1998. The second part sets out the approach we have taken in the Italian project and discusses specifically the idea of task cycling (Willis, 1996 and Stimulated Reflection. The third part presents extracts of stimulated reflection episodes that serve to illustrate the new pedagogic approach.

A Preliminary Comparison of Motor Learning Across Different Non-invasive Brain Stimulation Paradigms Shows No Consistent Modulations

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Virginia Lopez-Alonso

2018-04-01

Full Text Available Non-invasive brain stimulation (NIBS has been widely explored as a way to safely modulate brain activity and alter human performance for nearly three decades. Research using NIBS has grown exponentially within the last decade with promising results across a variety of clinical and healthy populations. However, recent work has shown high inter-individual variability and a lack of reproducibility of previous results. Here, we conducted a small preliminary study to explore the effects of three of the most commonly used excitatory NIBS paradigms over the primary motor cortex (M1 on motor learning (Sequential Visuomotor Isometric Pinch Force Tracking Task and secondarily relate changes in motor learning to changes in cortical excitability (MEP amplitude and SICI. We compared anodal transcranial direct current stimulation (tDCS, paired associative stimulation (PAS25, and intermittent theta burst stimulation (iTBS, along with a sham tDCS control condition. Stimulation was applied prior to motor learning. Participants (n = 28 were randomized into one of the four groups and were trained on a skilled motor task. Motor learning was measured immediately after training (online, 1 day after training (consolidation, and 1 week after training (retention. We did not find consistent differential effects on motor learning or cortical excitability across groups. Within the boundaries of our small sample sizes, we then assessed effect sizes across the NIBS groups that could help power future studies. These results, which require replication with larger samples, are consistent with previous reports of small and variable effect sizes of these interventions on motor learning.

A Preliminary Comparison of Motor Learning Across Different Non-invasive Brain Stimulation Paradigms Shows No Consistent Modulations

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Lopez-Alonso, Virginia; Liew, Sook-Lei; Fernández del Olmo, Miguel; Cheeran, Binith; Sandrini, Marco; Abe, Mitsunari; Cohen, Leonardo G.

2018-01-01

Non-invasive brain stimulation (NIBS) has been widely explored as a way to safely modulate brain activity and alter human performance for nearly three decades. Research using NIBS has grown exponentially within the last decade with promising results across a variety of clinical and healthy populations. However, recent work has shown high inter-individual variability and a lack of reproducibility of previous results. Here, we conducted a small preliminary study to explore the effects of three of the most commonly used excitatory NIBS paradigms over the primary motor cortex (M1) on motor learning (Sequential Visuomotor Isometric Pinch Force Tracking Task) and secondarily relate changes in motor learning to changes in cortical excitability (MEP amplitude and SICI). We compared anodal transcranial direct current stimulation (tDCS), paired associative stimulation (PAS25), and intermittent theta burst stimulation (iTBS), along with a sham tDCS control condition. Stimulation was applied prior to motor learning. Participants (n = 28) were randomized into one of the four groups and were trained on a skilled motor task. Motor learning was measured immediately after training (online), 1 day after training (consolidation), and 1 week after training (retention). We did not find consistent differential effects on motor learning or cortical excitability across groups. Within the boundaries of our small sample sizes, we then assessed effect sizes across the NIBS groups that could help power future studies. These results, which require replication with larger samples, are consistent with previous reports of small and variable effect sizes of these interventions on motor learning. PMID:29740271

Joint Attention in Infant-Toddler Early Childhood Programs: Its Dynamics and Potential for Collaborative Learning

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Degotardi, Sheila

2017-01-01

This article examines how joint attention episodes constitute a core feature of relational pedagogy for infants and toddlers. It draws on social interactionist approaches to language and cognitive development to propose that joint attention may afford significant current and future potential for young children's learning. However, most joint…

Task-specific effect of transcranial direct current stimulation on motor learning

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Cinthia Maria Saucedo Marquez

2013-07-01

Full Text Available Transcranial direct current stimulation (tDCS is a relatively new non-invasive brain stimulation technique that modulates neural processes. When applied to the human primary motor cortex (M1, tDCS has beneficial effects on motor skill learning and consolidation in healthy controls and in patients. However, it remains unclear whether tDCS improves motor learning in a general manner or whether these effects depend on which motor task is acquired. Here we compare whether the effect of tDCS differs when the same individual acquires (1 a Sequential Finger Tapping Task (SEQTAP and (2 a Visual Isometric Pinch Force Task (FORCE. Both tasks have been shown to be sensitive to tDCS applied over M1, however, the underlying processes mediating learning and memory formation might benefit differently from anodal-tDCS. Thirty healthy subjects were randomly assigned to an anodal-tDCS group or sham-group. Using a double-blind, sham-controlled cross-over design, tDCS was applied over M1 while subjects acquired each of the motor tasks over 3 consecutive days, with the order being randomized across subjects. We found that anodal-tDCS affected each task differently: The SEQTAP task benefited from anodal-tDCS during learning, whereas the FORCE task showed improvements only at retention. These findings suggest that anodal tDCS applied over M1 appears to have a task-dependent effect on learning and memory formation.

Polarity-Specific Transcranial Direct Current Stimulation Disrupts Auditory Pitch Learning

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Reiko eMatsushita

2015-05-01

Full Text Available Transcranial direct current stimulation (tDCS is attracting increasing interest because of its potential for therapeutic use. While its effects have been investigated mainly with motor and visual tasks, less is known in the auditory domain. Past tDCS studies with auditory tasks demonstrated various behavioural outcomes, possibly due to differences in stimulation parameters or task measurements used in each study. Further research using well-validated tasks are therefore required for clarification of behavioural effects of tDCS on the auditory system. Here, we took advantage of findings from a prior functional magnetic resonance imaging study, which demonstrated that the right auditory cortex is modulated during fine-grained pitch learning of microtonal melodic patterns. Targeting the right auditory cortex with tDCS using this same task thus allowed us to test the hypothesis that this region is causally involved in pitch learning. Participants in the current study were trained for three days while we measured pitch discrimination thresholds using microtonal melodies on each day using a psychophysical staircase procedure. We administered anodal, cathodal, or sham tDCS to three groups of participants over the right auditory cortex on the second day of training during performance of the task. Both the sham and the cathodal groups showed the expected significant learning effect (decreased pitch threshold over the three days of training; in contrast we observed a blocking effect of anodal tDCS on auditory pitch learning, such that this group showed no significant change in thresholds over the three days. The results support a causal role for the right auditory cortex in pitch discrimination learning.

Transformative unlearning: safety, discernment and communities of learning.

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Macdonald, Geraldine

2002-09-01

This paper aims to stimulate awareness about the intellectual and emotional work of 'unlearning' in knowledge workers in the emerging learning age. The importance of providing a safe space for dialogue to promote transformative learning, through building 'communities of learning', is highlighted. Unlearning is conceptualized within a transformative education paradigm, one whose primary orientation is discernment, a personal growth process involving the activities of receptivity, recognition and grieving. The author utilizes the metaphor of an unfolding spiral path to explore her experience of needing to 'unlearn' a trusted nursing practice prior to 'learning' new best caring practices related to infant sleep positions. Macro and micro approaches to facilitating unlearning in organizations, in learners and in nurses are suggested.

Machine Learning Approach to Optimizing Combined Stimulation and Medication Therapies for Parkinson's Disease.

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Shamir, Reuben R; Dolber, Trygve; Noecker, Angela M; Walter, Benjamin L; McIntyre, Cameron C

2015-01-01

Deep brain stimulation (DBS) of the subthalamic region is an established therapy for advanced Parkinson's disease (PD). However, patients often require time-intensive post-operative management to balance their coupled stimulation and medication treatments. Given the large and complex parameter space associated with this task, we propose that clinical decision support systems (CDSS) based on machine learning algorithms could assist in treatment optimization. Develop a proof-of-concept implementation of a CDSS that incorporates patient-specific details on both stimulation and medication. Clinical data from 10 patients, and 89 post-DBS surgery visits, were used to create a prototype CDSS. The system was designed to provide three key functions: (1) information retrieval; (2) visualization of treatment, and; (3) recommendation on expected effective stimulation and drug dosages, based on three machine learning methods that included support vector machines, Naïve Bayes, and random forest. Measures of medication dosages, time factors, and symptom-specific pre-operative response to levodopa were significantly correlated with post-operative outcomes (P < 0.05) and their effect on outcomes was of similar magnitude to that of DBS. Using those results, the combined machine learning algorithms were able to accurately predict 86% (12/14) of the motor improvement scores at one year after surgery. Using patient-specific details, an appropriately parameterized CDSS could help select theoretically optimal DBS parameter settings and medication dosages that have potential to improve the clinical management of PD patients. Copyright © 2015 Elsevier Inc. All rights reserved.

Repetitive Transcranial Direct Current Stimulation Induced Excitability Changes of Primary Visual Cortex and Visual Learning Effects-A Pilot Study.

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Sczesny-Kaiser, Matthias; Beckhaus, Katharina; Dinse, Hubert R; Schwenkreis, Peter; Tegenthoff, Martin; Höffken, Oliver

2016-01-01

Studies on noninvasive motor cortex stimulation and motor learning demonstrated cortical excitability as a marker for a learning effect. Transcranial direct current stimulation (tDCS) is a non-invasive tool to modulate cortical excitability. It is as yet unknown how tDCS-induced excitability changes and perceptual learning in visual cortex correlate. Our study aimed to examine the influence of tDCS on visual perceptual learning in healthy humans. Additionally, we measured excitability in primary visual cortex (V1). We hypothesized that anodal tDCS would improve and cathodal tDCS would have minor or no effects on visual learning. Anodal, cathodal or sham tDCS were applied over V1 in a randomized, double-blinded design over four consecutive days (n = 30). During 20 min of tDCS, subjects had to learn a visual orientation-discrimination task (ODT). Excitability parameters were measured by analyzing paired-stimulation behavior of visual-evoked potentials (ps-VEP) and by measuring phosphene thresholds (PTs) before and after the stimulation period of 4 days. Compared with sham-tDCS, anodal tDCS led to an improvement of visual discrimination learning (p learning effect. For cathodal tDCS, no significant effects on learning or on excitability could be seen. Our results showed that anodal tDCS over V1 resulted in improved visual perceptual learning and increased cortical excitability. tDCS is a promising tool to alter V1 excitability and, hence, perceptual visual learning.

The Impact of Socio-Demographic Variables, Social Support and Child Sex on Mother-Infant and Father-Infant Interaction

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Cesar Augusto Piccinini

2010-01-01

Full Text Available In this study we examine the impact of family socioeconomic status (SES, of social support as perceived by mothers, and of their three-month-olds child's sex, on mother-infant and father-infant interaction. A total of 58 mothers and 52 fathers were observed interacting with their infants. Univariate Analysis of Variance (ANOVA revealed several significant differences, particularly regarding maternal behaviors. Mothers from the highest SES level both talked to and interpreted their infants' behavior more than did lowest SES mothers. Social support perceived as unsatisfactory was associated with a greater amount of touch and stimulation during mother-infant interaction and also more infant vocalization. Mothers and fathers tended to talk more to their same-sex infants, and fathers tended to kiss and caress their sons more than they did their daughters. These results suggest particularities in the mother-infant and fatherinfant interaction when the infant was three months old.

A single session of prefrontal cortex transcranial direct current stimulation does not modulate implicit task sequence learning and consolidation.

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Savic, Branislav; Müri, René; Meier, Beat

Transcranial direct current stimulation (tDCS) is assumed to affect cortical excitability and dependent on the specific stimulation conditions either to increase or decrease learning. The purpose of this study was to modulate implicit task sequence learning with tDCS. As cortico-striatal loops are critically involved in implicit task sequence learning, tDCS was applied above the dorsolateral prefrontal cortex (DLPFC). In Experiment 1, anodal, cathodal, or sham tDCS was applied before the start of the sequence learning task. In Experiment 2, stimulation was applied during the sequence learning task. Consolidation of learning was assessed after 24 h. The results of both experiments showed that implicit task sequence learning occurred consistently but it was not modulated by different tDCS conditions. Similarly, consolidation measured after a 24 h-interval including sleep was also not affected by stimulation. These results indicate that a single session of DLPFC tDCS is not sufficient to modulate implicit task sequence learning. This study adds to the accumulating evidence that tDCS may not be as effective as originally thought. Copyright © 2017 Elsevier Inc. All rights reserved.

Infants' Temperament and Mothers', and Fathers' Depression Predict Infants' Attention to Objects Paired with Emotional Faces.

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Aktar, Evin; Mandell, Dorothy J; de Vente, Wieke; Majdandžić, Mirjana; Raijmakers, Maartje E J; Bögels, Susan M

2016-07-01

Between 10 and 14 months, infants gain the ability to learn about unfamiliar stimuli by observing others' emotional reactions to those stimuli, so called social referencing (SR). Joint processing of emotion and head/gaze direction is essential for SR. This study tested emotion and head/gaze direction effects on infants' attention via pupillometry in the period following the emergence of SR. Pupil responses of 14-to-17-month-old infants (N = 57) were measured during computerized presentations of unfamiliar objects alone, before-and-after being paired with emotional (happy, sad, fearful vs. neutral) faces gazing towards (vs. away) from objects. Additionally, the associations of infants' temperament, and parents' negative affect/depression/anxiety with infants' pupil responses were explored. Both mothers and fathers of participating infants completed questionnaires about their negative affect, depression and anxiety symptoms and their infants' negative temperament. Infants allocated more attention (larger pupils) to negative vs. neutral faces when the faces were presented alone, while they allocated less attention to objects paired with emotional vs. neutral faces independent of head/gaze direction. Sad (but not fearful) temperament predicted more attention to emotional faces. Infants' sad temperament moderated the associations of mothers' depression (but not anxiety) with infants' attention to objects. Maternal depression predicted more attention to objects paired with emotional expressions in infants low in sad temperament, while it predicted less attention in infants high in sad temperament. Fathers' depression (but not anxiety) predicted more attention to objects paired with emotional expressions independent of infants' temperament. We conclude that infants' own temperamental dispositions for sadness, and their exposure to mothers' and fathers' depressed moods may influence infants' attention to emotion-object associations in social learning contexts.

Self-Regulation and Infant-Directed Singing in Infants with Down Syndrome.

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de l'Etoile, Shannon K

2015-01-01

Infants learn how to regulate internal states and subsequent behavior through dyadic interactions with caregivers. During infant-directed (ID) singing, mothers help infants practice attentional control and arousal modulation, thus providing critical experience in self-regulation. Infants with Down syndrome are known to have attention deficits and delayed information processing as well as difficulty managing arousability, factors that may disrupt their efforts at self-regulation. The researcher explored responses to ID singing in infants with Down syndrome (DS) and compared them with those of typically developing (TD) infants. Behaviors measured included infant gaze and affect as indicators of self-regulation. Participants included 3- to 9-month-old infants with and without DS who were videotaped throughout a 2-minute face-to-face interaction during which their mothers sang to them any song(s) of their choosing. Infant behavior was then coded for percentage of time spent demonstrating a specific gaze or affect type. All infants displayed sustained gaze more than any other gaze type. TD infants demonstrated intermittent gaze significantly more often than infants with DS. Infant status had no effect on affect type, and all infants showed predominantly neutral affect. Findings suggest that ID singing effectively maintains infant attention for both TD infants and infants with DS. However, infants with DS may have difficulty shifting attention during ID singing as needed to adjust arousal levels and self-regulate. High levels of neutral affect for all infants imply that ID singing is likely to promote a calm, curious state, regardless of infant status. © the American Music Therapy Association 2015. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Machine Learning Leveraging Genomes from Metagenomes Identifies Influential Antibiotic Resistance Genes in the Infant Gut Microbiome

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Olm, Matthew R.; Morowitz, Michael J.

2018-01-01

ABSTRACT Antibiotic resistance in pathogens is extensively studied, and yet little is known about how antibiotic resistance genes of typical gut bacteria influence microbiome dynamics. Here, we leveraged genomes from metagenomes to investigate how genes of the premature infant gut resistome correspond to the ability of bacteria to survive under certain environmental and clinical conditions. We found that formula feeding impacts the resistome. Random forest models corroborated by statistical tests revealed that the gut resistome of formula-fed infants is enriched in class D beta-lactamase genes. Interestingly, Clostridium difficile strains harboring this gene are at higher abundance in formula-fed infants than C. difficile strains lacking this gene. Organisms with genes for major facilitator superfamily drug efflux pumps have higher replication rates under all conditions, even in the absence of antibiotic therapy. Using a machine learning approach, we identified genes that are predictive of an organism’s direction of change in relative abundance after administration of vancomycin and cephalosporin antibiotics. The most accurate results were obtained by reducing annotated genomic data to five principal components classified by boosted decision trees. Among the genes involved in predicting whether an organism increased in relative abundance after treatment are those that encode subclass B2 beta-lactamases and transcriptional regulators of vancomycin resistance. This demonstrates that machine learning applied to genome-resolved metagenomics data can identify key genes for survival after antibiotics treatment and predict how organisms in the gut microbiome will respond to antibiotic administration. IMPORTANCE The process of reconstructing genomes from environmental sequence data (genome-resolved metagenomics) allows unique insight into microbial systems. We apply this technique to investigate how the antibiotic resistance genes of bacteria affect their ability to

Electrical stimulation of the primate lateral habenula suppresses saccadic eye movement through a learning mechanism.

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Masayuki Matsumoto

Full Text Available The lateral habenula (LHb is a brain structure which represents negative motivational value. Neurons in the LHb are excited by unpleasant events such as reward omission and aversive stimuli, and transmit these signals to midbrain dopamine neurons which are involved in learning and motivation. However, it remains unclear whether these phasic changes in LHb neuronal activity actually influence animal behavior. To answer this question, we artificially activated the LHb by electrical stimulation while monkeys were performing a visually guided saccade task. In one block of trials, saccades to one fixed direction (e.g., right direction were followed by electrical stimulation of the LHb while saccades to the other direction (e.g., left direction were not. The direction-stimulation contingency was reversed in the next block. We found that the post-saccadic stimulation of the LHb increased the latencies of saccades in subsequent trials. Notably, the increase of the latency occurred gradually as the saccade was repeatedly followed by the stimulation, suggesting that the effect of the post-saccadic stimulation was accumulated across trials. LHb stimulation starting before saccades, on the other hand, had no effect on saccade latency. Together with previous studies showing LHb activation by reward omission and aversive stimuli, the present stimulation experiment suggests that LHb activity contributes to learning to suppress actions which lead to unpleasant events.

Facilitating effects of deep brain stimulation on feedback learning in Parkinson's disease.

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Meissner, Sarah Nadine; Südmeyer, Martin; Keitel, Ariane; Pollok, Bettina; Bellebaum, Christian

2016-10-15

Deep brain stimulation (DBS) of the subthalamic nucleus (STN) provides an effective treatment for Parkinson's disease (PD) motor symptoms. However, findings of effects on cognitive function such as feedback learning remain controversial and rare. The aim of the present study was to gain a better understanding of cognitive alterations associated with STN-DBS. Therefore, we investigated effects of STN-DBS on active and observational feedback learning in PD. 18 PD patients with STN-DBS and 18 matched healthy controls completed active and observational feedback learning tasks. Patients were investigated ON and OFF STN-DBS. Tasks consisted of learning (with feedback) and test phases (without feedback). STN-DBS improved active learning during feedback trials and PD patients ON (but not OFF) STN-DBS showed comparable performance patterns as healthy controls. No STN-DBS effect was found when assessing performance during active test trials without feedback. In this case, however, STN-DBS effects were found to depend on symptom severity. While more impaired patients benefited from STN-DBS, stimulation had no facilitating effect on patients with less severe symptoms. Along similar lines, the severity of motor symptoms tended to be significantly correlated with differences in active test performance due to STN-DBS. For observational feedback learning, there was a tendency for a positive STN-DBS effect with patients reaching the performance level of healthy controls only ON STN-DBS. The present data suggest that STN-DBS facilitates active feedback learning in PD patients. Furthermore, they provide first evidence that STN-DBS might not only affect learning from own but also from observed actions and outcomes. Copyright © 2016 Elsevier B.V. All rights reserved.

Early social communication in infants with fragile X syndrome and infant siblings of children with autism spectrum disorder.

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Hahn, Laura J; Brady, Nancy C; McCary, Lindsay; Rague, Lisa; Roberts, Jane E

2017-12-01

Little research in fragile X syndrome (FXS) has prospectively examined early social communication. To compare early social communication in infants with FXS, infant siblings of children with autism spectrum disorder (ASIBs), and typically developing (TD) infants. Participants were 18 infants with FXS, 21 ASIBs, and 22 TD infants between 7.5-14.5 months. Social communication was coded using the Communication Complexity Scale during the administration of Autism Observation Scale for Infants. Descriptively different patterns were seen across the three groups. Overall infants with FXS had lower social communication than ASIBs or TD infants when controlling for nonverbal cognitive abilities. However, infants with FXS had similar levels of social communication as ASIBs or TD infants during peek-a-boo. No differences were observed between ASIBs and TD infants. For all infants, higher social communication was related to lower ASD risk. Findings provide insight into the developmental course of social communication in FXS. The dynamic nature of social games may help to stimulate communication in infants with FXS. Language interventions with a strong social component may be particularly effective for promoting language development in FXS. Copyright © 2017 Elsevier Ltd. All rights reserved.

COOPERATIVE LEARNING AS A MEANS OF STIMULATING LIFE SKILLS IN PROFESSIONALLY-BIASED FOREIGN LANGUAGE TEACHING

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Alexander Komarov

2016-02-01

Full Text Available The article is devoted to the contribution of foreign language learning to stimulating students’ life skills at non-linguistic higher institutions. In the article, the author considers the possibilities of motivating students to exercise life skills in the process of foreign language instruction. The author analyses the cooperative learning technology as a means that enables students to be involved into interaction with one another as well as it develops their team-building skills to successfully cooperate and communicate with each other. The author describes different forms of cooperative leaning, which give students an opportunity to mutually enrich and complement each other’s skills in foreign language learning. The author argues that cooperative learning technology stimulates the students’ existent life skills and makes them work in the process of professionally-biased instruction of a foreign language.

Modulation of motor performance and motor learning by transcranial direct current stimulation.

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Reis, Janine; Fritsch, Brita

2011-12-01

Transcranial direct current stimulation (tDCS) has shown preliminary success in improving motor performance and motor learning in healthy individuals, and restitution of motor deficits in stroke patients. This brief review highlights some recent work. Within the past years, behavioural studies have confirmed and specified the timing and polarity specific effects of tDCS on motor skill learning and motor adaptation. There is strong evidence that timely co-application of (hand/arm) training and anodal tDCS to the contralateral M1 can improve motor learning. Improvements in motor function as measured by clinical scores have been described for combined tDCS and training in stroke patients. For this purpose, electrode montages have been modified with respect to interhemispheric imbalance after brain injury. Cathodal tDCS applied to the unlesioned M1 or bihemispheric M1 stimulation appears to be well tolerated and useful to induce improvements in motor function. Mechanistic studies in humans and animals are discussed with regard to physiological motor learning. tDCS is well tolerated, easy to use and capable of inducing lasting improvements in motor function. This method holds promise for the rehabilitation of motor disabilities, although acute studies in patients with brain injury are so far lacking.

Visual performance in preterm infants with brain injuries compared with low-risk preterm infants.

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Leonhardt, Merçè; Forns, Maria; Calderón, Caterina; Reinoso, Marta; Gargallo, Estrella

2012-08-01

Neonatal brain injuries are the main cause of visual deficit produced by damage to posterior visual pathways. While there are several studies of visual function in low-risk preterm infants or older children with brain injuries, research in children of early age is lacking. To assess several aspects of visual function in preterm infants with brain injuries and to compare them with another group of low-risk preterm infants of the same age. Forty-eight preterm infants with brain injuries and 56 low-risk preterm infants. The ML Leonhardt Battery of Optotypes was used to assess visual functions. This test was previously validated at a post-menstrual age of 40 weeks in newborns and at 30-plus weeks in preterm infants. The group of preterm infants with brain lesions showed a delayed pattern of visual functions in alertness, fixation, visual attention and tracking behavior compared to infants in the healthy preterm group. The differences between both groups, in the visual behaviors analyzed were around 30%. These visual functions could be identified from the first weeks of life. Our results confirm the importance of using a straightforward screening test with preterm infants in order to assess altered visual function, especially in infants with brain injuries. The findings also highlight the need to provide visual stimulation very early on in life. Copyright © 2012 Elsevier Ireland Ltd. All rights reserved.

Pattern recognition receptor-mediated cytokine response in infants across 4 continents.

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Smolen, Kinga K; Ruck, Candice E; Fortuno, Edgardo S; Ho, Kevin; Dimitriu, Pedro; Mohn, William W; Speert, David P; Cooper, Philip J; Esser, Monika; Goetghebuer, Tessa; Marchant, Arnaud; Kollmann, Tobias R

2014-03-01

Susceptibility to infection as well as response to vaccination varies among populations. To date, the underlying mechanisms responsible for these clinical observations have not been fully delineated. Because innate immunity instructs adaptive immunity, we hypothesized that differences between populations in innate immune responses may represent a mechanistic link to variation in susceptibility to infection or response to vaccination. Determine whether differences in innate immune responses exist among infants from different continents of the world. We determined the innate cytokine response following pattern recognition receptor (PRR) stimulation of whole blood from 2-year-old infants across 4 continents (Africa, North America, South America, and Europe). We found that despite the many possible genetic and environmental exposure differences in infants across 4 continents, innate cytokine responses were similar for infants from North America, South America, and Europe. However, cells from South African infants secreted significantly lower levels of cytokines than did cells from infants from the 3 other sites, and did so following stimulation of extracellular and endosomal but not cytosolic PRRs. Substantial differences in innate cytokine responses to PRR stimulation exist among different populations of infants that could not have been predicted. Delineating the underlying mechanism(s) for these differences will not only aid in improving vaccine-mediated protection but possibly also provide clues for the susceptibility to infection in different regions of the world. Copyright © 2013 The Authors. Published by Mosby, Inc. All rights reserved.

Effect of Tactile-Kinesthetic Stimulation on Weight Gaining of Preterm Infants

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Mahdi Basiry

2009-11-01

Full Text Available Background:The quality of life and standard of health care in a society is measured  by its preterm infants' mortality rate. The popularity and credibility of alternative treatment such as touch therapy may be effective in preterm and low birth weightinfants in order to increase their survival rate.The aim of this study was to determine the effect of touch intervention on the weight gain of preterm infants who were admitted to the Neonatal Intensive Care Unite(NICU. Methods:This study was a randomized controlled trial performed in NICU of  Emamreza hospital,Mashhad,Iran,from July 2007 to November 2007. There were two groups (the control group and the case group and one response variable (weight gain.Infants in the control group received routine nursing care. Infants in the case  group,in addition to the routine care,received stroking/passive limb movement therapy  for three 15 minute sessions per day for a 10 day period.Then weight gaining was compared between the two groups .  Results:The weight gain data was analyzed by SPSS software. Over the 10 day study period, the case group gained significantly more weight compared to the control  group (p(p<0.001(.Conclusion:The data suggest that stroking/passive limb movement can be an efficientand cost effective way of enhancing growth in stable preterm infants .

Cathodal Transcranial Direct Current Stimulation Over Left Dorsolateral Prefrontal Cortex Area Promotes Implicit Motor Learning in a Golf Putting Task.

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Zhu, Frank F; Yeung, Andrew Y; Poolton, Jamie M; Lee, Tatia M C; Leung, Gilberto K K; Masters, Rich S W

2015-01-01

Implicit motor learning is characterized by low dependence on working memory and stable performance despite stress, fatigue, or multi-tasking. However, current paradigms for implicit motor learning are based on behavioral interventions that are often task-specific and limited when applied in practice. To investigate whether cathodal transcranial direct current stimulation (tDCS) over the left dorsolateral prefrontal cortex (DLPFC) area during motor learning suppressed working memory activity and reduced explicit verbal-analytical involvement in movement control, thereby promoting implicit motor learning. Twenty-seven healthy individuals practiced a golf putting task during a Training Phase while receiving either real cathodal tDCS stimulation over the left DLPFC area or sham stimulation. Their performance was assessed during a Test phase on another day. Verbal working memory capacity was assessed before and after the Training Phase, and before the Test Phase. Compared to sham stimulation, real stimulation suppressed verbal working memory activity after the Training Phase, but enhanced golf putting performance during the Training Phase and the Test Phase, especially when participants were required to multi-task. Cathodal tDCS over the left DLPFC may foster implicit motor learning and performance in complex real-life motor tasks that occur during sports, surgery or motor rehabilitation. Copyright © 2015 Elsevier Inc. All rights reserved.

Human θ burst stimulation enhances subsequent motor learning and increases performance variability.

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Teo, James T H; Swayne, Orlando B C; Cheeran, Binith; Greenwood, Richard J; Rothwell, John C

2011-07-01

Intermittent theta burst stimulation (iTBS) transiently increases motor cortex excitability in healthy humans by a process thought to involve synaptic long-term potentiation (LTP), and this is enhanced by nicotine. Acquisition of a ballistic motor task is likewise accompanied by increased excitability and presumed intracortical LTP. Here, we test how iTBS and nicotine influences subsequent motor learning. Ten healthy subjects participated in a double-blinded placebo-controlled trial testing the effects of iTBS and nicotine. iTBS alone increased the rate of learning but this increase was blocked by nicotine. We then investigated factors other than synaptic strengthening that may play a role. Behavioral analysis and modeling suggested that iTBS increased performance variability, which correlated with learning outcome. A control experiment confirmed the increase in motor output variability by showing that iTBS increased the dispersion of involuntary transcranial magnetic stimulation-evoked thumb movements. We suggest that in addition to the effect on synaptic plasticity, iTBS may have facilitated performance by increasing motor output variability; nicotine negated this effect on variability perhaps via increasing the signal-to-noise ratio in cerebral cortex.

Female parity, maternal kinship, infant age and sex influence natal attraction and infant handling in a wild colobine (Colobus vellerosus).

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Bădescu, Iulia; Sicotte, Pascale; Ting, Nelson; Wikberg, Eva C

2015-04-01

Primate females often inspect, touch and groom others' infants (natal attraction) and they may hold and carry these infants in a manner resembling maternal care (infant handling). While natal attraction and infant handling occur in most wild colobines, little is known about the factors influencing the expression of these behaviors. We examined the effects of female parity, kinship, and dominance rank, as well as infant age and sex in wild Colobus vellerosus at Boabeng-Fiema Monkey Sanctuary, Ghana. We collected data via focal sampling of females in 2008 and 2009 (N = 61) and of infants in 2010 (N = 12). Accounting for the individuals who interacted with our focal subjects, this study includes 74 females and 66 infants in 8 groups. We recorded female agonistic interactions ad libitum to determine dominance ranks. We used partial pedigree information and genotypes at 17 short tandem repeat loci to determine kinship. We knew female parity, infant age and sex from demographic records. Nulliparous females showed more natal attraction and infant handling than parous females, which may suggest that interactions with infants are more adaptive for nulliparous females because they learn mothering skills through these behaviors. Compared to non-kin, maternal kin were more likely to handle infants. Maternal kin may be permitted greater access to infants because mothers are most familiar with them. Handlers may incur inclusive fitness benefits from infant handling. Dominance rank did not affect female interactions with infants. The youngest infants received the most natal attraction and infant handling, and male infants were handled more than female infants. The potential benefits of learning to mother and inclusive fitness, in combination with the relatively low costs of natal attraction and infant handling, may explain the high rates of these behaviors in many colobines. © 2014 Wiley Periodicals, Inc.

Infants use known verbs to learn novel nouns: evidence from 15- and 19-month-olds.

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Ferguson, Brock; Graf, Eileen; Waxman, Sandra R

2014-04-01

Fluent speakers' representations of verbs include semantic knowledge about the nouns that can serve as their arguments. These "selectional restrictions" of a verb can in principle be recruited to learn the meaning of a novel noun. For example, the sentence He ate the carambola licenses the inference that carambola refers to something edible. We ask whether 15- and 19-month-old infants can recruit their nascent verb lexicon to identify the referents of novel nouns that appear as the verbs' subjects. We compared infants' interpretation of a novel noun (e.g., the dax) in two conditions: one in which dax is presented as the subject of animate-selecting construction (e.g., The dax is crying), and the other in which dax is the subject of an animacy-neutral construction (e.g., The dax is right here). Results indicate that by 19months, infants use their representations of known verbs to inform the meaning of a novel noun that appears as its argument. Copyright © 2014 Elsevier B.V. All rights reserved.

Understanding infants' and children's social learning about foods: previous research and new prospects.

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Shutts, Kristin; Kinzler, Katherine D; DeJesus, Jasmine M

2013-03-01

Developmental psychologists have devoted significant attention to investigating how children learn from others' actions, emotions, and testimony. Yet most of this research has examined children's socially guided learning about artifacts. The present article focuses on a domain that has received limited attention from those interested in the development of social cognition: food. We begin by reviewing the available literature on infants' and children's development in the food domain and identify situations in which children evidence both successes and failures in their interactions with foods. We focus specifically on the role that other people play in guiding what children eat and argue that understanding patterns of successes and failures in the food domain requires an appreciation of eating as a social phenomenon. We next propose a series of questions for future research and suggest that examining food selection as a social phenomenon can shed light on mechanisms underlying children's learning from others and provide ideas for promoting healthy social relationships and eating behaviors early in development.

Effect of low frequency electrical stimulation on seizure-induced short- and long-term impairments in learning and memory in rats.

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Esmaeilpour, Khadijeh; Sheibani, Vahid; Shabani, Mohammad; Mirnajafi-Zadeh, Javad

2017-01-01

Kindled seizures can impair learning and memory. In the present study the effect of low-frequency electrical stimulation (LFS) on kindled seizure-induced impairment in spatial learning and memory was investigated and followed up to one month. Animals were kindled by electrical stimulation of hippocampal CA1 area in a semi-rapid manner (12 stimulations per day). One group of animals received four trials of LFS at 30s, 6h, 24h, and 30h following the last kindling stimulation. Each LFS trial was consisted of 4 packages at 5min intervals. Each package contained 200 monophasic square wave pulses of 0.1ms duration at 1Hz. The Open field, Morris water maze, and novel object recognition tests were done 48h, 1week, 2weeks, and one month after the last kindling stimulation respectively. Kindled animals showed a significant impairment in learning and memory compared to control rats. LFS decreased the kindling-induced learning and memory impairments at 24h and one week following its application, but not at 2week or 1month after kindling. In the group of animals that received the same 4 trials of LFS again one week following the last kindling stimulation, the improving effect of LFS was observed even after one month. Obtained results showed that application of LFS in fully kindled animals has a long-term improving effect on spatial learning and memory. This effect can remain for a long duration (one month in this study) by increasing the number of applied LFS. Copyright © 2016 Elsevier Inc. All rights reserved.

Battery powered thought: enhancement of attention, learning, and memory in healthy adults using transcranial direct current stimulation.

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Coffman, Brian A; Clark, Vincent P; Parasuraman, Raja

2014-01-15

This article reviews studies demonstrating enhancement with transcranial direct current stimulation (tDCS) of attention, learning, and memory processes in healthy adults. Given that these are fundamental cognitive functions, they may also mediate stimulation effects on other higher-order processes such as decision-making and problem solving. Although tDCS research is still young, there have been a variety of methods used and cognitive processes tested. While these different methods have resulted in seemingly contradictory results among studies, many consistent and noteworthy effects of tDCS on attention, learning, and memory have been reported. The literature suggests that although tDCS as typically applied may not be as useful for localization of function in the brain as some other methods of brain stimulation, tDCS may be particularly well-suited for practical applications involving the enhancement of attention, learning, and memory, in both healthy subjects and in clinical populations. © 2013 Elsevier Inc. All rights reserved.

Differential effects of bihemispheric and unihemispheric transcranial direct current stimulation in young and elderly adults in verbal learning.

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Fiori, Valentina; Nitsche, Michael; Iasevoli, Luigi; Cucuzza, Gabriella; Caltagirone, Carlo; Marangolo, Paola

2017-03-15

For the past few years, the potential of transcranial direct current stimulation (tDCS) for the treatment of several pathologies has been investigated. In the language domain, several studies, in healthy and brain-damaged populations, have already shown that tDCS is effective in enhancing naming, repetition and semantic word generation. In those studies, different tDCS electrode configurations have been tested, however, a direct comparison between different montages in verbal learning has never been conducted. In this study, we aimed to explore the impact of bihemispheric and unihemispheric tDCS on verbal learning task performance in two groups (young vs. elderly). Fifteen healthy volunteers participated per group. Each participant received three stimulation conditions: unihemispheric anodal tDCS over the left temporal area, bihemispheric tDCS over the left (anodal) and right (cathodal) temporal areas and a sham condition. During active stimulation, tDCS (20min, 2mA) was applied while each participant learned twenty pseudowords (arbitrarily assigned to corresponding pictures). No significant differences were found between the three conditions for the young group with regard to accuracy and vocal reaction times. In contrast, in the elderly group, real stimulation improved performance compared to sham but bihemispheric tDCS was more efficient than unilateral stimulation. These results suggest that bihemispheric stimulation is more effective in improving language learning but this effect is age-dependent. The hypothesis is advanced that cortical changes in the course of aging might differentially impact on tDCS efficacy on behavioral performance. These data may also have implications for treatment of stroke patients with language impairment. Copyright © 2017 Elsevier B.V. All rights reserved.

Infants in cocktail parties

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Newman, Rochelle S.

2003-04-01

Most work on listeners' ability to separate streams of speech has focused on adults. Yet infants also find themselves in noisy environments. In order to learn from their caregivers' speech in these settings, they must first separate it from background noise such as that from television shows and siblings. Previous work has found that 7.5-month-old infants can separate streams of speech when the target voice is more intense than the distractor voice (Newman and Jusczyk, 1996), when the target voice is known to the infant (Barker and Newman, 2000) or when infants are presented with an audiovisual (rather than auditory-only) signal (Hollich, Jusczyk, and Newman, 2001). Unfortunately, the paradigm in these studies can only be used on infants at least 7.5 months of age, limiting the ability to investigate how stream segregation develops over time. The present work uses a new paradigm to explore younger infants' ability to separate streams of speech. Infants aged 4.5 months heard a female talker repeat either their own name or another infants' name, while several other voices spoke fluently in the background. We present data on infants' ability to recognize their own name in this cocktail party situation. [Work supported by NSF and NICHD.

Repetitive Transcranial Magnetic Stimulation to the Primary Motor Cortex Interferes with Motor Learning by Observing

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Brown, Liana E.; Wilson, Elizabeth T.; Gribble, Paul L.

2009-01-01

Neural representations of novel motor skills can be acquired through visual observation. We used repetitive transcranial magnetic stimulation (rTMS) to test the idea that this "motor learning by observing" is based on engagement of neural processes for learning in the primary motor cortex (M1). Human subjects who observed another person learning…

Infants generalize representations of statistically segmented words

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Katharine eGraf Estes

2012-10-01

Full Text Available The acoustic variation in language presents learners with a substantial challenge. To learn by tracking statistical regularities in speech, infants must recognize words across tokens that differ based on characteristics such as the speaker’s voice, affect, or the sentence context. Previous statistical learning studies have not investigated how these types of surface form variation affect learning. The present experiments used tasks tailored to two distinct developmental levels to investigate the robustness of statistical learning to variation. Experiment 1 examined statistical word segmentation in 11-month-olds and found that infants can recognize statistically segmented words across a change in the speaker’s voice from segmentation to testing. The direction of infants’ preferences suggests that recognizing words across a voice change is more difficult than recognizing them in a consistent voice. Experiment 2 tested whether 17-month-olds can generalize the output of statistical learning across variation to support word learning. The infants were successful in their generalization; they associated referents with statistically defined words despite a change in voice from segmentation to label learning. Infants’ learning patterns also indicate that they formed representations of across-word syllable sequences during segmentation. Thus, low probability sequences can act as object labels in some conditions. The findings of these experiments suggest that the units that emerge during statistical learning are not perceptually constrained, but rather are robust to naturalistic acoustic variation.

Mother-Infant Face-to-Face Interaction: The Communicative Value of Infant-Directed Talking and Singing.

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Arias, Diana; Peña, Marcela

Across culture, healthy infants show a high interest in infant-directed (ID) talking and singing. Despite ID talking and ID singing being very similar in physical properties, infants differentially respond to each of them. The mechanisms underpinning these different responses are still under discussion. This study explored the behavioral (n = 26) and brain (n = 14) responses from 6- to 8-month-old infants to ID talking and ID singing during a face-to-face mother-infant interaction with their own mother. Behavioral response was analyzed from offline video coding, and brain response was estimated from the analysis of electrophysiological recordings. We found that during ID talking, infants displayed a significantly higher number of visual contacts, vocalizations, and body movements than during ID singing. Moreover, only during ID talking were the number of visual contacts and vocalizations positively correlated with the number of questions and pauses in the mother's speech. Our results suggest that ID talking provides infants with specific cues that allow them not only to react to mother stimulation, but also to act toward them, displaying a rudimentary version of turn-taking behavior. Brain activity partially supported that interpretation. The relevance of our results for bonding is discussed. © 2016 S. Karger AG, Basel.

Automatic classification of 6-month-old infants at familial risk for language-based learning disorder using a support vector machine.

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Zare, Marzieh; Rezvani, Zahra; Benasich, April A

2016-07-01

This study assesses the ability of a novel, "automatic classification" approach to facilitate identification of infants at highest familial risk for language-learning disorders (LLD) and to provide converging assessments to enable earlier detection of developmental disorders that disrupt language acquisition. Network connectivity measures derived from 62-channel electroencephalogram (EEG) recording were used to identify selected features within two infant groups who differed on LLD risk: infants with a family history of LLD (FH+) and typically-developing infants without such a history (FH-). A support vector machine was deployed; global efficiency and global and local clustering coefficients were computed. A novel minimum spanning tree (MST) approach was also applied. Cross-validation was employed to assess the resultant classification. Infants were classified with about 80% accuracy into FH+ and FH- groups with 89% specificity and precision of 92%. Clustering patterns differed by risk group and MST network analysis suggests that FH+ infants' EEG complexity patterns were significantly different from FH- infants. The automatic classification techniques used here were shown to be both robust and reliable and should provide valuable information when applied to early identification of risk or clinical groups. The ability to identify infants at highest risk for LLD using "automatic classification" strategies is a novel convergent approach that may facilitate earlier diagnosis and remediation. Copyright © 2016 International Federation of Clinical Neurophysiology. Published by Elsevier Ireland Ltd. All rights reserved.

Improving the treatment of infant pain

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Moultrie, Fiona; Slater, Rebeccah; Hartley, Caroline

2017-01-01

Purpose of review Pain management presents a major challenge in neonatal care. Newborn infants who require medical treatment can undergo frequent invasive procedures during a critical period of neurodevelopment. However, adequate analgesic provision is infrequently and inconsistently provided for acute noxious procedures because of limited and conflicting evidence regarding analgesic efficacy and safety of most commonly used pharmacological agents. Here, we review recent advances in the measurement of infant pain and discuss clinical trials that assess the efficacy of pharmacological analgesia in infants. Recent findings Recently developed measures of noxious-evoked brain activity are sensitive to analgesic modulation, providing an objective quantitative outcome measure that can be used in clinical trials of analgesics. Summary Noxious stimulation evokes changes in activity across all levels of the infant nervous system, including reflex activity, altered brain activity and behaviour, and long-lasting changes in infant physiological stability. A multimodal approach is needed if we are to identify efficacious and well tolerated analgesic treatments. Well designed clinical trials are urgently required to improve analgesic provision in the infant population. PMID:28375883

Learning to pronounce first words in three languages: an investigation of caregiver and infant behavior using a computational model of an infant.

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Ian S Howard

Full Text Available Words are made up of speech sounds. Almost all accounts of child speech development assume that children learn the pronunciation of first language (L1 speech sounds by imitation, most claiming that the child performs some kind of auditory matching to the elements of ambient speech. However, there is evidence to support an alternative account and we investigate the non-imitative child behavior and well-attested caregiver behavior that this account posits using Elija, a computational model of an infant. Through unsupervised active learning, Elija began by discovering motor patterns, which produced sounds. In separate interaction experiments, native speakers of English, French and German then played the role of his caregiver. In their first interactions with Elija, they were allowed to respond to his sounds if they felt this was natural. We analyzed the interactions through phonemic transcriptions of the caregivers' utterances and found that they interpreted his output within the framework of their native languages. Their form of response was almost always a reformulation of Elija's utterance into well-formed sounds of L1. Elija retained those motor patterns to which a caregiver responded and formed associations between his motor pattern and the response it provoked. Thus in a second phase of interaction, he was able to parse input utterances in terms of the caregiver responses he had heard previously, and respond using his associated motor patterns. This capacity enabled the caregivers to teach Elija to pronounce some simple words in their native languages, by his serial imitation of the words' component speech sounds. Overall, our results demonstrate that the natural responses and behaviors of human subjects to infant-like vocalizations can take a computational model from a biologically plausible initial state through to word pronunciation. This provides support for an alternative to current auditory matching hypotheses for how children learn to

Quantitative linking hypotheses for infant eye movements.

Directory of Open Access Journals (Sweden)

Daniel Yurovsky

Full Text Available The study of cognitive development hinges, largely, on the analysis of infant looking. But analyses of eye gaze data require the adoption of linking hypotheses: assumptions about the relationship between observed eye movements and underlying cognitive processes. We develop a general framework for constructing, testing, and comparing these hypotheses, and thus for producing new insights into early cognitive development. We first introduce the general framework--applicable to any infant gaze experiment--and then demonstrate its utility by analyzing data from a set of experiments investigating the role of attentional cues in infant learning. The new analysis uncovers significantly more structure in these data, finding evidence of learning that was not found in standard analyses and showing an unexpected relationship between cue use and learning rate. Finally, we discuss general implications for the construction and testing of quantitative linking hypotheses. MATLAB code for sample linking hypotheses can be found on the first author's website.

Upper limb stroke rehabilitation: the effectiveness of Stimulation Assistance through Iterative Learning (SAIL).

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Meadmore, Katie L; Cai, Zhonglun; Tong, Daisy; Hughes, Ann-Marie; Freeman, Chris T; Rogers, Eric; Burridge, Jane H

2011-01-01

A novel system has been developed which combines robotic therapy with electrical stimulation (ES) for upper limb stroke rehabilitation. This technology, termed SAIL: Stimulation Assistance through Iterative Learning, employs advanced model-based iterative learning control (ILC) algorithms to precisely assist participant's completion of 3D tracking tasks with their impaired arm. Data is reported from a preliminary study with unimpaired participants, and also from a single hemiparetic stroke participant with reduced upper limb function who has used the system in a clinical trial. All participants completed tasks which involved moving their (impaired) arm to follow an image of a slowing moving sphere along a trajectory. The participants' arm was supported by a robot and ES was applied to the triceps brachii and anterior deltoid muscles. During each task, the same tracking trajectory was repeated 6 times and ILC was used to compute the stimulation signals to be applied on the next iteration. Unimpaired participants took part in a single, one hour training session and the stroke participant undertook 18, 1 hour treatment sessions composed of tracking tasks varying in length, orientation and speed. The results reported describe changes in tracking ability and demonstrate feasibility of the SAIL system for upper limb rehabilitation. © 2011 IEEE

Infant Imitation from Television Using Novel Touch Screen Technology

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Zack, Elizabeth; Barr, Rachel; Gerhardstein, Peter; Dickerson, Kelly; Meltzoff, Andrew N.

2009-01-01

Infants learn less from a televised demonstration than from a live demonstration, the "video deficit effect." The present study employs a novel approach, using touch screen technology to examine 15-month olds' transfer of learning. Infants were randomly assigned either to within-dimension (2D/2D or 3D/3D) or cross-dimension (3D/2D or 2D/3D)…

Using repetitive transcranial magnetic stimulation to study the underlying neural mechanisms of human motor learning and memory.

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Censor, Nitzan; Cohen, Leonardo G

2011-01-01

In the last two decades, there has been a rapid development in the research of the physiological brain mechanisms underlying human motor learning and memory. While conventional memory research performed on animal models uses intracellular recordings, microfusion of protein inhibitors to specific brain areas and direct induction of focal brain lesions, human research has so far utilized predominantly behavioural approaches and indirect measurements of neural activity. Repetitive transcranial magnetic stimulation (rTMS), a safe non-invasive brain stimulation technique, enables the study of the functional role of specific cortical areas by evaluating the behavioural consequences of selective modulation of activity (excitation or inhibition) on memory generation and consolidation, contributing to the understanding of the neural substrates of motor learning. Depending on the parameters of stimulation, rTMS can also facilitate learning processes, presumably through purposeful modulation of excitability in specific brain regions. rTMS has also been used to gain valuable knowledge regarding the timeline of motor memory formation, from initial encoding to stabilization and long-term retention. In this review, we summarize insights gained using rTMS on the physiological and neural mechanisms of human motor learning and memory. We conclude by suggesting possible future research directions, some with direct clinical implications.

The association between paternal sensitivity and infant-father attachment security: a meta-analysis of three decades of research.

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Lucassen, Nicole; Tharner, Anne; Van Ijzendoorn, Marinus H; Bakermans-Kranenburg, Marian J; Volling, Brenda L; Verhulst, Frank C; Lambregtse-Van den Berg, Mijke P; Tiemeier, Henning

2011-12-01

For almost three decades, the association between paternal sensitivity and infant-father attachment security has been studied. The first wave of studies on the correlates of infant-father attachment showed a weak association between paternal sensitivity and infant-father attachment security (r = .13, p infant-father attachment based on all studies currently available is presented, and the change over time of the association between paternal sensitivity and infant-father attachment is investigated. Studies using an observational measure of paternal interactive behavior with the infant, and the Strange Situation Procedure to observe the attachment relationship were included. Paternal sensitivity is differentiated from paternal sensitivity combined with stimulation in the interaction with the infant. Higher levels of paternal sensitivity were associated with more infant-father attachment security (r = .12, p attachment security than sensitive interactions without stimulation of play. Despite possible changes in paternal role patterns, we did not find stronger associations between paternal sensitivity and infant attachment in more recent years.

Non-medical use of prescription stimulants for academic purposes among college students: a test of social learning theory.

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Ford, Jason A; Ong, Julianne

2014-11-01

The current research examines whether measures associated with Akers' social learning theory are related to non-medical use of prescription stimulants for academic reasons among college students. We examine data from a sample of 549 undergraduate students at one public university in the Southeastern United States. We estimate several logistic regression models to test our hypotheses. The findings indicated that roughly 17% of students reported non-medical use of prescription stimulants for academic reasons during the past year. In separate models, all four of the social learning measures were significantly correlated to non-medical use. In the complete model, the risk of non-medical prescription stimulant use for academic reasons was increased for respondents who reported more of their friends used and also for respondents who believed that prescription stimulants were an effective study aid. The current research fills an important gap in the literature regarding theoretical explanations for non-medical prescription stimulant use. Given the high prevalence of non-medical prescription stimulant use and the known risks associated with non-medical use this research can help inform intervention strategies for college populations. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

Domain general constraints on statistical learning.

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Thiessen, Erik D

2011-01-01

All theories of language development suggest that learning is constrained. However, theories differ on whether these constraints arise from language-specific processes or have domain-general origins such as the characteristics of human perception and information processing. The current experiments explored constraints on statistical learning of patterns, such as the phonotactic patterns of an infants' native language. Infants in these experiments were presented with a visual analog of a phonotactic learning task used by J. R. Saffran and E. D. Thiessen (2003). Saffran and Thiessen found that infants' phonotactic learning was constrained such that some patterns were learned more easily than other patterns. The current results indicate that infants' learning of visual patterns shows the same constraints as infants' learning of phonotactic patterns. This is consistent with theories suggesting that constraints arise from domain-general sources and, as such, should operate over many kinds of stimuli in addition to linguistic stimuli. © 2011 The Author. Child Development © 2011 Society for Research in Child Development, Inc.

Sensitivity to structure in action sequences: An infant event-related potential study.

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Monroy, Claire D; Gerson, Sarah A; Domínguez-Martínez, Estefanía; Kaduk, Katharina; Hunnius, Sabine; Reid, Vincent

2017-05-06

Infants are sensitive to structure and patterns within continuous streams of sensory input. This sensitivity relies on statistical learning, the ability to detect predictable regularities in spatial and temporal sequences. Recent evidence has shown that infants can detect statistical regularities in action sequences they observe, but little is known about the neural process that give rise to this ability. In the current experiment, we combined electroencephalography (EEG) with eye-tracking to identify electrophysiological markers that indicate whether 8-11-month-old infants detect violations to learned regularities in action sequences, and to relate these markers to behavioral measures of anticipation during learning. In a learning phase, infants observed an actor performing a sequence featuring two deterministic pairs embedded within an otherwise random sequence. Thus, the first action of each pair was predictive of what would occur next. One of the pairs caused an action-effect, whereas the second did not. In a subsequent test phase, infants observed another sequence that included deviant pairs, violating the previously observed action pairs. Event-related potential (ERP) responses were analyzed and compared between the deviant and the original action pairs. Findings reveal that infants demonstrated a greater Negative central (Nc) ERP response to the deviant actions for the pair that caused the action-effect, which was consistent with their visual anticipations during the learning phase. Findings are discussed in terms of the neural and behavioral processes underlying perception and learning of structured action sequences. Copyright © 2017 Elsevier Ltd. All rights reserved.

Sensorial saturation for infants' pain.

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Bellieni, Carlo Valerio; Tei, Monica; Coccina, Francesca; Buonocore, Giuseppe

2012-04-01

Sensorial saturation (SS) is a multisensorial stimulation consisting of delicate tactile, gustative, auditory and visual stimuli. This procedure consists of simultaneously: attracting the infant's attention by massaging the infant's face; speaking to the infant gently, but firmly, and instilling a sweet solution on the infant's tongue. We performed a systematic Medline search of for articles focusing on human neonatal studies related to SS. The search was performed within the last 10 years and was current as of January 2012. We retrieved 8 articles that used a complete form of SS and 2 articles with an incomplete SS. Data show that the use of SS is effective in relieving newborns' pain. Oral solution alone are less effective than SS, but the stimuli without oral sweet solution are ineffective. the partial forms of SS have some effectiveness, but minor than the complete SS. Only one article showed lack of SS as analgesic method, after endotracheal suctioning. SS can be used for all newborns undergoing blood samples or other minor painful procedures. It is more effective than oral sugar alone. SS also promotes interaction between nurse and infant and is a simple effective form of analgesia for the neonatal intensive care unit.

Blogging as a method to stimulate entrepreneurial reflective practice learning in physiotherapy education

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Ringby, Betina

2016-01-01

The aim was to identify, create and test an easy and low cost method that stimulates physiotherapy students to become reflective practice learners. Thus blogging was selected as a tool for students to use in their learning process. Blogging is considered to be a useful tool to support students...

Cultural transmission through infant signs: Objects and actions in U.S. and Taiwan.

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Wang, Wen; Vallotton, Claire

2016-08-01

Infant signs are intentionally taught/learned symbolic gestures which can be used to represent objects, actions, requests, and mental state. Through infant signs, parents and infants begin to communicate specific concepts earlier than children's first spoken language. This study examines whether cultural differences in language are reflected in children's and parents' use of infant signs. Parents speaking East Asian languages with their children utilize verbs more often than do English-speaking mothers; and compared to their English-learning peers, Chinese children are more likely to learn verbs as they first acquire spoken words. By comparing parents' and infants' use of infant signs in the U.S. and Taiwan, we investigate cultural differences of noun/object versus verb/action bias before children's first language. Parents reported their own and their children's use of first infant signs retrospectively. Results show that cultural differences in parents' and children's infant sign use were consistent with research on early words, reflecting cultural differences in communication functions (referential versus regulatory) and child-rearing goals (independent versus interdependent). The current study provides evidence that intergenerational transmission of culture through symbols begins prior to oral language. Copyright © 2016 Elsevier Inc. All rights reserved.

Environmental stimulation rescues maternal high fructose intake-impaired learning and memory in female offspring: Its correlation with redistribution of histone deacetylase 4.

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Wu, Kay L H; Wu, Chih-Wei; Tain, You-Lin; Huang, Li-Tung; Chao, Yung-Mei; Hung, Chun-Ying; Wu, Jin-Cheng; Chen, Siang-Ru; Tsai, Pei-Chia; Chan, Julie Y H

2016-04-01

Impairment of learning and memory has been documented in the later life of offspring to maternal consumption with high energy diet. Environmental stimulation enhances the ability of learning and memory. However, potential effects of environmental stimulation on the programming-associated deficit of learning and memory have not been addressed. Here, we examined the effects of enriched-housing on hippocampal learning and memory in adult female offspring rats from mother fed with 60% high fructose diet (HFD) during pregnancy and lactation. Impairment of spatial learning and memory performance in HFD group was observed in offspring at 3-month-old. Hippocampal brain-derived neurotrophic factor (BDNF) was decreased in the offspring. Moreover, the HFD group showed an up-regulation of histone deacetylase 4 (HDAC4) in the nuclear fractions of hippocampal neurons. Stimulation to the offspring for 4weeks after winning with an enriched-housing environment effectively rescued the decrease in cognitive function and hippocampal BDNF level; alongside a reversal of the increased distribution of nuclear HDAC4. Together these results suggest that later life environmental stimulation effectively rescues the impairment of hippocampal learning and memory in female offspring to maternal HFD intake through redistributing nuclear HDAC4 to increase BDNF expression. Copyright © 2016 Elsevier Inc. All rights reserved.

Lessons learned from implementing the HIV infant tracking system (HITSystem): A web-based intervention to improve early infant diagnosis in Kenya.

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Finocchario-Kessler, S; Odera, I; Okoth, V; Bawcom, C; Gautney, B; Khamadi, S; Clark, K; Goggin, K

2015-12-01

Guided by the RE-AIM model, we describe preliminary data and lessons learned from multiple serial implementations of an eHealth intervention to improve early infant diagnosis (EID) of HIV in Kenya. We describe the reach, effectiveness, adoption, implementation and maintenance of the HITSystem, an eHealth intervention that links key stakeholders to improve retention and outcomes in EID. Our target community includes mother-infant pairs utilizing EID services and government health care providers and lab personnel. We also explore our own role as program and research personnel supporting the dissemination and scale up of the HITSystem in Kenya. Key findings illustrate the importance of continual adaptation of the HITSystem interface to accommodate varied stakeholders' workflows in different settings. Surprisingly, technology capacity and internet connectivity posed minimal short-term challenges. Early and sustained ownership of the HITSystem among stakeholders proved critical to reach, effectiveness and successful adoption, implementation and maintenance. Preliminary data support the ability of the HITSystem to improve EID outcomes in Kenya. Strong and sustained collaborations with stakeholders improve the quality and reach of eHealth public health interventions. Copyright © 2015 Elsevier Inc. All rights reserved.

Timely sleep facilitates declarative memory consolidation in infants

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Seehagen, Sabine; Konrad, Carolin; Herbert, Jane S.; Schneider, Silvia

2015-01-01

The potential benefits of infant sleep for memory processing are largely unexplored. Here we show evidence that having an extended nap (≥30 min) within 4 h of learning helps 6- and 12-month-old infants to retain their memories for new behaviors across a 4- and 24-h delay. These results suggest that infants rely on frequent naps for the formation of long-term memories.

Iterative learning control for electrical stimulation and stroke rehabilitation

CERN Document Server

Freeman, Chris T; Burridge, Jane H; Hughes, Ann-Marie; Meadmore, Katie L

2015-01-01

Iterative learning control (ILC) has its origins in the control of processes that perform a task repetitively with a view to improving accuracy from trial to trial by using information from previous executions of the task. This brief shows how a classic application of this technique – trajectory following in robots – can be extended to neurological rehabilitation after stroke. Regaining upper limb movement is an important step in a return to independence after stroke, but the prognosis for such recovery has remained poor. Rehabilitation robotics provides the opportunity for repetitive task-oriented movement practice reflecting the importance of such intense practice demonstrated by conventional therapeutic research and motor learning theory. Until now this technique has not allowed feedback from one practice repetition to influence the next, also implicated as an important factor in therapy. The authors demonstrate how ILC can be used to adjust external functional electrical stimulation of patients’ mus...

Development of Abstract Grammatical Categorization in Infants

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Cyr, Marilyn; Shi, Rushen

2013-01-01

This study examined abstract syntactic categorization in infants, using the case of grammatical gender. Ninety-six French-learning 14-, 17-, 20-, and 30-month-olds completed the study. In a preferential looking procedure infants were tested on their generalized knowledge of grammatical gender involving pseudonouns and gender-marking determiners.…

An Infant Development-inspired Approach to Robot Hand-eye Coordination

Directory of Open Access Journals (Sweden)

Fei Chao

2014-02-01

Full Text Available This paper presents a novel developmental learning approach for hand-eye coordination in an autonomous robotic system. Robotic hand-eye coordination plays an important role in dealing with real-time environments. Under the approach, infant developmental patterns are introduced to build our robot's learning system. The method works by first constructing a brain-like computational structure to control the robot, and then by using infant behavioural patterns to build a hand-eye coordination learning algorithm. This work is supported by an experimental evaluation, which shows that the control system is implemented simply, and that the learning approach provides fast and incremental learning of behavioural competence.

Estimulação ambiental e uso do andador infantil por lactentes com desenvolvimento normal Environmental stimulation and use of a children's baby walkers by infants with normal development

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Karolina Alves de Albuquerque

2011-06-01

effect (d=0.24. CONCLUSIONS: the use of a children's baby walkers in the period before learning to walk by infants with normal development may be associated with more stimulating home environments.

The Quechua manta pouch: a caretaking practice for buffering the Peruvian infant against the multiple stressors of high altitude.

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Tronick, E Z; Thomas, R B; Daltabuit, M

1994-08-01

The manta pouch--a caretaking practice of tightly swaddling and enclosing the infant in a set of cloths and blankets--and other caretaking practices are described for high-altitude resident (> 4,000 m) Quechua mother-infant pairs (N = 14). The manta pouch modifies the microenvironment inside the pouch so that, compared to the ambient environment, the temperature is higher and more stable, the humidity is higher, the partial pressure of O2 is lower, and stimulation levels are reduced. As the infant gets older, the characteristics of the pouch are modified such that the infant is increasingly exposed to ambient conditions. These caretaking practices may benefit the infant by buffering the infant from the multiple ecological stressors of high altitude, but they may also incur costs by exposing the infant to additional microenvironmental stressors (e.g., higher CO2 levels) and by reducing stimulation and limiting infant movement.

Social cues at encoding affect memory in 4-month-old infants.

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Kopp, Franziska; Lindenberger, Ulman

2012-01-01

Available evidence suggests that infants use adults' social cues for learning by the second half of the first year of life. However, little is known about the short-term or long-term effects of joint attention interactions on learning and memory in younger infants. In the present study, 4-month-old infants were familiarized with visually presented objects in either of two conditions that differed in the degree of joint attention (high vs. low). Brain activity in response to familiar and novel objects was assessed immediately after the familiarization phase (immediate recognition), and following a 1-week delay (delayed recognition). The latency of the Nc component differentiated between recognition of old versus new objects. Pb amplitude and latency were affected by joint attention in delayed recognition. Moreover, the frequency of infant gaze to the experimenter during familiarization differed between the two experimental groups and modulated the Pb response. Results show that joint attention affects the mechanisms of long-term retention in 4-month-old infants. We conclude that joint attention helps children at this young age to recognize the relevance of learned items.

Older adults get episodic memory boosting from noninvasive stimulation of prefrontal cortex during learning.

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Sandrini, Marco; Manenti, Rosa; Brambilla, Michela; Cobelli, Chiara; Cohen, Leonardo G; Cotelli, Maria

2016-03-01

Episodic memory displays the largest degree of age-related decline, a process that is accelerated in pathological conditions such as amnestic mild cognitive impairment and Alzheimer's disease. Previous studies have shown that the left lateral prefrontal cortex (PFC) contributes to the encoding of episodic memories along the life span. The aim of this randomized, double-blind, placebo-controlled study was to test the hypothesis that anodal trascranial direct current stimulation (tDCS) over the left lateral PFC during the learning phase would enhance delayed recall of verbal episodic memories in elderly individuals. Older adults learned a list of words while receiving anodal or placebo (sham) tDCS. Memory recall was tested 48 hours and 1 month later. The results showed that anodal tDCS strengthened episodic memories, an effect indicated by enhanced delayed recall (48 hours) compared to placebo stimulation (Cohen's d effect size = 1.01). The observation that PFC-tDCS during learning can boost verbal episodic memory in the elderly opens up the possibility to design-specific neurorehabilitation protocols targeted to conditions that affect episodic memory such as mild cognitive impairment. Copyright © 2016 Elsevier Inc. All rights reserved.

Premature infants display increased noxious-evoked neuronal activity in the brain compared to healthy age-matched term-born infants.

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Slater, Rebeccah; Fabrizi, Lorenzo; Worley, Alan; Meek, Judith; Boyd, Stewart; Fitzgerald, Maria

2010-08-15

This study demonstrates that infants who are born prematurely and who have experienced at least 40days of intensive or special care have increased brain neuronal responses to noxious stimuli compared to healthy newborns at the same postmenstrual age. We have measured evoked potentials generated by noxious clinically-essential heel lances in infants born at term (8 infants; born 37-40weeks) and in infants born prematurely (7 infants; born 24-32weeks) who had reached the same postmenstrual age (mean age at time of heel lance 39.2+/-1.2weeks). These noxious-evoked potentials are clearly distinguishable from shorter latency potentials evoked by non-noxious tactile sensory stimulation. While the shorter latency touch potentials are not dependent on the age of the infant at birth, the noxious-evoked potentials are significantly larger in prematurely-born infants. This enhancement is not associated with specific brain lesions but reflects a functional change in pain processing in the brain that is likely to underlie previously reported changes in pain sensitivity in older ex-preterm children. Our ability to quantify and measure experience-dependent changes in infant cortical pain processing will allow us to develop a more rational approach to pain management in neonatal intensive care. Copyright (c) 2010 Elsevier Inc. All rights reserved.

Subtlety of Ambient-Language Effects in Babbling: A Study of English- and Chinese-Learning Infants at 8, 10, and 12 Months

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Lee, Chia-Cheng; Jhang, Yuna; Chen, Li-mei; Relyea, George; Oller, D. Kimbrough

2016-01-01

Prior research on ambient-language effects in babbling has often suggested infants produce language-specific phonological features within the first year. These results have been questioned in research failing to find such effects and challenging the positive findings on methodological grounds. We studied English- and Chinese-learning infants at 8, 10, and 12 months and found listeners could not detect ambient-language effects in the vast majority of infant utterances, but only in items deemed to be words or to contain canonical syllables that may have made them sound like words with language-specific shapes. Thus, the present research suggests the earliest ambient-language effects may be found in emerging lexical items or in utterances influenced by language-specific features of lexical items. Even the ambient-language effects for infant canonical syllables and words were very small compared with ambient-language effects for meaningless but phonotactically well-formed syllable sequences spoken by adult native speakers of English and Chinese. PMID:28496393

Predictive information processing is a fundamental learning mechanism present in early development: evidence from infants.

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Trainor, Laurel J

2012-02-01

Evidence is presented that predictive coding is fundamental to brain function and present in early infancy. Indeed, mismatch responses to unexpected auditory stimuli are among the earliest robust cortical event-related potential responses, and have been measured in young infants in response to many types of deviation, including in pitch, timing, and melodic pattern. Furthermore, mismatch responses change quickly with specific experience, suggesting that predictive coding reflects a powerful, early-developing learning mechanism. Copyright © 2011 Elsevier B.V. All rights reserved.

Relationship Between Non-invasive Brain Stimulation-induced Plasticity and Capacity for Motor Learning.

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López-Alonso, Virginia; Cheeran, Binith; Fernández-del-Olmo, Miguel

2015-01-01

Cortical plasticity plays a key role in motor learning (ML). Non-invasive brain stimulation (NIBS) paradigms have been used to modulate plasticity in the human motor cortex in order to facilitate ML. However, little is known about the relationship between NIBS-induced plasticity over M1 and ML capacity. NIBS-induced MEP changes are related to ML capacity. 56 subjects participated in three NIBS (paired associative stimulation, anodal transcranial direct current stimulation and intermittent theta-burst stimulation), and in three lab-based ML task (serial reaction time, visuomotor adaptation and sequential visual isometric pinch task) sessions. After clustering the patterns of response to the different NIBS protocols, we compared the ML variables between the different patterns found. We used regression analysis to explore further the relationship between ML capacity and summary measures of the MEPs change. We ran correlations with the "responders" group only. We found no differences in ML variables between clusters. Greater response to NIBS protocols may be predictive of poor performance within certain blocks of the VAT. "Responders" to AtDCS and to iTBS showed significantly faster reaction times than "non-responders." However, the physiological significance of these results is uncertain. MEP changes induced in M1 by PAS, AtDCS and iTBS appear to have little, if any, association with the ML capacity tested with the SRTT, the VAT and the SVIPT. However, cortical excitability changes induced in M1 by AtDCS and iTBS may be related to reaction time and retention of newly acquired skills in certain motor learning tasks. Copyright © 2015 Elsevier Inc. All rights reserved.

Does transcranial direct current stimulation affect the learning of a fine sequential hand motor skill with motor imagery?

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Sobierajewicz, Jagna; Jaskowski, Wojciech; van der Lubbe, Robert Henricus Johannes

2017-01-01

Learning a fine sequential hand motor skill, comparable to playing the piano or learning to type, improves not only due to physical practice, but also due to motor imagery. Previous studies revealed that transcranial direct current stimulation (tDCS) and motor imagery independently affect motor

Transcranial magnetic stimulation: no effect on mood with single pulse during learned helplessness.

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Habel, U; Wild, B; Topka, H; Kircher, T; Salloum, J B; Schneider, F

2001-04-01

1. Transcranial Magnetic Stimulation (TMS) is suggested to be an effective tool in the treatment of depression. However, the methodology most suitable for clinical application remains unclear. 2. The effect of TMS was tested in a double-blind and placebo-controlled setting on 18 healthy subjects. At the same time an established learned helplessness paradigm was applied to induce dysphoria, which consisted of unsolvable anagrams. 3. Sixty 0.5 Hz stimuli were administered at an intensity of 130% of the subject's motor threshold after the subjects were exposed to the learned helplessness situation. Using a vertically positioned coil, the stimuli were applied to the right or to the left frontal cortex, or on the occipital cortex as a placebo condition. 4. Although dysphoria was successfully induced by unsolvable anagrams, TMS on either of the two frontal locations did not influence mood. This lack of effect may be due to the stimulation characteristics employed here (low TMS intensity, and low frequency). On the other hand, the findings may reflect the neurobiological difference between experimentally induced sad mood and clinical depression.

Music therapy and musical stimulation in the context of prematurity: A narrative literature review from 2010-2015.

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Palazzi, Ambra; Nunes, Camila Canani; Piccinini, Cesar Augusto

2018-01-01

To examine empirical studies of musical stimulation and music therapy carried out with preterm infants and their parents published from 2010-2015. Prematurity constitutes a global health problem that can impact the development of the preterm infant and the well-being of the parents. Music-based interventions may benefit the infant, parents and their relationship. In our review, we distinguished between musical stimulation and music therapy, as we found no previous studies that had made this distinction. This is a narrative literature review. A search was undertaken in PubMed, PsycINFO and LILACS using the terms "music," "music therapy," "singing," "prematurity" and "preterm." Thirty studies were included and analysed according to the following categories: (i) aims of the study, (ii) participants, (iii) design, (iv) type of intervention, (v) assessment and measures and (vi) main results. The vast majority of the studies focused on the preterm infants and used an experimental design. Few studies carried out family-centred interventions, despite this having been noted as an important factor in effective interventions. Musical stimulation studies used more recorded music, whereas music therapy studies used more individualised interventions with live music. Both musical stimulation and music therapy demonstrated significant effects on preterm infants and their parents. However, compared to musical stimulation studies, interventions performed by music therapists provided more individualised care and tended to show greater effects on infants' physiological and behavioural responses. Our review showed that music therapy interventions may provide individualised, effective and family-centred care. There is a significant need for these types of interventions in the neonatal intensive care unit (NICU). © 2017 John Wiley & Sons Ltd.

Immune Vulnerability of Infants to Tuberculosis

Directory of Open Access Journals (Sweden)

Koen Vanden Driessche

2013-01-01

Full Text Available One of the challenges faced by the infant immune system is learning to distinguish the myriad of foreign but nonthreatening antigens encountered from those expressed by true pathogens. This balance is reflected in the diminished production of proinflammatory cytokines by both innate and adaptive immune cells in the infant. A downside of this bias is that several factors critical for controlling Mycobacterium tuberculosis infection are significantly restricted in infants, including TNF, IL-1, and IL-12. Furthermore, infant T cells are inherently less capable of differentiating into IFN-γ-producing T cells. As a result, infected infants are 5–10 times more likely than adults to develop active tuberculosis (TB and have higher rates of severe disseminated disease, including miliary TB and meningitis. Infant TB is a fundamentally different disease than TB in immune competent adults. Immunotherapeutics, therefore, should be specifically evaluated in infants before they are routinely employed to treat TB in this age group. Modalities aimed at reducing inflammation, which may be beneficial for adjunctive therapy of some forms of TB in older children and adults, may be of no benefit or even harmful in infants who manifest much less inflammatory disease.

Enhanced motor learning with bilateral transcranial direct current stimulation: Impact of polarity or current flow direction?

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Naros, Georgios; Geyer, Marc; Koch, Susanne; Mayr, Lena; Ellinger, Tabea; Grimm, Florian; Gharabaghi, Alireza

2016-04-01

Bilateral transcranial direct current stimulation (TDCS) is superior to unilateral TDCS when targeting motor learning. This effect could be related to either the current flow direction or additive polarity-specific effects on each hemisphere. This sham-controlled randomized study included fifty right-handed healthy subjects in a parallel-group design who performed an exoskeleton-based motor task of the proximal left arm on three consecutive days. Prior to training, we applied either sham, right anodal (a-TDCS), left cathodal (c-TDCS), concurrent a-TDCS and c-TDCS with two independent current sources and return electrodes (double source (ds)-TDCS) or classical bilateral stimulation (bi-TDCS). Motor performance improved over time for both unilateral (a-TDCS, c-TDCS) and bilateral (bi-TDCS, ds-TDCS) TDCS montages. However, only the two bilateral paradigms led to an improvement of the final motor performance at the end of the training period as compared to the sham condition. There was no difference between the two bilateral stimulation conditions (bi-TDCS, ds-TDCS). Bilateral TDCS is more effective than unilateral stimulation due to its polarity-specific effects on each hemisphere rather than due to its current flow direction. This study is the first systematic evaluation of stimulation polarity and current flow direction of bi-hemispheric motor cortex TDCS on motor learning of proximal upper limb muscles. Copyright © 2016 International Federation of Clinical Neurophysiology. Published by Elsevier Ireland Ltd. All rights reserved.

Treadmill training of infants with Down syndrome: evidence-based developmental outcomes.

Science.gov (United States)

Ulrich, D A; Ulrich, B D; Angulo-Kinzler, R M; Yun, J

2001-11-01

On average, infants with Down syndrome (DS) learn to walk about 1 year later than nondisabled (ND) infants. The purpose of this study was to determine if practice stepping on a motorized treadmill could help reduce the delay in walking onset normally experienced by these infants. Thirty families of infants with DS were randomly assigned to the intervention or control group. All infants were karyotyped trisomy 21 and began participation in the study when they could sit alone for 30 seconds (Bayley Scales of Infant Development, Second Edition 1993, item 34). Infants received traditional physical therapy at least every other week. In addition, intervention infants received practice stepping on a small, motorized treadmill, 5 days per week, for 8 minutes a day, in their own homes. Parents were trained to support their infants on these specially engineered miniature treadmills. Every 2 weeks research staff went into the homes and tested infants' overall motor progress by administering the Bayley Scales of Infant Development, Second Edition, monitored growth status via a battery of 11 anthropometric measures, and checked parents' compliance with physical therapy and treadmill intervention. The primary measures of the intervention's effectiveness were comparisons between the groups on the length of time elapsed between sitting for 30 seconds (entry into the study) and 1) raising self to stand; 2) walking with help; and 3) walking independently. The experimental group learned to walk with help and to walk independently significantly faster (73.8 days and 101 days, respectively) than the control group, both of which also produced large effect size statistics for the group differences. The groups were not statistically different for rate of learning to raise self to stand but there was a moderate effect size statistic suggesting that the groups were meaningfully different in favor of the experimental group. These results provide evidence that, with training and support

Altered Natural Killer Cell Function in HIV-Exposed Uninfected Infants

Directory of Open Access Journals (Sweden)

Christiana Smith

2017-04-01

Full Text Available ObjectivesHIV-exposed uninfected (HEU infants have higher rates of severe and fatal infections compared with HIV-unexposed (HUU infants, likely due to immune perturbations. We hypothesized that alterations in natural killer (NK cell activity might occur in HEU infants and predispose them to severe infections.DesignCase–control study using cryopreserved peripheral blood mononuclear cells (PBMCs at birth and 6 months from HEU infants enrolled from 2002 to 2009 and HUU infants enrolled from 2011 to 2013.MethodsNK cell phenotype and function were assessed by flow cytometry after 20-h incubation with and without K562 cells.ResultsThe proportion of NK cells among PBMCs was lower at birth in 12 HEU vs. 22 HUU (1.68 vs. 10.30%, p < 0.0001 and at 6 months in 52 HEU vs. 72 HUU (3.09 vs. 4.65%, p = 0.0005. At birth, HEU NK cells demonstrated increased killing of K562 target cells (p < 0.0001 and increased expression of CD107a (21.65 vs. 12.70%, p = 0.047, but these differences resolved by 6 months. Stimulated HEU NK cells produced less interferon (IFNγ at birth (0.77 vs. 2.64%, p = 0.008 and at 6 months (4.12 vs. 8.39%, p = 0.001, and showed reduced perforin staining at 6 months (66.95 vs. 77.30%, p = 0.0008. Analysis of cell culture supernatants indicated that lower NK cell activity in HEU was associated with reduced interleukin (IL-12, IL-15, and IL-18. Addition of recombinant human IL-12 to stimulated HEU PBMCs restored IFNγ production to that seen in stimulated HUU cultures.ConclusionNK cell proportion, phenotype, and function are altered in HEU infants. NK cell cytotoxicity and degranulation are increased in HEU at birth, but HEU NK cells have reduced IFNγ and perforin production, suggesting an adequate initial response, but decreased functional reserve. NK cell function improved with addition of exogenous IL-12, implicating impaired production of IL-12 by accessory cells. Alterations in NK cell and accessory

LINKS: learning-based multi-source IntegratioN frameworK for Segmentation of infant brain images.

Science.gov (United States)

Wang, Li; Gao, Yaozong; Shi, Feng; Li, Gang; Gilmore, John H; Lin, Weili; Shen, Dinggang

2015-03-01

Segmentation of infant brain MR images is challenging due to insufficient image quality, severe partial volume effect, and ongoing maturation and myelination processes. In the first year of life, the image contrast between white and gray matters of the infant brain undergoes dramatic changes. In particular, the image contrast is inverted around 6-8months of age, and the white and gray matter tissues are isointense in both T1- and T2-weighted MR images and thus exhibit the extremely low tissue contrast, which poses significant challenges for automated segmentation. Most previous studies used multi-atlas label fusion strategy, which has the limitation of equally treating the different available image modalities and is often computationally expensive. To cope with these limitations, in this paper, we propose a novel learning-based multi-source integration framework for segmentation of infant brain images. Specifically, we employ the random forest technique to effectively integrate features from multi-source images together for tissue segmentation. Here, the multi-source images include initially only the multi-modality (T1, T2 and FA) images and later also the iteratively estimated and refined tissue probability maps of gray matter, white matter, and cerebrospinal fluid. Experimental results on 119 infants show that the proposed method achieves better performance than other state-of-the-art automated segmentation methods. Further validation was performed on the MICCAI grand challenge and the proposed method was ranked top among all competing methods. Moreover, to alleviate the possible anatomical errors, our method can also be combined with an anatomically-constrained multi-atlas labeling approach for further improving the segmentation accuracy. Copyright © 2014 Elsevier Inc. All rights reserved.

Enhanced music sensitivity in 9-month-old bilingual infants.

Science.gov (United States)

Liu, Liquan; Kager, René

2017-02-01

This study explores the influence of bilingualism on the cognitive processing of language and music. Specifically, we investigate how infants learning a non-tone language perceive linguistic and musical pitch and how bilingualism affects cross-domain pitch perception. Dutch monolingual and bilingual infants of 8-9 months participated in the study. All infants had Dutch as one of the first languages. The other first languages, varying among bilingual families, were not tone or pitch accent languages. In two experiments, infants were tested on the discrimination of a lexical (N = 42) or a violin (N = 48) pitch contrast via a visual habituation paradigm. The two contrasts shared identical pitch contours but differed in timbre. Non-tone language learning infants did not discriminate the lexical contrast regardless of their ambient language environment. When perceiving the violin contrast, bilingual but not monolingual infants demonstrated robust discrimination. We attribute bilingual infants' heightened sensitivity in the musical domain to the enhanced acoustic sensitivity stemming from a bilingual environment. The distinct perceptual patterns between language and music and the influence of acoustic salience on perception suggest processing diversion and association in the first year of life. Results indicate that the perception of music may entail both shared neural network with language processing, and unique neural network that is distinct from other cognitive functions.

Selective social learning in infancy: looking for mechanisms.

Science.gov (United States)

Crivello, Cristina; Phillips, Sara; Poulin-Dubois, Diane

2018-05-01

Although there is mounting evidence that selective social learning begins in infancy, the psychological mechanisms underlying this ability are currently a controversial issue. The purpose of this study is to investigate whether theory of mind abilities and statistical learning skills are related to infants' selective social learning. Seventy-seven 18-month-olds were first exposed to a reliable or an unreliable speaker and then completed a word learning task, two theory of mind tasks, and a statistical learning task. If domain-general abilities are linked to selective social learning, then infants who demonstrate superior performance on the statistical learning task should perform better on the selective learning task, that is, should be less likely to learn words from an unreliable speaker. Alternatively, if domain-specific abilities are involved, then superior performance on theory of mind tasks should be related to selective learning performance. Findings revealed that, as expected, infants were more likely to learn a novel word from a reliable speaker. Importantly, infants who passed a theory of mind task assessing knowledge attribution were significantly less likely to learn a novel word from an unreliable speaker compared to infants who failed this task. No such effect was observed for the other tasks. These results suggest that infants who possess superior social-cognitive abilities are more apt to reject an unreliable speaker as informant. A video abstract of this article can be viewed at: https://youtu.be/zuuCniHYzqo. © 2017 John Wiley & Sons Ltd.

Learning while Babbling: Prelinguistic Object-Directed Vocalizations Indicate a Readiness to Learn

Science.gov (United States)

Goldstein, Michael H.; Schwade, Jennifer; Briesch, Jacquelyn; Syal, Supriya

2010-01-01

Two studies illustrate the functional significance of a new category of prelinguistic vocalizing--object-directed vocalizations (ODVs)--and show that these sounds are connected to learning about words and objects. Experiment 1 tested 12-month-old infants' perceptual learning of objects that elicited ODVs. Fourteen infants' vocalizations were…

Stimulating cognition in schizophrenia: A controlled pilot study of the effects of prefrontal transcranial direct current stimulation upon memory and learning.

Science.gov (United States)

Orlov, Natasza D; Tracy, Derek K; Joyce, Daniel; Patel, Shinal; Rodzinka-Pasko, Joanna; Dolan, Hayley; Hodsoll, John; Collier, Tracy; Rothwell, John; Shergill, Sukhwinder S

Schizophrenia is characterized by prominent cognitive deficits, impacting on memory and learning; these are strongly associated with the prefrontal cortex. To combine two interventions, transcranial direct current stimulation (tDCS) over the prefrontal cortex and cognitive training, to examine change in cognitive performance in patients with schizophrenia. A double blind, sham-controlled pilot study of 49 patients with schizophrenia, randomized into real or sham tDCS stimulation groups. Subjects participated in 4 days of cognitive training (days 1, 2, 14, 56) with tDCS applied at day-1 and day-14. The primary outcome measure was change in accuracy on working memory and implicit learning tasks from baseline. The secondary outcome measure was the generalization of learning to non-trained task, indexed by the CogState neuropsychological battery. Data analysis was conducted using multilevel modelling and multiple regressions. 24 participants were randomized to real tDCS and 25 to sham. The working memory task demonstrated a significant mean difference in performance in the tDCS treatment group: at day-2 (b = 0.68, CI 0.14-1.21; p = 0.044) and at day-56 (b = 0.71, 0.16-1.26; p = 0.044). There were no significant effects of tDCS on implicit learning. Trend evidence of generalization onto untrained tasks of attention and vigilance task (b = 0.40, 0.43-0.77; p = 0.058) was found. This is the first study to show a significant longer-term effect of tDCS on working memory in schizophrenia. Given the current lack of effective therapies for cognitive deficits, tDCS may offer an important novel approach to modulating brain networks to ameliorate cognitive deficits in schizophrenia. Copyright © 2016 Elsevier Inc. All rights reserved.

Infants? Temperament and Mothers?, and Fathers? Depression Predict Infants? Attention to Objects Paired with Emotional Faces

OpenAIRE

Aktar, Evin; Mandell, Dorothy J.; de Vente, Wieke; Majdand?i?, Mirjana; Raijmakers, Maartje E. J.; B?gels, Susan M.

2015-01-01

Between 10 and 14 months, infants gain the ability to learn about unfamiliar stimuli by observing others’ emotional reactions to those stimuli, so called social referencing (SR). Joint processing of emotion and head/gaze direction is essential for SR. This study tested emotion and head/gaze direction effects on infants’ attention via pupillometry in the period following the emergence of SR. Pupil responses of 14-to-17-month-old infants (N = 57) were measured during computerized presentations ...

Power in methods: language to infants in structured and naturalistic contexts.

Science.gov (United States)

Tamis-LeMonda, Catherine S; Kuchirko, Yana; Luo, Rufan; Escobar, Kelly; Bornstein, Marc H

2017-11-01

Methods can powerfully affect conclusions about infant experiences and learning. Data from naturalistic observations may paint a very different picture of learning and development from those based on structured tasks, as illustrated in studies of infant walking, object permanence, intention understanding, and so forth. Using language as a model system, we compared the speech of 40 mothers to their 13-month-old infants during structured play and naturalistic home routines. The contrasting methods yielded unique portrayals of infant language experiences, while simultaneously underscoring cross-situational correspondence at an individual level. Infants experienced substantially more total words and different words per minute during structured play than they did during naturalistic routines. Language input during structured play was consistently dense from minute to minute, whereas language during naturalistic routines showed striking fluctuations interspersed with silence. Despite these differences, infants' language experiences during structured play mirrored the peak language interactions infants experienced during naturalistic routines, and correlations between language inputs in the two conditions were strong. The implications of developmental methods for documenting the nature of experiences and individual differences are discussed. © 2017 John Wiley & Sons Ltd.

Deep brain stimulation of the subthalamic nucleus improves reward-based decision-learning in Parkinson's disease

NARCIS (Netherlands)

van Wouwe, N.C.; Ridderinkhof, K.R.; van den Wildenberg, W.P.M.; Band, G.P.H.; Abisogun, A.; Elias, W.J.; Frysinger, R.; Wylie, S.A.

2011-01-01

Recently, the subthalamic nucleus (STN) has been shown to be critically involved in decision-making, action selection, and motor control. Here we investigate the effect of deep brain stimulation (DBS) of the STN on reward-based decision-learning in patients diagnosed with Parkinson's disease (PD).

Baby massage classes and the work of the International Association of Infant Massage.

Science.gov (United States)

Simpson, R

2001-02-01

This article describes the role of the International Association of Infant Massage (IAIM) in promoting the importance of touch for the developing relationship between the parents and infants. Infants are unique personalities and it is important that the parent learns how to respond appropriately to the infant's needs. Infant massage classes can demonstrate and promote interaction with infants using eye-to-eye contact, recognizing infant cues, talking and singing, and responding in a loving and sensitive manner. The photographs are of an infant massage class held recently in Leicestershire.

Influences of Infant-Directed Speech on Early Word Recognition

Science.gov (United States)

Singh, Leher; Nestor, Sarah; Parikh, Chandni; Yull, Ashley

2009-01-01

When addressing infants, many adults adopt a particular type of speech, known as infant-directed speech (IDS). IDS is characterized by exaggerated intonation, as well as reduced speech rate, shorter utterance duration, and grammatical simplification. It is commonly asserted that IDS serves in part to facilitate language learning. Although…

Infant word recognition: Insights from TRACE simulations.

Science.gov (United States)

Mayor, Julien; Plunkett, Kim

2014-02-01

The TRACE model of speech perception (McClelland & Elman, 1986) is used to simulate results from the infant word recognition literature, to provide a unified, theoretical framework for interpreting these findings. In a first set of simulations, we demonstrate how TRACE can reconcile apparently conflicting findings suggesting, on the one hand, that consonants play a pre-eminent role in lexical acquisition (Nespor, Peña & Mehler, 2003; Nazzi, 2005), and on the other, that there is a symmetry in infant sensitivity to vowel and consonant mispronunciations of familiar words (Mani & Plunkett, 2007). In a second series of simulations, we use TRACE to simulate infants' graded sensitivity to mispronunciations of familiar words as reported by White and Morgan (2008). An unexpected outcome is that TRACE fails to demonstrate graded sensitivity for White and Morgan's stimuli unless the inhibitory parameters in TRACE are substantially reduced. We explore the ramifications of this finding for theories of lexical development. Finally, TRACE mimics the impact of phonological neighbourhoods on early word learning reported by Swingley and Aslin (2007). TRACE offers an alternative explanation of these findings in terms of mispronunciations of lexical items rather than imputing word learning to infants. Together these simulations provide an evaluation of Developmental (Jusczyk, 1993) and Familiarity (Metsala, 1999) accounts of word recognition by infants and young children. The findings point to a role for both theoretical approaches whereby vocabulary structure and content constrain infant word recognition in an experience-dependent fashion, and highlight the continuity in the processes and representations involved in lexical development during the second year of life.

Abstract rule learning in 11- and 14-month-old infants.

Science.gov (United States)

Koulaguina, Elena; Shi, Rushen

2013-02-01

This study tests the hypothesis that distributional information can guide infants in the generalization of word order movement rules at the initial stage of language acquisition. Participants were 11- and 14-month-old infants. Stimuli were sentences in Russian, a language that was unknown to our infants. During training the word order of each sentence was transformed following a consistent pattern (e.g., ABC-BAC). During the test phase infants heard novel sentences that respected the trained rule and ones that violated the trained rule (i.e., a different transformation such as ABC-ACB). Stimuli words had highly variable phonological and morphological shapes. The cue available was the positional information of words and their non-adjacent relations across sentences. We found that 14-month-olds, but not 11-month-olds, showed evidence of abstract rule generalization to novel instances. The implications of this finding to early syntactic acquisition are discussed.

Treatment with exogenous surfactant stimulates endogenous surfactant synthesis in premature infants with respiratory distress syndrome

NARCIS (Netherlands)

Bunt, JEH; Carnielli, VP; Janssen, DJ; Wattimena, JLD; Hop, WC; Sauer, PJ; Zimmermann, LJI

2000-01-01

Objective: Treatment of preterm infants with respiratory distress syndrome (RDS) with exogenous surfactant has greatly improved clinical outcome. Some infants require multiple doses, and it has not been studied whether these large amounts of exogenous surfactant disturb endogenous surfactant

Stimulating Deep Learning Using Active Learning Techniques

Science.gov (United States)

Yew, Tee Meng; Dawood, Fauziah K. P.; a/p S. Narayansany, Kannaki; a/p Palaniappa Manickam, M. Kamala; Jen, Leong Siok; Hoay, Kuan Chin

2016-01-01

When students and teachers behave in ways that reinforce learning as a spectator sport, the result can often be a classroom and overall learning environment that is mostly limited to transmission of information and rote learning rather than deep approaches towards meaningful construction and application of knowledge. A group of college instructors…

Infants in control: rapid anticipation of action outcomes in a gaze-contingent paradigm.

Directory of Open Access Journals (Sweden)

Quan Wang

Full Text Available Infants' poor motor abilities limit their interaction with their environment and render studying infant cognition notoriously difficult. Exceptions are eye movements, which reach high accuracy early, but generally do not allow manipulation of the physical environment. In this study, real-time eye tracking is used to put 6- and 8-month-old infants in direct control of their visual surroundings to study the fundamental problem of discovery of agency, i.e. the ability to infer that certain sensory events are caused by one's own actions. We demonstrate that infants quickly learn to perform eye movements to trigger the appearance of new stimuli and that they anticipate the consequences of their actions in as few as 3 trials. Our findings show that infants can rapidly discover new ways of controlling their environment. We suggest that gaze-contingent paradigms offer effective new ways for studying many aspects of infant learning and cognition in an interactive fashion and provide new opportunities for behavioral training and treatment in infants.

Infants with complex congenital heart diseases show poor short-term memory in the mobile paradigm at 3 months of age.

Science.gov (United States)

Chen, Chao-Ying; Harrison, Tondi; Heathcock, Jill

2015-08-01

The purpose of this study was to examine learning, short-term memory and general development including cognitive, motor, and language domains in infants with Complex Congenital Heart Defects (CCDH). Ten infants with CCHD (4 males, 6 females) and 14 infants with typical development (TD) were examined at 3 months of age. The mobile paradigm, where an infant's leg is tethered to an overhead mobile, was used to evaluate learning and short-term memory. The Bayley Scales of Infant Development 3rd edition (Bayley-III) was used to evaluate general development in cognitive, motor, and language domains. Infants with CCHD and infants with TD both showed learning with significant increase in kicking rate (pshort-term memory (p=0.017) in the mobile paradigm. There were no differences on cognitive, motor, and language development between infants with CCHD and infants with TD on the Bayley-III. Early assessment is necessary to guide targeted treatment in infants with CCHD. One-time assessment may fail to detect potential cognitive impairments during early infancy in infants with CCHD. Supportive intervention programs for infants with CCHD that focuses on enhancing short-term memory are recommended. Copyright © 2015 Elsevier Inc. All rights reserved.

Marketing breastfeeding--reversing corporate influence on infant feeding practices.

Science.gov (United States)

Kaplan, Deborah L; Graff, Kristina M

2008-07-01

Breast milk is the gold standard for infant nutrition and the only necessary food for the first 6 months of an infant's life. Infant formula is deficient and inferior to breast milk in meeting infants' nutritional needs. The infant formula industry has contributed to low rates of breastfeeding through various methods of marketing and advertising infant formula. Today, in New York City, although the majority of mothers initiate breastfeeding (approximately 85%), a minority of infants is breastfed exclusively at 8 weeks postpartum (approximately 25%). The article reviews the practices of the formula industry and the impact of these practices. It then presents the strategic approach taken by the NYC Department of Health and Mental Hygiene and its partners to change hospital practices and educate health care providers and the public on the benefits of breast milk, and provides lessons learned from these efforts to make breastfeeding the normative and usual method of infant feeding in New York City.

Caesarean section in a parturient with a spinal cord stimulator.

LENUS (Irish Health Repository)

Sommerfield, D

2010-01-01

A 35-year-old G2P1 parturient at 32 weeks of gestation with an implanted spinal cord stimulator was admitted for urgent caesarean section. Spinal anaesthesia was performed below the spinal cord stimulator leads at the L4-5 level, and a healthy female infant was delivered. A basic description of the technology and resulting implications for the parturient are discussed.

Rich analysis and rational models: Inferring individual behavior from infant looking data

Science.gov (United States)

Piantadosi, Steven T.; Kidd, Celeste; Aslin, Richard

2013-01-01

Studies of infant looking times over the past 50 years have provided profound insights about cognitive development, but their dependent measures and analytic techniques are quite limited. In the context of infants' attention to discrete sequential events, we show how a Bayesian data analysis approach can be combined with a rational cognitive model to create a rich data analysis framework for infant looking times. We formalize (i) a statistical learning model (ii) a parametric linking between the learning model's beliefs and infants' looking behavior, and (iii) a data analysis model that infers parameters of the cognitive model and linking function for groups and individuals. Using this approach, we show that recent findings from Kidd, Piantadosi, and Aslin (2012) of a U-shaped relationship between look-away probability and stimulus complexity even holds within infants and is not due to averaging subjects with different types of behavior. Our results indicate that individual infants prefer stimuli of intermediate complexity, reserving attention for events that are moderately predictable given their probabilistic expectations about the world. PMID:24750256

Predicting infant cortical surface development using a 4D varifold-based learning framework and local topography-based shape morphing.

Science.gov (United States)

Rekik, Islem; Li, Gang; Lin, Weili; Shen, Dinggang

2016-02-01

Longitudinal neuroimaging analysis methods have remarkably advanced our understanding of early postnatal brain development. However, learning predictive models to trace forth the evolution trajectories of both normal and abnormal cortical shapes remains broadly absent. To fill this critical gap, we pioneered the first prediction model for longitudinal developing cortical surfaces in infants using a spatiotemporal current-based learning framework solely from the baseline cortical surface. In this paper, we detail this prediction model and even further improve its performance by introducing two key variants. First, we use the varifold metric to overcome the limitations of the current metric for surface registration that was used in our preliminary study. We also extend the conventional varifold-based surface registration model for pairwise registration to a spatiotemporal surface regression model. Second, we propose a morphing process of the baseline surface using its topographic attributes such as normal direction and principal curvature sign. Specifically, our method learns from longitudinal data both the geometric (vertices positions) and dynamic (temporal evolution trajectories) features of the infant cortical surface, comprising a training stage and a prediction stage. In the training stage, we use the proposed varifold-based shape regression model to estimate geodesic cortical shape evolution trajectories for each training subject. We then build an empirical mean spatiotemporal surface atlas. In the prediction stage, given an infant, we select the best learnt features from training subjects to simultaneously predict the cortical surface shapes at all later timepoints, based on similarity metrics between this baseline surface and the learnt baseline population average surface atlas. We used a leave-one-out cross validation method to predict the inner cortical surface shape at 3, 6, 9 and 12 months of age from the baseline cortical surface shape at birth. Our

Linking infant-directed speech and face preferences to language outcomes in infants at risk for autism spectrum disorder.

Science.gov (United States)

Droucker, Danielle; Curtin, Suzanne; Vouloumanos, Athena

2013-04-01

In this study, the authors aimed to examine whether biases for infant-directed (ID) speech and faces differ between infant siblings of children with autism spectrum disorder (ASD) (SIBS-A) and infant siblings of typically developing children (SIBS-TD), and whether speech and face biases predict language outcomes and risk group membership. Thirty-six infants were tested at ages 6, 8, 12, and 18 months. Infants heard 2 ID and 2 adult-directed (AD) speech passages paired with either a checkerboard or a face. The authors assessed expressive language at 12 and 18 months and general functioning at 12 months using the Mullen Scales of Early Learning (Mullen, 1995). Both infant groups preferred ID to AD speech and preferred faces to checkerboards. SIBS-TD demonstrated higher expressive language at 18 months than did SIBS-A, a finding that correlated with preferences for ID speech at 12 months. Although both groups looked longer to face stimuli than to the checkerboard, the magnitude of the preference was smaller in SIBS-A and predicted expressive vocabulary at 18 months in this group. Infants' preference for faces contributed to risk-group membership in a logistic regression analysis. Infants at heightened risk of ASD differ from typically developing infants in their preferences for ID speech and faces, which may underlie deficits in later language development and social communication.

Applying Collaborative Learning and Quality Improvement to Public Health: Lessons from the Collaborative Improvement and Innovation Network (CoIIN) to Reduce Infant Mortality.

Science.gov (United States)

Ghandour, Reem M; Flaherty, Katherine; Hirai, Ashley; Lee, Vanessa; Walker, Deborah Klein; Lu, Michael C

2017-06-01

Infant mortality remains a significant public health problem in the U.S. The Collaborative Improvement & Innovation Network (CoIIN) model is an innovative approach, using the science of quality improvement and collaborative learning, which was applied across 13 Southern states in Public Health Regions IV and VI to reduce infant mortality and improve birth outcomes. We provide an in-depth discussion of the history, development, implementation, and adaptation of the model based on the experience of the original CoIIN organizers and participants. In addition to the political genesis and functional components of the initiative, 8 key lessons related to staffing, planning, and implementing future CoIINs are described in detail. This paper reports the findings from a process evaluation of the model. Data on the states' progress toward reducing infant mortality and improving birth outcomes were collected through a survey in the final months of a 24-month implementation period, as well as through ongoing team communications. The peer-to-peer exchange and platform for collaborative learning, as well as the sharing of data across the states, were major strengths and form the foundation for future CoIIN efforts. A lasting legacy of the initiative is the unique application and sharing of provisional "real time" data to inform "real time" decision-making. The CoIIN model of collaborative learning, QI, and innovation offers a promising approach to strengthening partnerships within and across states, bolstering data systems to inform and track progress more rapidly, and ultimately accelerating improvement toward healthier communities, States, and the Nation as a whole.

Development of the Object Permanence Concept in Cleft Lip and Palate and Noncleft Lip and Palate Infants.

Science.gov (United States)

Pecyna, Paula M.; And Others

1987-01-01

The development of the concept of object permanence was investigated with eight infants with cleft lip/palate and four nonimpaired infants. Superior performance of the cleft lip/palate group was found, possibly due to increased environmental stimulation provided by parents. (DB)

Risks associated with suspected dysphagia in infants admitted to a ...

African Journals Online (AJOL)

11 No. 2. Dysphagia in children is ever-increasing, mostly due to the improved survival rate of infants and children with life-threatening ... infants presented with feeding difficulties secondary to other conditions such as LBW and prematurity, ... or under-nutrition, severe irritability during feeding, history of ..... Learning, 2001.

LEARN 2 MOVE 0-2 years: effects of a new intervention program in infants at very high risk for cerebral palsy; a randomized controlled trial

Directory of Open Access Journals (Sweden)

Verheijden Johannes

2010-11-01

Full Text Available Abstract Background It is widely accepted that infants at risk for cerebral palsy need paediatric physiotherapy. However, there is little evidence for the efficacy of physiotherapeutic intervention. Recently, a new intervention program, COPCA (Coping with and Caring for infants with special needs - a family centered program, was developed. COPCA has educational and motor goals. A previous study indicated that the COPCA-approach is associated with better developmental outcomes for infants at high risk for developmental disorders. LEARN 2 MOVE 0-2 years evaluates the efficacy and the working mechanisms of the COPCA program in infants at very high risk for cerebral palsy in comparison to the efficacy of traditional infant physiotherapy in a randomized controlled trial. The objective is to evaluate the effects of both intervention programs on motor, cognitive and daily functioning of the child and the family and to get insight in the working elements of early intervention methods. Methods/design Infants are included at the corrected age of 1 to 9 months and randomized into a group receiving COPCA and a group receiving traditional infant physiotherapy. Both interventions are given once a week during one year. Measurements are performed at baseline, during and after the intervention period and at the corrected age of 21 months. Primary outcome of the study is the Infant Motor Profile, a qualitative evaluation instrument of motor behaviour in infancy. Secondary measurements focus on activities and participation, body functions and structures, family functioning, quality of life and working mechanisms. To cope with the heterogeneity in physiotherapy, physiotherapeutic sessions are video-recorded three times (baseline, after 6 months and at the end of the intervention period. Physiotherapeutic actions will be quantified and related to outcome. Discussion LEARN 2 MOVE 0-2 years evaluates and explores the effects of COPCA and TIP. Whatever the outcome of

Excessive crying in infants with regulatory disorders.

Science.gov (United States)

Maldonado-Duran, M; Sauceda-Garcia, J M

1996-01-01

The authors point out a correlation between regulatory disorders in infants and the problem of excessive crying. The literature describes other behavioral problems involving excessive crying in very young children, but with little emphasis on this association. The recognition and diagnosis of regulatory disorders in infants who cry excessively can help practitioners design appropriate treatment interventions. Understanding these conditions can also help parents tailor their caretaking style, so that they provide appropriate soothing and stimulation to their child. In so doing, they will be better able to develop and preserve a satisfactory parent-child relationship, as well as to maintain their own sense of competence and self-esteem as parents.

Computer Simulation Tests of Feedback Error Learning Controller with IDM and ISM for Functional Electrical Stimulation in Wrist Joint Control

Directory of Open Access Journals (Sweden)

Takashi Watanabe

2010-01-01

Full Text Available Feedforward controller would be useful for hybrid Functional Electrical Stimulation (FES system using powered orthotic devices. In this paper, Feedback Error Learning (FEL controller for FES (FEL-FES controller was examined using an inverse statics model (ISM with an inverse dynamics model (IDM to realize a feedforward FES controller. For FES application, the ISM was tested in learning off line using training data obtained by PID control of very slow movements. Computer simulation tests in controlling wrist joint movements showed that the ISM performed properly in positioning task and that IDM learning was improved by using the ISM showing increase of output power ratio of the feedforward controller. The simple ISM learning method and the FEL-FES controller using the ISM would be useful in controlling the musculoskeletal system that has nonlinear characteristics to electrical stimulation and therefore is expected to be useful in applying to hybrid FES system using powered orthotic device.

Serial cytokine alterations and abnormal neuroimaging in newborn infants with encephalopathy.

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O'Hare, Fiona M; Watson, R William G; O'Neill, Amanda; Segurado, Ricardo; Sweetman, Deirdre; Downey, Paul; Mooney, Eoghan; Murphy, John; Donoghue, Veronica; Molloy, Eleanor J

2017-04-01

Inflammatory cytokines may play a role in the final common pathway in the pathogenesis of hypoxic-ischaemic injury in experimental models. We aimed to profile the systemic pro-and anti-inflammatory response over the first week of life in term infants at risk of neonatal encephalopathy. In a tertiary referral university neonatal intensive care unit, serial blood samples were analysed from 41 term infants (requiring resuscitation at birth) in this prospective observational pilot study. Serum levels of 10 pro-and anti-inflammatory cytokines were evaluated including interleukin(IL)-1α, IL-1β, IL-6, IL-8, IL-10, tumour necrosis factor(TNF)-α, interferon (IFN)-γ, vascular endothelial growth factor (VEGF), granulocyte/colony-stimulating factor (G-CSF) and granulocyte macrophage/colony-stimulating factor (GM-CSF). Infants with neonatal encephalopathy and abnormal neuroimaging (n = 15) had significantly elevated granulocyte macrophage/colony-stimulating factor at 0-24 h and interleukin-8, interleukin-6 and interleukin-10 at 24-48 hour. Tumour necrosis factor-α and vascular endothelial growth factor levels were lower at 72-96 hour (p < 0.05). Significantly elevated levels of interleukin-10 were associated with mortality. Serum cytokine changes and innate immune dysregulation in the first week of life may be indicators of outcome in neonatal encephalopathy but require validation in larger studies. ©2017 Foundation Acta Paediatrica. Published by John Wiley & Sons Ltd.

Being Mimicked Increases Prosocial Behavior in 18-Month-Old Infants

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Carpenter, Malinda; Uebel, Johanna; Tomasello, Michael

2013-01-01

Most previous research on imitation in infancy has focused on infants' learning of instrumental actions on objects. This study focused instead on the more social side of imitation, testing whether being mimicked increases prosocial behavior in infants, as it does in adults (van Baaren, Holland, Kawakami, & van Knippenberg, 2004).…

Deep brain stimulation of the subthalamic nucleus improves reward-based decision-learning in Parkinson’s disease

NARCIS (Netherlands)

Wouwe, N.C. van; Ridderinkhof, K.R.; Wildenberg, W.P.M. van den; Band, G.P.H.; Abisogun, A.; Elias, W.J.; Frysinger, R.; Wylie, S.A.

2011-01-01

Recently, the subthalamic nucleus (STN) has been shown to be critically involved in decision-making, action selection, and motor control. Here we investigate the effect of deep brain stimulation (DBS) of the STN on reward-based decision-learning in patients diagnosed with Parkinson’s disease (PD).

Computed tomography of the head of new born premature infants

International Nuclear Information System (INIS)

Ohno, Tsutomu; Mizobe, Naoki; Takehiro, Hideo

1983-01-01

Evaluation of the extracerebral space on CT resulted as follows: The existence of the etracerebral space in the parieto-occipital region (PO-ECS) was physiological findings characteristic to premature infants. Its incidence was higher and the width of the space was greater, in those of premature infants. Generally PO-ECS disappeared around 40 weeks of gestation, while it tended to remaine beyond 40 weeks in premature infants born after less than 30 weeks of pregnancy. The appearance and disappearance of the PO-ECS may present some approach to learning the development of the brain in premature infants. (Ueda, J.)

[Neonatal hyperthyroidism in a premature infant born to a mother with Grave's disease].

Science.gov (United States)

Nicaise, C; Gire, C; Brémond, V; Minodier, P; Soula, F; d'Ercole, C; Palix, C

2000-05-01

Neonatal thyrotoxicosis is most commonly due to transplacental transfer of maternal thyroid-stimulating hormone receptor antibodies (TRAb). Bioassay of thyrotropin receptor antibodies may help to determine the risk for neonatal hyperthyroidism. Thyrotoxicosis developed in a premature infant born to a mother with Graves' disease, with a low level of TRAb by bioassay. The infant was treated with carbimazole for two months, until TRAb had disappeared. Bioassay TRAb is not always reliable for predicting the development of neonatal hyperthyroidism in infants born to mothers with Graves' disease. Thyroid function should be measured in all these neonates.

Electrical high frequency stimulation in the dorsal striatum: Effects on response learning and on GABA levels in rats.

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Schumacher, Anett; de Vasconcelos, Anne Pereira; Lecourtier, Lucas; Moser, Andreas; Cassel, Jean-Christophe

2011-09-23

Electrical high frequency stimulation (HFS) has been used to treat various neurological and psychiatric diseases. The striatal area contributes to response learning and procedural memory. Therefore, we investigated the effect of striatal HFS application on procedural/declarative-like memory in rats. All rats were trained in a flooded Double-H maze for three days (4 trials/day) to swim to an escape platform hidden at a constant location. The starting place was the same for all trials. After each training session, HFS of the left dorsal striatum was performed over 4h in alternating 20 min periods (during rest time, 10a.m. to 3p.m.). Nineteen hours after the last HFS and right after a probe trial assessing the rats' strategy (procedural vs. declarative-like memory-based choice), animals were sacrificed and the dorsal striatum was quickly removed. Neurotransmitter levels were measured by HPLC. Stimulated rats did not differ from sham-operated and control rats in acquisition performance, but exhibited altered behavior during the probe trial (procedural memory responses being less frequent than in controls). In stimulated rats, GABA levels were significantly increased in the dorsal striatum on both sides. We suggest that HFS of the dorsal striatum does not alter learning behavior in rats but influences the strategy by which the rats solve the task. Given that the HFS-induced increase of GABA levels was found 19 h after stimulation, it can be assumed that HFS has consequences lasting for several hours and which are functionally significant at a behavioral level, at least under our stimulation (frequency, timing, location, side and strength of stimulation) and testing conditions. Copyright © 2011 Elsevier B.V. All rights reserved.

Enhancement of object-permanence performance in the Down's syndrome infant.

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Morss, J R

1984-01-01

Four infants with Down's syndrome (aged 19-33 months) were presented with a restructured version of an object-permanence task. Restructuring consisted of the embedding of single trials of the task within a sequence of simpler, related steps. Following failure on a standard presentation of the task, three Down's syndrome (DS) infants demonstrated success on trials embedded in the training sequence. Comparison was made with the performance of normal infants (aged 14-19 months) matched in terms of failure on the pre-test. Only two out of nine normal infants registered success on the embedded trials. Results are discussed in terms of the differences between the DS infant and the normal infant, and the former's reliance on the deliberate structuring of his learning environment by a parent or educator.

Infant intersubjectivity: research, theory, and clinical applications.

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Trevarthen, C; Aitken, K J

2001-01-01

We review research evidence on the emergence and development of active "self-and-other" awareness in infancy, and examine the importance of its motives and emotions to mental health practice with children. This relates to how communication begins and develops in infancy, how it influences the individual subject's movement, perception, and learning, and how the infant's biologically grounded self-regulation of internal state and self-conscious purposefulness is sustained through active engagement with sympathetic others. Mutual self-other-consciousness is found to play the lead role in developing a child's cooperative intelligence for cultural learning and language. A variety of preconceptions have animated rival research traditions investigating infant communication and cognition. We distinguish the concept of "intersubjectivity", and outline the history of its use in developmental research. The transforming body and brain of a human individual grows in active engagement with an environment of human factors--organic at first, then psychological or inter-mental. Adaptive, human-responsive processes are generated first by interneuronal activity within the developing brain as formation of the human embryo is regulated in a support-system of maternal tissues. Neural structures are further elaborated with the benefit of intra-uterine stimuli in the foetus, then supported in the rapidly growing forebrain and cerebellum of the young child by experience of the intuitive responses of parents and other human companions. We focus particularly on intrinsic patterns and processes in pre-natal and post-natal brain maturation that anticipate psychosocial support in infancy. The operation of an intrinsic motive formation (IMF) that developed in the core of the brain before birth is evident in the tightly integrated intermodal sensory-motor coordination of a newborn infant's orienting to stimuli and preferential learning of human signals, by the temporal coherence and intrinsic

Infant rats can learn time intervals before the maturation of the striatum: evidence from odor fear conditioning

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Julie eBoulanger Bertolus

2014-05-01

Full Text Available Interval timing refers to the ability to perceive, estimate and discriminate durations in the range of seconds to minutes. Very little is currently known about the ontogeny of interval timing throughout development. On the other hand, even though the neural circuit sustaining interval timing is a matter of debate, the striatum has been suggested to be an important component of the system and its maturation occurs around the third post-natal week in rats. The global aim of the present study was to investigate interval timing abilities at an age for which striatum is not yet mature. We used odor fear conditioning, as it can be applied to very young animals. In odor fear conditioning, an odor is presented to the animal and a mild footshock is delivered after a fixed interval. Adult rats have been shown to learn the temporal relationships between the odor and the shock after a few associations. The first aim of the present study was to assess the activity of the striatum during odor fear conditioning using 2-Deoxyglucose autoradiography during development in rats. The data showed that although fear learning was displayed at all tested ages, activation of the striatum was observed in adults but not in juvenile animals. Next, we assessed the presence of evidence of interval timing in ages before and after the inclusion of the striatum into the fear conditioning circuit. We used an experimental setup allowing the simultaneous recording of freezing and respiration that have been demonstrated to be sensitive to interval timing in adult rats. This enabled the detection of duration-related temporal patterns for freezing and/or respiration curves in infants as young as 12 days post-natal during odor-fear conditioning. This suggests that infants are able to encode time durations as well as and as quickly as adults while their striatum is not yet functional. Alternative networks possibly sustaining interval timing in infant rats are discussed.

Difficulty in Learning Similar-Sounding Words: A Developmental Stage or a General Property of Learning?

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Pajak, Bozena; Creel, Sarah C.; Levy, Roger

2016-01-01

How are languages learned, and to what extent are learning mechanisms similar in infant native-language (L1) and adult second-language (L2) acquisition? In terms of vocabulary acquisition, we know from the infant literature that the ability to discriminate similar-sounding words at a particular age does not guarantee successful word-meaning…

Determinants of infant and child mortality in Zimbabwe: Results of multivariate hazard analysis

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Joshua Kembo

2009-10-01

Full Text Available This study addresses important issues in infant and child mortality in Zimbabwe. The objective of the paper is to determine the impact of maternal, socioeconomic and sanitation variables on infant and child mortality. Results show that births of order 6+ with a short preceding interval had the highest risk of infant mortality. The infant mortality risk associated with multiple births was 2.08 times higher relative to singleton births (p<0.001. Socioeconomic variables did not have a distinct impact on infant mortality. Determinants of child mortality were different in relative importance from those of infant mortality. This study supports health policy initiatives to stimulate use of family planning methods to increase birth spacing. These and other results are expected to assist policy makers and programme managers in the child health sector to formulate appropriate strategies to improve the situation of children under 5 in Zimbabwe.

Parenting Supports for Early Vocabulary Development: Specific Effects of Sensitivity and Stimulation through Infancy

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Vallotton, Claire; Mastergeorge, Ann; Foster, Tricia; Decker, Kalli B.; Ayoub, Catherine

2016-01-01

Growing recognition of disparities in early childhood language environments prompt examination of parent-child interactions which support vocabulary. Research links parental sensitivity and cognitive stimulation to child language, but has not explicitly contrasted their effects, nor examined how effects may change over time. We examined maternal sensitivity and stimulation throughout infancy using two observational methods – ratings of parents’ interaction qualities, and coding of discrete parenting behaviors - to assess the relative importance of these qualities to child vocabulary over time, and determine whether mothers make related changes in response to children’s development. Participants were 146 infants and mothers, assessed when infants were 14, 24, and 36 months. At 14 months, sensitivity had a stronger effect on vocabulary than did stimulation, but the effect of stimulation grew throughout toddlerhood. Mothers’ cognitive stimulation grew over time, whereas sensitivity remained stable. While discrete parenting behaviors changed with child age, there was no evidence of trade-offs between sensitive and stimulating behaviors, and no evidence that sensitivity moderated the effect of stimulation on child vocabulary. Findings demonstrate specificity of timing in the link between parenting qualities and child vocabulary which could inform early parent interventions, and supports a reconceptualization of the nature and measurement of parental sensitivity. PMID:28111526

Enhancement of motor learning by focal intermittent theta burst stimulation (iTBS) of either the primary motor (M1) or somatosensory area (S1) in healthy human subjects.

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Platz, Thomas; Adler-Wiebe, Marija; Roschka, Sybille; Lotze, Martin

2018-01-01

Motor rehabilitation after brain damage relies on motor re-learning as induced by specific training. Non-invasive brain stimulation (NIBS) can alter cortical excitability and thereby has a potential to enhance subsequent training-induced learning. Knowledge about any priming effects of NIBS on motor learning in healthy subjects can help to design targeted therapeutic applications in brain-damaged subjects. To examine whether complex motor learning in healthy subjects can be enhanced by intermittent theta burst stimulation (iTBS) to primary motor or sensory cortical areas. Eighteen young healthy subjects trained eight different arm motor tasks (arm ability training, AAT) once a day for 5 days using their left non-dominant arm. Except for day 1 (baseline), training was performed after applying an excitatory form of repetitive transcranial magnetic stimulation (iTBS) to either (I) right M1 or (II) S1, or (III) sham stimulation to the right M1. Subjects were randomly assigned to conditions I, II, or III. A principal component analysis of the motor behaviour data suggested eight independent motor abilities corresponding to the 8 trained tasks. AAT induced substantial motor learning across abilities with generalisation to a non-trained test of finger dexterity (Nine-Hole-Peg-Test, NHPT). Participants receiving iTBS (to either M1 or S1) showed better performance with the AAT tasks over the period of training compared to sham stimulation as well as a bigger improvement with the generalisation task (NHPT) for the trained left hand after training completion. Priming with an excitatory repetitive transcranial magnetic stimulation as iTBS of either M1 or S1 can enhance motor learning across different sensorimotor abilities.

Do babies learn from baby media?

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DeLoache, Judy S; Chiong, Cynthia; Sherman, Kathleen; Islam, Nadia; Vanderborght, Mieke; Troseth, Georgene L; Strouse, Gabrielle A; O'Doherty, Katherine

2010-11-01

In recent years, parents in the United States and worldwide have purchased enormous numbers of videos and DVDs designed and marketed for infants, many assuming that their children would benefit from watching them. We examined how many new words 12- to 18-month-old children learned from viewing a popular DVD several times a week for 4 weeks at home. The most important result was that children who viewed the DVD did not learn any more words from their monthlong exposure to it than did a control group. The highest level of learning occurred in a no-video condition in which parents tried to teach their children the same target words during everyday activities. Another important result was that parents who liked the DVD tended to overestimate how much their children had learned from it. We conclude that infants learn relatively little from infant media and that their parents sometimes overestimate what they do learn.

Infant word recognition: Insights from TRACE simulations☆

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Mayor, Julien; Plunkett, Kim

2014-01-01

The TRACE model of speech perception (McClelland & Elman, 1986) is used to simulate results from the infant word recognition literature, to provide a unified, theoretical framework for interpreting these findings. In a first set of simulations, we demonstrate how TRACE can reconcile apparently conflicting findings suggesting, on the one hand, that consonants play a pre-eminent role in lexical acquisition (Nespor, Peña & Mehler, 2003; Nazzi, 2005), and on the other, that there is a symmetry in infant sensitivity to vowel and consonant mispronunciations of familiar words (Mani & Plunkett, 2007). In a second series of simulations, we use TRACE to simulate infants’ graded sensitivity to mispronunciations of familiar words as reported by White and Morgan (2008). An unexpected outcome is that TRACE fails to demonstrate graded sensitivity for White and Morgan’s stimuli unless the inhibitory parameters in TRACE are substantially reduced. We explore the ramifications of this finding for theories of lexical development. Finally, TRACE mimics the impact of phonological neighbourhoods on early word learning reported by Swingley and Aslin (2007). TRACE offers an alternative explanation of these findings in terms of mispronunciations of lexical items rather than imputing word learning to infants. Together these simulations provide an evaluation of Developmental (Jusczyk, 1993) and Familiarity (Metsala, 1999) accounts of word recognition by infants and young children. The findings point to a role for both theoretical approaches whereby vocabulary structure and content constrain infant word recognition in an experience-dependent fashion, and highlight the continuity in the processes and representations involved in lexical development during the second year of life. PMID:24493907

Stimulation of language in the preschool. Role of the family

Directory of Open Access Journals (Sweden)

María del Pilar Silva Rodríguez

2013-03-01

Full Text Available This article makes reference about the study of the problems related with language and its stimul ation, approaching different focuses offered by those in favor of philosophical, psychological, pedagogic approaches, etc. It a lso stands out the necessity to prepare the family so that it can favor the stimulation of the language, because only with its ac tive conscious participation it is that one can maximize the integral development in the infants.

[Role of rhythmicity in infant development].

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Ciccone, A

2015-09-01

This article deals with rhythm in the experiences of infants, focusing in particular on the function of rhythmicity in the baby's sense of being and its continuity. Infants are inevitably subjected to experiences of discontinuity. These experiences are necessary to development, but they expose the child to chaotic experiences when a basic rhythmicity is not ensured. The rhythmicity of childcare experiences gives the illusion of permanence and enables anticipation. This nourishes the basic feeling of security and supports the development of thought. Interactive and intersubjective exchanges must be rhythmic and must be in keeping with the rhythm of the baby, who needs to withdraw regularly from the interaction to internalize the experience of the exchange. Without this retreat, the interaction is over-stimulating and prevents internalization. Object presence/ absence must also be rhythmic, to enable the infant to keep the object alive inside him/ herself. Observation of babies has demonstrated their ability to manage experiences of discontinuity: they are able to sustain a continuous link via their gaze, look for clues indicating the presence of a lost object, search for support in sensations, and fabricate rhythmicity to remain open to the self and the world. The author gives some examples of infant observations that provide evidence of these capacities. One observation shows how a baby defends itself against a discontinuity by actively maintaining a link via his/her gaze. Another example shows an infant holding on to "hard sensations" in order to stay away from "soft" ones, which represent the fragility of the separation experience. This example pertains to a seven-month-old's prelanguage and "prosodic tonicity". The author takes this opportunity to propose the notion of "psychic bisensuality" to describe these two sensation poles, which must be harmoniously articulated to guarantee an inner sense of security. Such repairs of discontinuity are only possible if the

Infant-Directed Speech Supports Phonetic Category Learning in English and Japanese

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Werker, Janet F.; Pons, Ferran; Dietrich, Christiane; Kajikawa, Sachiyo; Fais, Laurel; Amano, Shigeaki

2007-01-01

Across the first year of life, infants show decreased sensitivity to phonetic differences not used in the native language [Werker, J. F., & Tees, R. C. (1984). Cross-language speech perception: evidence for perceptual reorganization during the first year of life. "Infant Behaviour and Development," 7, 49-63]. In an artificial language learning…

Statistical Learning as a Basis for Social Understanding in Children

Science.gov (United States)

Ruffman, Ted; Taumoepeau, Mele; Perkins, Chris

2012-01-01

Many authors have argued that infants understand goals, intentions, and beliefs. We posit that infants' success on such tasks might instead reveal an understanding of behaviour, that infants' proficient statistical learning abilities might enable such insights, and that maternal talk scaffolds children's learning about the social world as well. We…

Individual Learning Accounts: A Strategy for Lifelong Learning?

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Renkema, Albert

2006-01-01

Purpose: Since the end of the previous century social partners in different branches of industry have laid down measures to stimulate individual learning and competence development of workers in collective labour agreements. Special attention is given to stimulating learning demand among traditional non-participants to lifelong learning, such as…

The Role of Interactional Quality in Learning from Touch Screens during Infancy: Context Matters.

Science.gov (United States)

Zack, Elizabeth; Barr, Rachel

2016-01-01

Interactional quality has been shown to enhance learning during book reading and play, but has not been examined during touch screen use. Learning to apply knowledge from a touch screen is complex for infants because it involves transfer of learning between a two-dimensional (2D) screen and three-dimensional (3D) object in the physical world. This study uses a touch screen procedure to examine interactional quality measured via maternal structuring, diversity of maternal language, and dyadic emotional responsiveness and infant outcomes during a transfer of learning task. Fifty 15-month-old infants and their mothers participated in this semi-naturalistic teaching task. Mothers were given a 3D object, and a static image of the object presented on a touch screen. Mothers had 5 min to teach their infant that a button on the real toy works in the same way as a virtual button on the touch screen (or vice versa). Overall, 64% of infants learned how to make the button work, transferring learning from the touch screen to the 3D object or vice versa. Infants were just as successful in the 3D to 2D transfer direction as they were in the 2D to 3D transfer direction. A cluster analysis based on emotional responsiveness, the proportion of diverse maternal verbal input, and amount of maternal structuring resulted in two levels of interactional quality: high quality and moderate quality. A logistic regression revealed the level of interactional quality predicted infant transfer. Infants were 19 times more likely to succeed and transfer learning between the touch screen and real object if they were in a high interactional quality dyad, even after controlling for infant activity levels. The present findings suggest that interactional quality between mother and infant plays an important role in making touch screens effective teaching tools for infants' learning.

The history of infant nutrition.

Science.gov (United States)

Castilho, Silvia Diez; Barros Filho, Antônio Azevedo

2010-01-01

To retrace the history of infant nutrition with the objective of better understanding breastfeeding. Bibliographic searches were run on MEDLINE, LILACS, SciELO, and the Internet. Encyclopedias, scientific textbooks and books for the general public, in addition to literature, art and history, were also used. Texts on child care from several different periods were consulted, in addition to the history of medicine and recent scientific articles on infant nutrition. During the preindustrial period, customs varied little and the likelihood of survival was linked to breastfeeding or its substitution by a wetnurse's milk. Where this was not possible, infants were given animal milk, pre-chewed foods or paps that were poor in nutrients and contaminated, which caused high mortality rates. There was nothing that could successfully substitute breastfeeding and the survival of the species was dependent on breastfeeding. Once the industrial revolution had started, women who had been accustomed to breastfeeding went to work in factories, stimulating the search for alternative infant nutrition. Consumption of animal milk and formulae (diluted, flour-based, powdered milk) and premature introduction of complementary foods compromised children's health. The feminist movement and the contraceptive pill caused a fall in birth rates. Manufacturers in search of profits developed modified formulae and invested in advertising. Society reacted with breastfeeding support movements. Nowadays, the advantages of breastmilk are recognized and exclusive breastfeeding is recommended up to 6 months, to be supplemented with other foods from this age on and continued until at least 2 years of age. Infant nutrition, whether natural or artificial, has always been determined and conditioned by the social value attributed to breastfeeding.

Changing the Metacognitive Orientation of a Classroom Environment to Stimulate Metacognitive Reflection Regarding the Nature of Physics Learning

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Thomas, Gregory P.

2013-05-01

Problems persist with physics learning in relation to students' understanding and use of representations for making sense of physics concepts. Further, students' views of physics learning and their physics learning processes have been predominantly found to reflect a 'surface' approach to learning that focuses on mathematical aspects of physics learning that are often passed on via textbooks and lecture-style teaching. This paper reports on a teacher's effort to stimulate students' metacognitive reflection regarding their views of physics learning and their physics learning processes via a pedagogical change that incorporated the use of a representational framework and metaphors. As a consequence of the teacher's pedagogical change, students metacognitively reflected on their views of physics and their learning processes and some reported changes in their views of what it meant to understand physics and how they might learn and understand physics concepts. The findings provide a basis for further explicit teaching of representational frameworks to students in physics education as a potential means of addressing issues with their physics learning.

Effects of cow milk versus extensive protein hydrolysate formulas on infant cognitive development.

Science.gov (United States)

Mennella, Julie A; Trabulsi, Jillian C; Papas, Mia A

2016-03-01

Little research has focused on infant developmental effects, other than growth, of formulas that differ substantially in the form of protein. To examine development of infants fed formulas differing in free amino acid content, we randomized 0.5-month-old infants (n = 79) to either a control group who fed only cow milk formula (CMF) during the first 8 months (CMF8), or to one of two experimental groups: one experimental group fed extensively protein hydrolyzed formula (EHF) for 1-3 months during first 4.5 months (EHF1-3) of life, and the other fed EHF for 8 months (EHF8). The Mullen Scales of Early Learning were administered monthly from 1.5 to 8.5 months to assess fine (FM) and gross (GM) motor control, receptive (RL) and expressive (EL) language, visual reception (VR), and an early learning composite (ELC). Across the 5.5-8.5-month time period, when compared to CMF8 infants, GM scores in EHF1-3 infants averaged 1.5 points higher (95 % CI 0.1, 3.0) and in EHF8 infants 2.2 points higher (95 % CI 0.3, 4.0). Similarly, VR scores averaged 1.9 points higher (95 % CI 0.1, 3.8) in EHF1-3 infants and 2.2 points higher (95 % CI -0.2, 4.5) in EHF8 infants. EHF8 infants' RL scores averaged 1.8 points lower (95 % CI 0.1, 3.6) than CMF8 infants. These data suggest that the form of protein in infant formula may impact cognitive development and that the higher free amino acid content in breast milk may be a contributing factor to the differential cognitive development between breastfed and CMF-fed infants. clinicaltrials.gov NCT00994747.

Surfactant therapy in late preterm infants

Directory of Open Access Journals (Sweden)

Murat Yurdakök

2013-06-01

randomized, controlled studies and evidence-based guidelines are needed for optimal surfactant therapy in these infants. Proceedings of the 9th International Workshop on Neonatology · Cagliari (Italy · October 23rd-26th, 2013 · Learned lessons, changing practice and cutting-edge research

Infants with Down Syndrome and Their Interactions with Objects: Development of Exploratory Actions after Reaching Onset

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de Campos, Ana Carolina; da Costa, Carolina Souza Neves; Savelsbergh, Geert J. P.; Rocha, Nelci Adriana Cicuto Ferreira

2013-01-01

During infant development, objects and their functions are learned by means of active exploration. Factors that may influence exploration include reaching and grasping ability, object properties and the presence of developmental disorders. We assessed the development of exploratory actions in 16 typically-developing (TD) infants and 9 infants with…

Mapping the feel of the arm with the sight of the object: On the embodied origins of infant reaching

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Daniela eCorbetta

2014-06-01

Full Text Available For decades, the emergence and progression of infant reaching was assumed to be largely under the control of vision. More recently, however, the guiding role of vision in the emergence of reaching has been downplayed. Studies found that young infants can reach in the dark without seeing their hand and that corrections in infants’ initial hand trajectories are not the result of visual guidance of the hand, but rather the product of poor movement speed calibration to the goal. As a result, it has been proposed that learning to reach is an embodied process requiring infants to explore proprioceptively different movement solutions, before they can accurately map their actions onto the intended goal. Such an account, however, could still assume a preponderant (or prospective role of vision, where the movement is being monitored with the scope of approximating a future goal-location defined visually. At reach onset, it is unknown if infants map their action onto their vision, vision onto their action, or both. To examine how infants learn to map the feel of their hand with the sight of the object, we tracked the object-directed looking behavior (via eye-tracking of three infants followed weekly over an 11-week period throughout the transition to reaching. We also examined where they contacted the object. We find that with some objects, infants do not learn to align their reach to where they look, but rather learn to align their look to where they reach. We propose that the emergence of reaching is the product of a deeply embodied process, in which infants first learn how to direct their movement in space using proprioceptive and haptic feedback from self-produced movement contingencies with the environment. As they do so, they learn to map visual attention onto these bodily centered experiences, not the reverse. We suggest that this early visuo-motor mapping is critical for the formation of visually-elicited, prospective movement control.

Learning the association between a context and a target location in infancy.

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Bertels, Julie; San Anton, Estibaliz; Gebuis, Titia; Destrebecqz, Arnaud

2017-07-01

Extracting the statistical regularities present in the environment is a central learning mechanism in infancy. For instance, infants are able to learn the associations between simultaneously or successively presented visual objects (Fiser & Aslin, ; Kirkham, Slemmer & Johnson, ). The present study extends these results by investigating whether infants can learn the association between a target location and the context in which it is presented. With this aim, we used a visual associative learning procedure inspired by the contextual cuing paradigm, with infants from 8 to 12 months of age. In two experiments, in which we varied the complexity of the stimuli, we first habituated infants to several scenes where the location of a target (a cartoon character) was consistently associated with a context, namely a specific configuration of geometrical shapes. Second, we examined whether infants learned the covariation between the target location and the context by measuring looking times at scenes that either respected or violated the association. In both experiments, results showed that infants learned the target-context associations, as they looked longer at the familiar scenes than at the novel ones. In particular, infants selected clusters of co-occurring contextual shapes and learned the covariation between the target location and this subset. These results support the existence of a powerful and versatile statistical learning mechanism that may influence the orientation of infants' visual attention toward areas of interest in their environment during early developmental stages. A video abstract of this article can be viewed at: https://www.youtube.com/watch?v=9Hm1unyLBn0. © 2016 John Wiley & Sons Ltd.

Infants' Developing Sensitivity to Object Function: Attention to Features and Feature Correlations

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Baumgartner, Heidi A.; Oakes, Lisa M.

2011-01-01

When learning object function, infants must detect relations among features--for example, that squeezing is associated with squeaking or that objects with wheels roll. Previously, Perone and Oakes (2006) found 10-month-old infants were sensitive to relations between object appearances and actions, but not to relations between appearances and…

OC24 - An algorithm proposal to oral feeding in premature infants.

Science.gov (United States)

Neto, Florbela; França, Ana Paula; Cruz, Sandra

2016-05-09

Theme: Transition of care. Oral feeding is one of the hardest steps for premature infants after respiratory independence and is a challenge for nurses in neonatology. To know the characteristics of preterm infants, essential for oral feeding; to know the nurses' opinion on nursing interventions, that promote the transition of gavage feeding for oral feeding in preterm infants. An exploratory, descriptive study with a qualitative approach was used. Semi-structured interviews with neonatal nurses were conducted and data was submitted to content analysis. Weight, gestational age, physiological stability, sucking coordination, swallowing and breathing, and the overall look and feeding involvement are fundamental parameters to begin oral feeding. Positioning the baby, reflexes stimulation, control stress levels, monitoring the temperature and the milk flow are nursing interventions that promote the development of feeding skills. An algorithm for the oral feeding of preterm infants was developed grounded in the opinions of nurses.

Maternal and littermate deprivation disrupts maternal behavior and social-learning of food preference in adulthood: tactile stimulation, nest odor, and social rearing prevent these effects.

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Melo, Angel I; Lovic, Vedran; Gonzalez, Andrea; Madden, Melissa; Sinopoli, Katia; Fleming, Alison S

2006-04-01

Maternal and littermate (social) separation, through artificial rearing (AR), disrupts the development of subsequent maternal behavior and social learning in rats. The addition of maternal-licking-like stimulation during AR, partially reverses some of these effects. However, little is know about the role of social stimuli from littermates and nest odors during the preweaning period, in the development of the adult maternal behavior and social learning. The purpose of this study was to examine the effects of peer- and peer-and-odor rearing on the development of maternal behavior and social learning in rats. Female pups were reared with mothers (mother reared-MR) or without mothers (AR) from postnatal day (PND) 3. AR rats received three different treatments: (1) AR-CONTROL group received minimal tactile stimulation, (2) AR-ODOR females received exposure to maternal nest material inside the AR-isolation-cup environment, (3) AR-SOCIAL group was reared in the cup with maternal nest material and a conspecific of the same-age and same-sex and received additional tactile stimulation. MR females were reared by their mothers in the nest and with conspecifics. In adulthood, rats were tested for maternal behavior towards their own pups and in a social learning task. Results confirm our previous report that AR impairs performance of maternal behavior and the development of a social food preference. Furthermore, social cues from a littermate, in combination with tactile stimulation and the nest odor, reversed the negative effects of complete isolation (AR-CONTROL) on some of the above behaviors. Exposure to the odor alone also had effects on some of these olfactory-mediated behaviors. These studies indicate that social stimulation from littermates during the preweaning period, in combination with odor from the nest and tactile stimulation, contributes to the development of affiliative behaviors. Copyright (c) 2006 Wiley Periodicals, Inc.

Learning, Play, and Your Newborn

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... Staying Safe Videos for Educators Search English Español Learning, Play, and Your Newborn KidsHealth / For Parents / Learning, ... Some Other Ideas Print What Is My Newborn Learning? Play is the chief way that infants learn ...

Implementation of a smartphone wireless accelerometer platform for establishing deep brain stimulation treatment efficacy of essential tremor with machine learning.

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LeMoyne, Robert; Tomycz, Nestor; Mastroianni, Timothy; McCandless, Cyrus; Cozza, Michael; Peduto, David

2015-01-01

Essential tremor (ET) is a highly prevalent movement disorder. Patients with ET exhibit a complex progressive and disabling tremor, and medical management often fails. Deep brain stimulation (DBS) has been successfully applied to this disorder, however there has been no quantifiable way to measure tremor severity or treatment efficacy in this patient population. The quantified amelioration of kinetic tremor via DBS is herein demonstrated through the application of a smartphone (iPhone) as a wireless accelerometer platform. The recorded acceleration signal can be obtained at a setting of the subject's convenience and conveyed by wireless transmission through the Internet for post-processing anywhere in the world. Further post-processing of the acceleration signal can be classified through a machine learning application, such as the support vector machine. Preliminary application of deep brain stimulation with a smartphone for acquisition of a feature set and machine learning for classification has been successfully applied. The support vector machine achieved 100% classification between deep brain stimulation in `on' and `off' mode based on the recording of an accelerometer signal through a smartphone as a wireless accelerometer platform.

The Role of Interactional Quality in Learning from Touch Screens during Infancy: Context Matters

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Elizabeth Zack

2016-08-01

Full Text Available Interactional quality has been shown to enhance learning during book reading and play, but has not been examined during touch screen use. Learning to apply knowledge from a touch screen is complex for infants because it involves transfer of learning between a 2-dimensional (2D screen and 3-dimensional (3D object in the physical world. This study uses a touch screen procedure to examine interactional quality measured via maternal structuring, diversity of maternal language, and dyadic emotional responsiveness and infant outcomes during a transfer of learning task. Fifty 15-month-old infants and their mothers participated in this semi-naturalistic teaching task. Mothers were given a 3D object, and a static image of the object presented on a touch screen. Mothers had 5 minutes to teach their infant that a button on the real toy works in the same way as a virtual button on the touch screen (or vice versa. Overall, 64% of infants learned how to make the button work, transferring learning from the touch screen to the 3D object or vice versa. Infants were just as successful in the 3D to 2D transfer direction as they were in the 2D to 3D transfer direction. A cluster analysis based on emotional responsiveness, the proportion of diverse maternal verbal input, and amount of maternal structuring resulted in two levels of interactional quality: high quality and moderate quality. A logistic regression revealed the level of interactional quality predicted infant transfer. Infants were 19 times more likely to succeed and transfer learning between the touch screen and real object if they were in a high interactional quality dyad, even after controlling for infant activity levels. The present findings suggest that interactional quality between mother and infant plays an important role in making touch screens effective teaching tools for infants’ learning.

Parietotemporal Stimulation Affects Acquisition of Novel Grapheme-Phoneme Mappings in Adult Readers

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Jessica W. Younger

2018-03-01

Full Text Available Neuroimaging work from developmental and reading intervention research has suggested a cause of reading failure may be lack of engagement of parietotemporal cortex during initial acquisition of grapheme-phoneme (letter-sound mappings. Parietotemporal activation increases following grapheme-phoneme learning and successful reading intervention. Further, stimulation of parietotemporal cortex improves reading skill in lower ability adults. However, it is unclear whether these improvements following stimulation are due to enhanced grapheme-phoneme mapping abilities. To test this hypothesis, we used transcranial direct current stimulation (tDCS to manipulate parietotemporal function in adult readers as they learned a novel artificial orthography with new grapheme-phoneme mappings. Participants received real or sham stimulation to the left inferior parietal lobe (L IPL for 20 min before training. They received explicit training over the course of 3 days on 10 novel words each day. Learning of the artificial orthography was assessed at a pre-training baseline session, the end of each of the three training sessions, an immediate post-training session and a delayed post-training session about 4 weeks after training. Stimulation interacted with baseline reading skill to affect learning of trained words and transfer to untrained words. Lower skill readers showed better acquisition, whereas higher skill readers showed worse acquisition, when training was paired with real stimulation, as compared to readers who received sham stimulation. However, readers of all skill levels showed better maintenance of trained material following parietotemporal stimulation, indicating a differential effect of stimulation on initial learning and consolidation. Overall, these results indicate that parietotemporal stimulation can enhance learning of new grapheme-phoneme relationships in readers with lower reading skill. Yet, while parietotemporal function is critical to new

Parietotemporal Stimulation Affects Acquisition of Novel Grapheme-Phoneme Mappings in Adult Readers

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Younger, Jessica W.; Booth, James R.

2018-01-01

Neuroimaging work from developmental and reading intervention research has suggested a cause of reading failure may be lack of engagement of parietotemporal cortex during initial acquisition of grapheme-phoneme (letter-sound) mappings. Parietotemporal activation increases following grapheme-phoneme learning and successful reading intervention. Further, stimulation of parietotemporal cortex improves reading skill in lower ability adults. However, it is unclear whether these improvements following stimulation are due to enhanced grapheme-phoneme mapping abilities. To test this hypothesis, we used transcranial direct current stimulation (tDCS) to manipulate parietotemporal function in adult readers as they learned a novel artificial orthography with new grapheme-phoneme mappings. Participants received real or sham stimulation to the left inferior parietal lobe (L IPL) for 20 min before training. They received explicit training over the course of 3 days on 10 novel words each day. Learning of the artificial orthography was assessed at a pre-training baseline session, the end of each of the three training sessions, an immediate post-training session and a delayed post-training session about 4 weeks after training. Stimulation interacted with baseline reading skill to affect learning of trained words and transfer to untrained words. Lower skill readers showed better acquisition, whereas higher skill readers showed worse acquisition, when training was paired with real stimulation, as compared to readers who received sham stimulation. However, readers of all skill levels showed better maintenance of trained material following parietotemporal stimulation, indicating a differential effect of stimulation on initial learning and consolidation. Overall, these results indicate that parietotemporal stimulation can enhance learning of new grapheme-phoneme relationships in readers with lower reading skill. Yet, while parietotemporal function is critical to new learning, its role in

Deferred imitation in 18-month-olds from two cultural contexts: the case of Cameroonian Nso farmer and German-middle class infants.

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Borchert, Sonja; Lamm, Bettina; Graf, Frauke; Knopf, Monika

2013-12-01

Imitative learning has been described in naturalistic studies for different cultures, but lab-based research studying imitative learning across different cultural contexts is almost missing. Therefore, imitative learning was assessed with 18-month-old German middle-class and Cameroonian Nso farmer infants - representing two highly different eco-cultural contexts associated with different cultural models, the psychological autonomy and the hierarchical relatedness - by using the deferred imitation paradigm. Study 1 revealed that the infants from both cultural contexts performed a higher number of target actions in the deferred imitation than in the baseline phase. Moreover, it was found that German middle-class infants showed a higher mean imitation rate as they performed more target actions in the deferred imitation phase compared with Cameroonian Nso farmer infants. It was speculated that the opportunity to manipulate the test objects directly after the demonstration of the target actions could enhance the mean deferred imitation rate of the Cameroonian Nso farmer infants which was confirmed in Study 2. Possible explanations for the differences in the amount of imitated target actions of German middle-class and Cameroonian Nso farmer infants are discussed considering the object-related, dyadic setting of the imitation paradigm with respect to the different learning contexts underlying the different cultural models of learning. Copyright © 2013 Elsevier Inc. All rights reserved.

Behavioral analysis of preterm neonates included in a tactile and kinesthetic stimulation program during hospitalization.

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Ferreira, Andréia M; Bergamasco, Niélsy H P

2010-01-01

To evaluate the effect of tactile and kinesthetic stimulation on behavioral and clinical development in preterm neonates while still in the hospital. Thirty-two clinically stable preterm infants weighing kinesthetic stimulation (n=16). Data on the infants' clinical progress were collected from medical charts and behavioral evaluations by means of a series of weekly, eight-minute films recorded from the time of inclusion into the study until hospital discharge. There was a trend towards a shorter duration of hospital stay, increased daily weight gain and a predominance of self-regulated behavior (regular breathing, state of alertness, balanced tonus, a range of postures, coordinated movements, hand-to-face movement control, suction, grip, support) in infants in the SG. With respect to motor control, comparative analysis of postconceptional ages according to age-bracket (I - 31-33 weeks 6/7; II - 34-36 weeks 6/7; and III - 37-39 weeks 6/7) revealed balanced tonus and coordinated voluntary movements in all three periods, a longer time spent in a range of postures (age bracket I) or in flexion (age bracket II) and more regular breathing in age bracket I in the SG. In the hospital, tactile and kinesthetic stimulation was shown to have a positive effect, contributing towards adjustment and self-regulation of behavior in the preterm newborn infant. Article registered in the Australian New Zealand Clinical Trials Registry (ANZCTR) under the number ACTRN12610000133033.

Attachment Figure's Regulation of Infant Brain and Behavior.

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Sullivan, Regina M

2017-01-01

Altricial infants (i.e., requiring parental care for survival), such as humans and rats, form an attachment to their caregiver and receive the nurturing and protections needed for survival. Learning has a strong role in attachment, as is illustrated by strong attachment formed to non-biological caregivers of either sex. Here we summarize and integrate results from animal and human infant attachment research that highlights the important role of social buffering (social presence) of the stress response by the attachment figure and its effect on infant processing of threat and fear through modulation of the amygdala. Indeed, this work suggests the caregiver switches off amygdala function in rodents, although recent human research suggests a similar process in humans and nonhuman primates. This cross-species analysis helps provide insight and unique understanding of attachment and its role in the neurobiology of infant behavior within attachment.

Impact of behavioral control on the processing of nociceptive stimulation

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James W Grau

2012-08-01

Full Text Available How nociceptive signals are processed within the spinal cord, and whether these signals lead to behavioral signs of neuropathic pain, depends upon their relation to other events and behavior. Our work shows that these relations can have a lasting effect on spinal plasticity, inducing a form of learning that alters the effect of subsequent nociceptive stimuli. The capacity of lower spinal systems to adapt, in the absence of brain input, is examined in spinally transected rats that receive a nociceptive shock to the tibialis anterior muscle of one hind leg. If shock is delivered whenever the leg is extended (controllable stimulation, it induces an increase in flexion duration that minimizes net shock exposure. This learning is not observed in subjects that receive the same amount of shock independent of leg position (uncontrollable stimulation. These two forms of stimulation have a lasting, and divergent, effect on subsequent learning: Controllable stimulation enables learning whereas uncontrollable stimulation disables it (learning deficit. Uncontrollable stimulation also enhances mechanical reactivity (allodynia. We review evidence that training with controllable stimulation engages a BDNF-dependent process that can both prevent and reverse the consequences of uncontrollable shock. We relate these effects to changes in BDNF protein and TrkB signaling. Controllable stimulation is also shown to counter the effects of peripheral inflammation (from intradermal capsaicin. A model is proposed that assumes nociceptive input is gated at an early stage, within the dorsal horn. his gate is sensitive to current environmental relations (between proprioceptive and nociceptive input, allowing stimulation to be classified as controllable or uncontrollable. We further propose that the status of this gate is affected by past experience and that a history of uncontrollable stimulation will promote the development of neuropathic pain.

Impact of Behavioral Control on the Processing of Nociceptive Stimulation

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Grau, James W.; Huie, J. Russell; Garraway, Sandra M.; Hook, Michelle A.; Crown, Eric D.; Baumbauer, Kyle M.; Lee, Kuan H.; Hoy, Kevin C.; Ferguson, Adam R.

2012-01-01

How nociceptive signals are processed within the spinal cord, and whether these signals lead to behavioral signs of neuropathic pain, depends upon their relation to other events and behavior. Our work shows that these relations can have a lasting effect on spinal plasticity, inducing a form of learning that alters the effect of subsequent nociceptive stimuli. The capacity of lower spinal systems to adapt, in the absence of brain input, is examined in spinally transected rats that receive a nociceptive shock to the tibialis anterior muscle of one hind leg. If shock is delivered whenever the leg is extended (controllable stimulation), it induces an increase in flexion duration that minimizes net shock exposure. This learning is not observed in subjects that receive the same amount of shock independent of leg position (uncontrollable stimulation). These two forms of stimulation have a lasting, and divergent, effect on subsequent learning: controllable stimulation enables learning whereas uncontrollable stimulation disables it (learning deficit). Uncontrollable stimulation also enhances mechanical reactivity. We review evidence that training with controllable stimulation engages a brain-derived neurotrophic factor (BDNF)-dependent process that can both prevent and reverse the consequences of uncontrollable shock. We relate these effects to changes in BDNF protein and TrkB signaling. Controllable stimulation is also shown to counter the effects of peripheral inflammation (from intradermal capsaicin). A model is proposed that assumes nociceptive input is gated at an early sensory stage. This gate is sensitive to current environmental relations (between proprioceptive and nociceptive input), allowing stimulation to be classified as controllable or uncontrollable. We further propose that the status of this gate is affected by past experience and that a history of uncontrollable stimulation will promote the development of neuropathic pain. PMID:22934018

Bilingual infants control their languages as they listen.

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Byers-Heinlein, Krista; Morin-Lessard, Elizabeth; Lew-Williams, Casey

2017-08-22

Infants growing up in bilingual homes learn two languages simultaneously without apparent confusion or delay. However, the mechanisms that support this remarkable achievement remain unclear. Here, we demonstrate that infants use language-control mechanisms to preferentially activate the currently heard language during listening. In a naturalistic eye-tracking procedure, bilingual infants were more accurate at recognizing objects labeled in same-language sentences ("Find the dog!") than in switched-language sentences ("Find the chien !"). Measurements of infants' pupil size over time indicated that this resulted from increased cognitive load during language switches. However, language switches did not always engender processing difficulties: the switch cost was reduced or eliminated when the switch was from the nondominant to the dominant language, and when it crossed a sentence boundary. Adults showed the same patterns of performance as infants, even though target words were simple and highly familiar. Our results provide striking evidence from infancy to adulthood that bilinguals monitor their languages for efficient comprehension. Everyday practice controlling two languages during listening is likely to explain previously observed bilingual cognitive advantages across the lifespan.

Stimulation of entorhinal cortex-dentate gyrus circuitry is antidepressive.

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Yun, Sanghee; Reynolds, Ryan P; Petrof, Iraklis; White, Alicia; Rivera, Phillip D; Segev, Amir; Gibson, Adam D; Suarez, Maiko; DeSalle, Matthew J; Ito, Naoki; Mukherjee, Shibani; Richardson, Devon R; Kang, Catherine E; Ahrens-Nicklas, Rebecca C; Soler, Ivan; Chetkovich, Dane M; Kourrich, Saïd; Coulter, Douglas A; Eisch, Amelia J

2018-04-16

Major depressive disorder (MDD) is considered a 'circuitopathy', and brain stimulation therapies hold promise for ameliorating MDD symptoms, including hippocampal dysfunction. It is unknown whether stimulation of upstream hippocampal circuitry, such as the entorhinal cortex (Ent), is antidepressive, although Ent stimulation improves learning and memory in mice and humans. Here we show that molecular targeting (Ent-specific knockdown of a psychosocial stress-induced protein) and chemogenetic stimulation of Ent neurons induce antidepressive-like effects in mice. Mechanistically, we show that Ent-stimulation-induced antidepressive-like behavior relies on the generation of new hippocampal neurons. Thus, controlled stimulation of Ent hippocampal afferents is antidepressive via increased hippocampal neurogenesis. These findings emphasize the power and potential of Ent glutamatergic afferent stimulation-previously well-known for its ability to influence learning and memory-for MDD treatment.

Explanation-based learning in infancy.

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Baillargeon, Renée; DeJong, Gerald F

2017-10-01

In explanation-based learning (EBL), domain knowledge is leveraged in order to learn general rules from few examples. An explanation is constructed for initial exemplars and is then generalized into a candidate rule that uses only the relevant features specified in the explanation; if the rule proves accurate for a few additional exemplars, it is adopted. EBL is thus highly efficient because it combines both analytic and empirical evidence. EBL has been proposed as one of the mechanisms that help infants acquire and revise their physical rules. To evaluate this proposal, 11- and 12-month-olds (n = 260) were taught to replace their current support rule (that an object is stable when half or more of its bottom surface is supported) with a more sophisticated rule (that an object is stable when half or more of the entire object is supported). Infants saw teaching events in which asymmetrical objects were placed on a base, followed by static test displays involving a novel asymmetrical object and a novel base. When the teaching events were designed to facilitate EBL, infants learned the new rule with as few as two (12-month-olds) or three (11-month-olds) exemplars. When the teaching events were designed to impede EBL, however, infants failed to learn the rule. Together, these results demonstrate that even infants, with their limited knowledge about the world, benefit from the knowledge-based approach of EBL.

Music therapy microanalysis of parent-infant interaction in a three-month-old infant later diagnosed with autism

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Ferdinando Suvini

2016-12-01

Full Text Available Background Infant research literature has described for a long time the main aspects of parentese (motherese and fatherese referring to musicality and specifically to musical language. It is believed that there is a deep analogy between the vital affects experienced by the child during interaction with the parent and the type of parentese that is a direct representation of them. Disruption of parentese has been described in early autism. The aim of this paper was to achieve a better understanding of this disruptive process. Participants and procedure Sequences of parent-infant interaction extracted from one home movie of a child later diagnosed with autism were analyzed in a micro-musical way in order to create a musical score that allows the description of parent-infant interaction in a new way (considering form, pulse, rhythm, melody, timbre and silence. Results Musical microanalysis is able to highlight features not brought out by other kinds of analysis. The first fragment is dominated by the anxiety of the mother, who attempts to stimulate the unresponsive infant. In the second fragment there is a change in musicality parallel to changes in the relationship: the mother participates in and coordinates the infant’s experience through rhythm, prosody and musical dynamics. This change persists in the third fragment. Conclusions Musical transcription of parent-infant interactions has allowed us to highlight changes occurring in a short time during early interactions and to get a closer view of the disruptive process created by autism. This kind of research represents a potential shift in autism research, by focusing on dynamic parent-infant interactions instead of single behaviors of the child or of the parent. The usefulness of Stern’s concept of intersubjective communion is discussed.

The Combined Use of Hypnosis and Sensory and Motor Stimulation in Assisting Children with Developmental Learning Problems.

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Jampolsky, Gerald G.

Hypnosis was combined with sensory and motor stimulation to remediate reversal problems in five children (6 1/2- 9-years-old). Under hypnosis Ss were given the suggestion that they learn their numbers through feel and then given 1 hour of structured instruction daily for 10 days. Instruction stressed conditioning, vibratory memory, touch memory,…

Network analysis of perception-action coupling in infants

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Naama eRotem-Kohavi

2014-04-01

Full Text Available The functional networks that support action observation are of great interest in understanding the development of social cognition and motor learning. How infants learn to represent and understand the world around them remains one of the most intriguing questions in developmental cognitive neuroscience. Recently, mathematical measures derived from graph theory have been used to study connectivity networks in the developing brain. Thus far, this type of analysis in infancy has only been applied to the resting state. In this study, we recorded electroencephalography (EEG from infants (ages 4-11 months of age and adults while they observed three types of actions: a reaching for an object, b walking and c object motion. Graph theory based analysis was applied to these data to evaluate changes in brain networks. Global metrics that provide measures of the structural properties of the network (characteristic path, density, global efficiency, and modularity were calculated for each group and for each condition. We found statistically significant differences in measures for the observation of walking condition only. Specifically, in comparison to adults, infants showed increased density and global efficiency in combination with decreased modularity during observation of an action that is not within their motor repertoire (i.e. independent walking, suggesting a less structured organization. There were no group differences in global metric measures for observation of object motion or for observation of actions that are within the repertoire of infants (i.e. reaching. These preliminary results suggest that infants and adults may share a basic functional network for action observation that is sculpted by experience. Motor experience may lead to a shift towards a more efficient functional network.

Posttraining transcranial magnetic stimulation of striate cortex disrupts consolidation early in visual skill learning.

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De Weerd, Peter; Reithler, Joel; van de Ven, Vincent; Been, Marin; Jacobs, Christianne; Sack, Alexander T

2012-02-08

Practice-induced improvements in skilled performance reflect "offline " consolidation processes extending beyond daily training sessions. According to visual learning theories, an early, fast learning phase driven by high-level areas is followed by a late, asymptotic learning phase driven by low-level, retinotopic areas when higher resolution is required. Thus, low-level areas would not contribute to learning and offline consolidation until late learning. Recent studies have challenged this notion, demonstrating modified responses to trained stimuli in primary visual cortex (V1) and offline activity after very limited training. However, the behavioral relevance of modified V1 activity for offline consolidation of visual skill memory in V1 after early training sessions remains unclear. Here, we used neuronavigated transcranial magnetic stimulation (TMS) directed to a trained retinotopic V1 location to test for behaviorally relevant consolidation in human low-level visual cortex. Applying TMS to the trained V1 location within 45 min of the first or second training session strongly interfered with learning, as measured by impaired performance the next day. The interference was conditional on task context and occurred only when training in the location targeted by TMS was followed by training in a second location before TMS. In this condition, high-level areas may become coupled to the second location and uncoupled from the previously trained low-level representation, thereby rendering consolidation vulnerable to interference. Our data show that, during the earliest phases of skill learning in the lowest-level visual areas, a behaviorally relevant form of consolidation exists of which the robustness is controlled by high-level, contextual factors.

First-Time Mothers' Use of Music and Movement with Their Young Infants: The Impact of a Teaching Program.

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Vlismas, Wendy; Bowes, Jennifer

1999-01-01

Examined impact of a 5-week music/movement program involving relaxation, kinesics, singing, visual contact, and tactile stimulation on first-time mothers' use of music and movement with their infants. Found that the program extended mothers' use of relaxation to music and rhythmical movement with their infants but not the use of song and massage…

Crawling and walking infants encounter objects differently in a multi-target environment.

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Dosso, Jill A; Boudreau, J Paul

2014-10-01

From birth, infants move their bodies in order to obtain information and stimulation from their environment. Exploratory movements are important for the development of an infant's understanding of the world and are well established as being key to cognitive advances. Newly acquired motor skills increase the potential actions available to the infant. However, the way that infants employ potential actions in environments with multiple potential targets is undescribed. The current work investigated the target object selections of infants across a range of self-produced locomotor experience (11- to 14-month-old crawlers and walkers). Infants repeatedly accessed objects among pairs of objects differing in both distance and preference status, some requiring locomotion. Overall, their object actions were found to be sensitive to object preference status; however, the role of object distance in shaping object encounters was moderated by movement status. Crawlers' actions appeared opportunistic and were biased towards nearby objects while walkers' actions appeared intentional and were independent of object position. Moreover, walkers' movements favoured preferred objects more strongly for children with higher levels of self-produced locomotion experience. The multi-target experimental situation used in this work parallels conditions faced by foraging organisms, and infants' behaviours were discussed with respect to optimal foraging theory. There is a complex interplay between infants' agency, locomotor experience, and environment in shaping their motor actions. Infants' movements, in turn, determine the information and experiences offered to infants by their micro-environment.

The Artistic Infant Directed Performance: A Mycroanalysis of the Adult's Movements and Sounds.

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Español, Silvia; Shifres, Favio

2015-09-01

Intersubjectivity experiences established between adults and infants are partially determined by the particular ways in which adults are active in front of babies. An important amount of research focuses on the "musicality" of infant-directed speech (defined melodic contours, tonal and rhythm variations, etc.) and its role in linguistic enculturation. However, researchers have recently suggested that adults also bring a multimodal performance to infants. According to this, some scholars seem to find indicators of the genesis of the performing arts (mainly music and dance) in such a multimodal stimulation. We analyze the adult performance using analytical categories and methodologies of analysis broadly validated in the fields of music performance and movement analysis in contemporary dance. We present microanalyses of an adult-7 month old infant interaction scene that evidenced structural aspects of infant directed multimodal performance compatible with music and dance structures, and suggest functions of adult performance similar to performing arts functions or related to them.

Dissociation between Features and Feature Relations in Infant Memory: Effects of Memory Load.

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Bhatt, Ramesh S.; Rovee-Collier, Carolyn

1997-01-01

Four experiments examined effects of the number of features and feature relations on learning and long-term memory in 3-month olds. Findings suggested that memory load size selectively constrained infants' long-term memory for relational information, suggesting that in infants, features and relations are psychologically distinct and that memory…

Disentangling the Influence of Salience and Familiarity on Infant Word Learning: Methodological Advances

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Heather eBortfeld

2013-04-01

Full Text Available The initial stages of language learning involve a critical interaction between infants’ environmental experience and their developing brains. The past several decades of research have produced important behavioral evidence of the many factors influencing this process, both on the part of the child and on the part of the environment that the child is in. The application of neurophysiological techniques to the study of early development has been augmenting these findings at a rapid pace. While the result is an accrual of data bridging the gap between brain and behavior, much work remains to make the link between behavioral evidence of infants' emerging sensitivities and neurophysiological evidence of changes in how their brains process information. Here we review the background behavioral data on how salience and familiarity in the auditory signal shape initial language learning. We follow this with a summary of more recent evidence of changes in infants’ brain activity in response to specific aspects of speech. Our goal is to examine language learning through the lens of brain/environment interactions, ultimately focusing on changes in cortical processing of speech across the first year of life. We will ground our examination of recent brain data in the two auditory features initially outlined: salience and familiarity. Our own and others' findings on the influence of these two features reveal that they are key parameters in infants’ emerging recognition of structure in the speech signal. Importantly, the evidence we review makes the critical link between behavioral and brain data. We discuss the importance of future work that makes this bridge as a means of moving the study of language development solidly into the domain of brain science.

Outcomes for Extremely Premature Infants

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Glass, Hannah C.; Costarino, Andrew T.; Stayer, Stephen A.; Brett, Claire; Cladis, Franklyn; Davis, Peter J.

2015-01-01

Premature birth is a significant cause of infant and child morbidity and mortality. In the United States, the premature birth rate, which had steadily increased during the 1990s and early 2000s, has decreased annually for four years and is now approximately 11.5%. Human viability, defined as gestational age at which the chance of survival is 50%, is currently approximately 23–24 weeks in developed countries. Infant girls, on average, have better outcomes than infant boys. A relatively uncomplicated course in the intensive care nursery for an extremely premature infant results in a discharge date close to the prenatal EDC. Despite technological advances and efforts of child health experts during the last generation, the extremely premature infant (less than 28 weeks gestation) and extremely low birth weight infant (ELBW) (CPAP, mechanical ventilation, and exogenous surfactant increased survival and spurred the development of neonatal intensive care in the 1970s through the early 1990s. Routine administration of antenatal steroids during premature labor improved neonatal mortality and morbidity in the late 1990s. The recognition that chronic postnatal administration of steroids to infants should be avoided may have improved outcomes in the early 2000s. Evidence from recent trials attempting to define the appropriate target for oxygen saturation in preterm infants suggests arterial oxygen saturation between 91–95% (compared to 85–89%) avoids excess mortality. However, final analyses of data from these trials have not been published, so definitive recommendations are still pending The development of neonatal neurocognitive care visits may improve neurocognitive outcomes in this high-risk group. Long-term follow up to detect and address developmental, learning, behavioral, and social problems is critical for children born at these early gestational ages. The striking similarities in response to extreme prematurity in the lung and brain imply that agents and

Auditory context and memory retrieval in young infants.

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Fagen, J; Prigot, J; Carroll, M; Pioli, L; Stein, A; Franco, A

1997-12-01

Three-month-old infants were trained to move an overhead crib mobile while 1 of 2 musical selections was played. Retention was assessed 1 or 7 days later in the presence of either the same music or a different musical selection. In Experiment 1, the musical selections were very different (classical versus jazz); in Experiment 2, they were much more similar (two classical pieces). Infants in both experiments displayed 1 day retention regardless of which music was played during the retention test. At 7 days, retention was seen only when the music played during the retention test matched the training music. These data are consistent with similar findings showing that 3-month-old infants' memory is disrupted at long retention intervals when the context present during retention testing does not match the learning context. As the infant's memory wanes, context appears to function as a necessary cue for the retrieval of acquired expectancies.

Visual activation in infants and young children studied by functional magnetic resonance imaging

DEFF Research Database (Denmark)

Born, Alfred Peter; Leth, H; Miranda Gimenez-Ricco, Maria Jo

1998-01-01

The purpose of this study was to determine whether visual stimulation in sleeping infants and young children can be examined by functional magnetic resonance imaging. We studied 17 children, aged 3 d to 48 mo, and three healthy adults. Visual stimulation was performed with 8-Hz flickering light...... through the sleeping childs' closed eyelids. Functional magnetic resonance imaging was performed with a gradient echoplanar sequence in a l.5-T magnetic resonance scanner. Six subjects were excluded because of movement artifacts; the youngest infant showed no response. In 10 children, we could demonstrate...... flow during activation. The different response patterns in young children and adults can reflect developmental or behavioral differences. Localization of the activation seemed to be age-dependent. In the older children and the adults, it encompassed the whole length of the calcarine sulcus, whereas...

Infant simulation in parental and sexuality education in Greenland

DEFF Research Database (Denmark)

Wistoft, Karen

2014-01-01

Introduction: This article examines processes related to teaching and learning through implementation of a new dialogue-based parental and sexuality education program using infant simulators. Aim: The purpose is to examine the ways in which infant simulators used in sexuality education in Greenland...... operate to include and exclude, embrace and marginalize, offer access to and create barriers to students’ learning of parental roles and responsibility, pregnancy and sexuality. Methodology: The empirical findings are draw from the account of the education effects observed in schools geographically spread......, partly through an extensive survey of students and parents (n = 1068). The sample includes 802 answers to questionnaires from students, predominantly aged 13 to 16 years, and 266 parental answers. Classroom observations have been supplemented with personal interviews conducted with the principal...

5 Hz repetitive transcranial magnetic stimulation over the ipsilesional sensory cortex enhances motor learning after stroke

Directory of Open Access Journals (Sweden)

Sonia M Brodie

2014-03-01

Full Text Available Sensory feedback is critical for motor learning, and thus to neurorehabilitation after stroke. Whether enhancing sensory feedback by applying excitatory repetitive transcranial magnetic stimulation (rTMS over the ipsilesional primary sensory cortex (IL-S1 might enhance motor learning in chronic stroke has yet to be investigated. The present study investigated the effects of 5 Hz rTMS over IL-S1 paired with skilled motor practice on motor learning, hemiparetic cutaneous somatosensation, and motor function. Individuals with unilateral chronic stroke were pseudo-randomly divided into either Active or Sham 5 Hz rTMS groups (n=11/group. Following stimulation, both groups practiced a Serial Tracking Task (STT with the hemiparetic arm; this was repeated for 5 days. Performance on the STT was quantified by response time, peak velocity, and cumulative distance tracked at baseline, during the 5 days of practice, and at a no-rTMS retention test. Cutaneous somatosensation was measured using two-point discrimination. Standardized sensorimotor tests were performed to assess whether the effects might generalize to impact hemiparetic arm function. The active 5Hz rTMS + training group demonstrated significantly greater improvements in STT performance [response time (F1,286.04=13.016, p< 0.0005, peak velocity (F1,285.95=4.111, p=0.044, and cumulative distance (F1,285.92=4.076, p=0.044] and cutaneous somatosensation (F1,21.15=8.793, p=0.007 across all sessions compared to the sham rTMS + training group. Measures of upper extremity motor function were not significantly different for either group. Our preliminary results suggest that, when paired with motor practice, 5Hz rTMS over IL-S1 enhances motor learning related change in individuals with chronic stroke, potentially as a consequence of improved cutaneous somatosensation, however no improvement in general upper extremity function was observed.

Computer Simulation Tests of Feedback Error Learning Controller with IDM and ISM for Functional Electrical Stimulation in Wrist Joint Control

OpenAIRE

Watanabe, Takashi; Sugi, Yoshihiro

2010-01-01

Feedforward controller would be useful for hybrid Functional Electrical Stimulation (FES) system using powered orthotic devices. In this paper, Feedback Error Learning (FEL) controller for FES (FEL-FES controller) was examined using an inverse statics model (ISM) with an inverse dynamics model (IDM) to realize a feedforward FES controller. For FES application, the ISM was tested in learning off line using training data obtained by PID control of very slow movements. Computer simulation tests ...

Effect of therapeutic touch on brain activation of preterm infants in response to sensory punctate stimulus: a near-infrared spectroscopy-based study.

Science.gov (United States)

Honda, Noritsugu; Ohgi, Shohei; Wada, Norihisa; Loo, Kek Khee; Higashimoto, Yuji; Fukuda, Kanji

2013-05-01

The purpose of this study was to determine whether therapeutic touch in preterm infants can ameliorate their sensory punctate stimulus response in terms of brain activation measured by near-infrared spectroscopy. The study included 10 preterm infants at 34-40 weeks' corrected age. Oxyhaemoglobin (Oxy-Hb) concentration, heart rate (HR), arterial oxygen saturation (SaO2) and body movements were recorded during low-intensity sensory punctate stimulation for 1 s with and without therapeutic touch by a neonatal development specialist nurse. Each stimulation was followed by a resting phase of 30 s. All measurements were performed with the infants asleep in the prone position. sensory punctate stimulus exposure significantly increased the oxy-Hb concentration but did not affect HR, SaO2 and body movements. The infants receiving therapeutic touch had significantly decreased oxy-Hb concentrations over time. Therapeutic touch in preterm infants can ameliorate their sensory punctate stimulus response in terms of brain activation, indicated by increased cerebral oxygenation. Therefore, therapeutic touch may have a protective effect on the autoregulation of cerebral blood flow during sensory punctate stimulus in neonates.

Effect of Docosahexaenoic Acid (DHA) Supplementation on Inflammatory Cytokine Levels in Infants at High Genetic Risk for Type 1 Diabetes

Science.gov (United States)

Chase, H. Peter; Boulware, David; Rodriguez, Henry; Donaldson, David; Chritton, Sonia; Rafkin-Mervis, Lisa; Krischer, Jeffrey; Skyler, Jay S.; Clare-Salzler, Michael

2014-01-01

OBJECTIVE Type 1 diabetes (T1D) results from the inflammatory destruction of pancreatic β-cells. In the present study, we investigated the effect of docosahexaenoic acid (DHA) supplementation on stimulated inflammatory cytokine production in white blood cells (WBC) from infants with a high genetic risk for T1D. RESEARCH DESIGN AND METHODS This was a multicenter, two-arm, randomized, double blind pilot trial of DHA supplementation, beginning either in the last trimester of pregnancy (41 infants) or in the first five months after birth (57 infants). Levels of DHA in infant and maternal red blood cell (RBC) membranes and in breast milk were analyzed by gas chromatography/mass spectrometry. Inflammatory cytokines were assayed from whole blood culture supernatants using the Luminex Multiplex assay after stimulation with high dose lipopolysaccharide (LPS), 1μg/mL. RESULTS The levels of RBC DHA were increased by 61–100% in treated compared to control infants at ages 6 to 36 months. There were no statistically significant reductions in production of the inflammatory cytokines, IL-1β, TNFα or IL-12p40 at any of the 6 time points measured. The inflammatory marker, hsCRP, was significantly lower in breast-fed DHA-treated infants compared to all formula-fed infants at age 12 months. Three infants (two received DHA) were removed from the study as a result of developing ≥ two persistently positive biochemical islet autoantibodies. CONCLUSIONS This pilot trial showed that supplementation of infant diets with DHA is safe and fulfilled the pre-study goal of increasing infant RBC DHA levels by at least 20%. Inflammatory cytokine production was not consistently reduced. PMID:25039804

The Cat Is out of the Bag: The Joint Influence of Previous Experience and Looking Behavior on Infant Categorization

Science.gov (United States)

Kovack-Lesh, Kristine A.; Horst, Jessica S.; Oakes, Lisa M.

2008-01-01

We examined the effect of 4-month-old infants' previous experience with dogs, cats, or both and their online looking behavior on their learning of the adult-defined category of "cat" in a visual familiarization task. Four-month-old infants' (N = 123) learning in the laboratory was jointly determined by whether or not they had experience…

Postural complexity influences development in infants born preterm with brain injury: relating perception-action theory to 3 cases.

Science.gov (United States)

Dusing, Stacey C; Izzo, Theresa; Thacker, Leroy R; Galloway, James Cole

2014-10-01

Perception-action theory suggests a cyclical relationship between movement and perceptual information. In this case series, changes in postural complexity were used to quantify an infant's action and perception during the development of early motor behaviors. Three infants born preterm with periventricular white matter injury were included. Longitudinal changes in postural complexity (approximate entropy of the center of pressure), head control, reaching, and global development, measured with the Test of Infant Motor Performance and the Bayley Scales of Infant and Toddler Development, were assessed every 0.5 to 3 months during the first year of life. All 3 infants demonstrated altered postural complexity and developmental delays. However, the timing of the altered postural complexity and the type of delays varied among the infants. For infant 1, reduced postural complexity or limited action while learning to control her head in the midline position may have contributed to her motor delay. However, her ability to adapt her postural complexity eventually may have supported her ability to learn from her environment, as reflected in her relative cognitive strength. For infant 2, limited early postural complexity may have negatively affected his learning through action, resulting in cognitive delay. For infant 3, an increase in postural complexity above typical levels was associated with declining neurological status. Postural complexity is proposed as a measure of perception and action in the postural control system during the development of early behaviors. An optimal, intermediate level of postural complexity supports the use of a variety of postural control strategies and enhances the perception-action cycle. Either excessive or reduced postural complexity may contribute to developmental delays in infants born preterm with white matter injury. © 2014 American Physical Therapy Association.

Fish oil supplementation modulates immune function in healthy infants

DEFF Research Database (Denmark)

Damsgaard, C.T.; Lauritzen, L.; Kjaer, T.M.R.

2007-01-01

Danish infants, who received cow's milk or infant formula alone or with fish oil (FO) (3.4 +/- 1.1 mL/d) from 9 to 12 mo of age. Before and after the intervention, fatty acid composition of erythrocyte membranes, plasma IgE, C-reactive protein, and soluble IL-2 receptor concentrations were measured. TNF......-alpha, INF-gamma, and IL-10 concentrations in whole-blood cultures, stimulated for 22 h with LPS+phytohema-glutinin (PHA) or Lactobacillus paracasei, were also determined. IgA was measured in feces when infants were 10 mo of age. FO supplementation effectively raised erythrocyte (n-3) PUFA (P ....02). Feeding milk rather than formula did not affect cytokine production, but plasma soluble IL-2 receptor concentration was greater in the formula group than in the cow's milk group (P = 0.03). Since the capacity to produce INF-gamma has been proposed as a maturation marker for the immune system in early life...

Creative music therapy to promote brain structure, function, and neurobehavioral outcomes in preterm infants: a randomized controlled pilot trial protocol.

Science.gov (United States)

Haslbeck, Friederike Barbara; Bucher, Hans-Ulrich; Bassler, Dirk; Hagmann, Cornelia

2017-01-01

Preterm birth is associated with increased risk of neurological impairment and deficits in cognition, motor function, and behavioral problems. Limited studies indicate that multi-sensory experiences support brain development in preterm infants. Music appears to promote neurobiological processes and neuronal learning in the human brain. Creative music therapy (CMT) is an individualized, interactive therapeutic approach based on the theory and methods of Nordoff and Robbins. CMT may promote brain development in preterm infants via concurrent interaction and meaningful auditory stimulation. We hypothesize that preterm infants who receive creative music therapy during neonatal intensive care admission will have developmental benefits short- and long-term brain function. A prospective, randomized controlled single-center pilot trial involving 60 clinically stable preterm infants under 32 weeks of gestational age is conducted in preparation for a multi-center trial. Thirty infants each are randomized to either standard neonatal intensive care or standard care with CMT. Music therapy intervention is approximately 20 min in duration three times per week. A trained music therapist sings for the infants in lullaby style, individually entrained and adjusted to the infant's rhythm and affect. Primary objectives of this study are feasibility of protocol implementation and investigating the potential mechanism of efficacy for this new intervention. To examine the effect of this new intervention, non-invasive, quantitative magnetic resonance imaging (MRI) methods at corrected age and standardized neurodevelopmental assessments using the Bayley Scales of Infant and Toddler Development third edition at a corrected age of 24 months and Kaufman Assessment Battery for Children at 5 years will be performed. All assessments will be performed and analyzed by blinded experts. To our knowledge, this is the first randomized controlled clinical trial to systematically examine possible

Effect of docosahexaenoic acid supplementation on inflammatory cytokine levels in infants at high genetic risk for type 1 diabetes.

Science.gov (United States)

Chase, H Peter; Boulware, David; Rodriguez, Henry; Donaldson, David; Chritton, Sonia; Rafkin-Mervis, Lisa; Krischer, Jeffrey; Skyler, Jay S; Clare-Salzler, Michael

2015-06-01

Type 1 diabetes (T1D) results from the inflammatory destruction of pancreatic β-cells. In this study, we investigated the effect of docosahexaenoic acid (DHA) supplementation on stimulated inflammatory cytokine production in white blood cells (WBC) from infants with a high genetic risk for T1D. This was a multicenter, two-arm, randomized, double-blind pilot trial of DHA supplementation, beginning either in the last trimester of pregnancy (41 infants) or in the first 5 months after birth (57 infants). Levels of DHA in infant and maternal red blood cell (RBC) membranes and in breast milk were analyzed by gas chromatography/mass spectrometry. Inflammatory cytokines were assayed from whole blood culture supernatants using the Luminex multiplex assay after stimulation with high dose lipopolysaccharide (LPS), 1 µg/mL. The levels of RBC DHA were increased by 61-100% in treated compared to control infants at ages 6-36 months. There were no statistically significant reductions in production of the inflammatory cytokines, IL-1β, TNFα, or IL-12p40 at any of the six timepoints measured. The inflammatory marker, high-sensitivity C-reactive protein (hsCRP), was significantly lower in breast-fed DHA-treated infants compared to all formula-fed infants at the age of 12 months. Three infants (two received DHA) were removed from the study as a result of developing ≥two persistently positive biochemical islet autoantibodies. This pilot trial showed that supplementation of infant diets with DHA is safe and fulfilled the pre-study goal of increasing infant RBC DHA levels by at least 20%. Inflammatory cytokine production was not consistently reduced. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Demonstration of Shared Intentionality by Nigerian Infants: A Study ...

African Journals Online (AJOL)

Shared Intentionality was defined as a collaborative interaction in which the ... were given both in the Yoruba language (for mothers) and in the English language ... In instructed learning the infants studied demonstrated intentionality more by ...

Statistical learning: a powerful mechanism that operates by mere exposure.

Science.gov (United States)

Aslin, Richard N

2017-01-01

How do infants learn so rapidly and with little apparent effort? In 1996, Saffran, Aslin, and Newport reported that 8-month-old human infants could learn the underlying temporal structure of a stream of speech syllables after only 2 min of passive listening. This demonstration of what was called statistical learning, involving no instruction, reinforcement, or feedback, led to dozens of confirmations of this powerful mechanism of implicit learning in a variety of modalities, domains, and species. These findings reveal that infants are not nearly as dependent on explicit forms of instruction as we might have assumed from studies of learning in which children or adults are taught facts such as math or problem solving skills. Instead, at least in some domains, infants soak up the information around them by mere exposure. Learning and development in these domains thus appear to occur automatically and with little active involvement by an instructor (parent or teacher). The details of this statistical learning mechanism are discussed, including how exposure to specific types of information can, under some circumstances, generalize to never-before-observed information, thereby enabling transfer of learning. WIREs Cogn Sci 2017, 8:e1373. doi: 10.1002/wcs.1373 For further resources related to this article, please visit the WIREs website. © 2016 Wiley Periodicals, Inc.

Stimulating the senses with multi-media

International Nuclear Information System (INIS)

Rehn, H.; Majohr, N.; Staude, F.; Haferburg, M.; Foerster, K.

1995-01-01

Difficult subjects have always been better taught by example, demonstration and repetition than simply through book learning. Multi-media computer systems deliver these through learning programs which combine text, video, animation, graphics and sound to stimulate and motivate students. (author)

Peripheral blood antigen presenting cell responses in otitis-prone and non-otitis-prone infants.

Science.gov (United States)

Surendran, Naveen; Nicolosi, Ted; Kaur, Ravinder; Pichichero, Michael E

2016-01-01

Stringently defined otitis-prone (sOP) children represent a new classification of the otitis-prone condition. Previous studies showed dysfunction in Ab, B-cell memory and T-cell memory responses. We sought to determine whether there are defects in numbers, phenotype and/or function of professional APC in the peripheral blood of sOP infants. APC phenotypic counts, MHC II expression and intracellular cytokine levels were determined in response to TLR7/8 (R848) stimulation by flow cytometry. Innate immune mRNA expression was measured using RT-PCR and cytokines were measured using Luminex technology. Significant (P otitis-prone (NOP) age-matched infants. No significant differences in APC activation or function were observed. Expression of various TLRs, intracellular signaling molecules and downstream cytokines was also not found to be significantly different between sOP and NOP infants. Higher numbers of APCs in sOP infants suggest the possibility of a persistent mucosal inflammatory status. Transcriptional and cytokine profiles of PBMCs among sOP infants suggest their systemic innate responses are not different compared to NOP infants. © The Author(s) 2015.

Lip Movement Exaggerations during Infant-Directed Speech

Science.gov (United States)

Green, Jordan R.; Nip, Ignatius S. B.; Wilson, Erin M.; Mefferd, Antje S.; Yunusova, Yana

2010-01-01

Purpose: Although a growing body of literature has identified the positive effects of visual speech on speech and language learning, oral movements of infant-directed speech (IDS) have rarely been studied. This investigation used 3-dimensional motion capture technology to describe how mothers modify their lip movements when talking to their…

The relevance of visual information on learning sounds in infancy

NARCIS (Netherlands)

ter Schure, S.M.M.

2016-01-01

Newborn infants are sensitive to combinations of visual and auditory speech. Does this ability to match sounds and sights affect how infants learn the sounds of their native language? And are visual articulations the only type of visual information that can influence sound learning? This

Infant-mother and infant-sibling attachment in Zambia.

Science.gov (United States)

Mooya, Haatembo; Sichimba, Francis; Bakermans-Kranenburg, Marian

2016-12-01

This study, the first in Zambia using the Strange Situation Procedure (SSP) to observe attachment relationships and the "very first" observational study of infant-sibling attachment, examined patterns of infant-mother and infant-sibling attachment, and tested their association. We included siblings who were substantially involved in caregiving activities with their younger siblings. We hypothesized that infants would develop attachment relationships to both mothers and siblings; the majority of infants would be classified as securely attached to both caregivers, and infant-mother and infant-sibling attachment would be unrelated. The sample included 88 low-income families in Lusaka, Zambia (average of 3.5 children; SD = 1.5). The SSP distributions (infant-mother) were 59% secure, 24% avoidant and 17% resistant, and 46% secure, 20% avoidant, 5% resistant and 29% disorganized for three- and four-way classifications, respectively. The infant-sibling classifications were 42% secure, 23% avoidant and 35% resistant, and 35% secure, 23% avoidant, 9% resistant and 33% disorganized for three- and four-way classifications, respectively. Infant-mother and infant-sibling attachment relationships were not associated.

What's the Rush?: Slowing down Our "Hurried" Approach to Infant and Toddler Development

Science.gov (United States)

Bonnett, Tina

2012-01-01

What high expectations people place on their infants and toddlers who are just beginning to understand this great big world and all of its complexities! In an attempt to ensure that growth and learning occur, the fundamental needs of infants and toddlers are often pushed aside as people rush the young child to achieve the next developmental…

Therapeutic Intervention of Learning and Memory Decays by Salidroside Stimulation of Neurogenesis in Aging.

Science.gov (United States)

Jin, Huijuan; Pei, Lei; Shu, Xiaogang; Yang, Xin; Yan, Tianhua; Wu, Yan; Wei, Na; Yan, Honglin; Wang, Shan; Yao, Chengye; Liu, Dan; Tian, Qing; Wang, Lin; Lu, Youming

2016-03-01

Cognition in all mammals including human beings declines during aging. The cellular events responsible for this decay involve a reduction of neurogenesis in the dentate gyrus. Here, we show that treatment with a nature product from a traditional Chinese medicine, namely salidroside restores the capacity of the dentate gyrus to generate new neurons and intercepts learning and memory decays in mice during aging. We uncover that new neurons in aging mice have functional features of an adult granule neuron by forming excitatory synapses with their putative targeting neurons. Genetic inhibition of synaptic transmission from new neurons abolishes the therapeutic effects of salidroside in behavioral tests. We also identify that salidroside targets CREB transcription for the survival of new neurons in the dentate gyrus of old mice. Thus, salidroside is therapeutically effective against learning and memory decays via stimulation of CREB-dependent functional neurogenesis in aging.

Do 11-Month-Old French Infants Process Articles?

Science.gov (United States)

Halle, Pierre A.; Durand, Catherine; de Boysson-Bardies, Benedicte

2008-01-01

The first part of this study examined (Parisian) French-learning 11-month-old infants' recognition of the six definite and indefinite French articles: "le", "la", "les", "un", "une", and "des". The six articles were compared with pseudoarticles in the context of disyllabic or monosyllabic…

Infants' Selectively Pay Attention to the Information They Receive from a Native Speaker of Their Language.

Science.gov (United States)

Marno, Hanna; Guellai, Bahia; Vidal, Yamil; Franzoi, Julia; Nespor, Marina; Mehler, Jacques

2016-01-01

From the first moments of their life, infants show a preference for their native language, as well as toward speakers with whom they share the same language. This preference appears to have broad consequences in various domains later on, supporting group affiliations and collaborative actions in children. Here, we propose that infants' preference for native speakers of their language also serves a further purpose, specifically allowing them to efficiently acquire culture specific knowledge via social learning. By selectively attending to informants who are native speakers of their language and who probably also share the same cultural background with the infant, young learners can maximize the possibility to acquire cultural knowledge. To test whether infants would preferably attend the information they receive from a speaker of their native language, we familiarized 12-month-old infants with a native and a foreign speaker, and then presented them with movies where each of the speakers silently gazed toward unfamiliar objects. At test, infants' looking behavior to the two objects alone was measured. Results revealed that infants preferred to look longer at the object presented by the native speaker. Strikingly, the effect was replicated also with 5-month-old infants, indicating an early development of such preference. These findings provide evidence that young infants pay more attention to the information presented by a person with whom they share the same language. This selectivity can serve as a basis for efficient social learning by influencing how infants' allocate attention between potential sources of information in their environment.

Musical intervention enhances infants' neural processing of temporal structure in music and speech.

Science.gov (United States)

Zhao, T Christina; Kuhl, Patricia K

2016-05-10

Individuals with music training in early childhood show enhanced processing of musical sounds, an effect that generalizes to speech processing. However, the conclusions drawn from previous studies are limited due to the possible confounds of predisposition and other factors affecting musicians and nonmusicians. We used a randomized design to test the effects of a laboratory-controlled music intervention on young infants' neural processing of music and speech. Nine-month-old infants were randomly assigned to music (intervention) or play (control) activities for 12 sessions. The intervention targeted temporal structure learning using triple meter in music (e.g., waltz), which is difficult for infants, and it incorporated key characteristics of typical infant music classes to maximize learning (e.g., multimodal, social, and repetitive experiences). Controls had similar multimodal, social, repetitive play, but without music. Upon completion, infants' neural processing of temporal structure was tested in both music (tones in triple meter) and speech (foreign syllable structure). Infants' neural processing was quantified by the mismatch response (MMR) measured with a traditional oddball paradigm using magnetoencephalography (MEG). The intervention group exhibited significantly larger MMRs in response to music temporal structure violations in both auditory and prefrontal cortical regions. Identical results were obtained for temporal structure changes in speech. The intervention thus enhanced temporal structure processing not only in music, but also in speech, at 9 mo of age. We argue that the intervention enhanced infants' ability to extract temporal structure information and to predict future events in time, a skill affecting both music and speech processing.

The application of online transcranial random noise stimulation and perceptual learning in the improvement of visual functions in mild myopia.

Science.gov (United States)

Camilleri, Rebecca; Pavan, Andrea; Campana, Gianluca

2016-08-01

It has recently been demonstrated how perceptual learning, that is an improvement in a sensory/perceptual task upon practice, can be boosted by concurrent high-frequency transcranial random noise stimulation (tRNS). It has also been shown that perceptual learning can generalize and produce an improvement of visual functions in participants with mild refractive defects. By using three different groups of participants (single-blind study), we tested the efficacy of a short training (8 sessions) using a single Gabor contrast-detection task with concurrent hf-tRNS in comparison with the same training with sham stimulation or hf-tRNS with no concurrent training, in improving visual acuity (VA) and contrast sensitivity (CS) of individuals with uncorrected mild myopia. A short training with a contrast detection task is able to improve VA and CS only if coupled with hf-tRNS, whereas no effect on VA and marginal effects on CS are seen with the sole administration of hf-tRNS. Our results support the idea that, by boosting the rate of perceptual learning via the modulation of neuronal plasticity, hf-tRNS can be successfully used to reduce the duration of the perceptual training and/or to increase its efficacy in producing perceptual learning and generalization to improved VA and CS in individuals with uncorrected mild myopia. Copyright © 2016 Elsevier Ltd. All rights reserved.

Infants Discriminate Voicing and Place of Articulation with Reduced Spectral and Temporal Modulation Cues

Science.gov (United States)

Cabrera, Laurianne; Lorenzi, Christian; Bertoncini, Josiane

2015-01-01

Purpose: This study assessed the role of spectro-temporal modulation cues in the discrimination of 2 phonetic contrasts (voicing and place) for young infants. Method: A visual-habituation procedure was used to assess the ability of French-learning 6-month-old infants with normal hearing to discriminate voiced versus unvoiced (/aba/-/apa/) and…

Continuous and intermittent transcranial magnetic theta burst stimulation modify tactile learning performance and cortical protein expression in the rat differently.

Science.gov (United States)

Mix, Annika; Benali, Alia; Eysel, Ulf T; Funke, Klaus

2010-11-01

Repetitive transcranial magnetic stimulation (rTMS) can modulate cortical excitability in a stimulus-frequency-dependent manner. Two kinds of theta burst stimulation (TBS) [intermittent TBS (iTBS) and continuous TBS (cTBS)] modulate human cortical excitability differently, with iTBS increasing it and cTBS decreasing it. In rats, we recently showed that this is accompanied by changes in the cortical expression of proteins related to the activity of inhibitory neurons. Expression levels of the calcium-binding protein parvalbumin (PV) and of the 67-kDa isoform of glutamic acid decarboxylase (GAD67) were strongly reduced following iTBS, but not cTBS, whereas both increased expression of the 65-kDa isoform of glutamic acid decarboxylase. In the present study, to investigate possible functional consequences, we applied iTBS and cTBS to rats learning a tactile discrimination task. Conscious rats received either verum or sham rTMS prior to the task. Finally, to investigate how rTMS and learning effects interact, protein expression was determined for cortical areas directly involved in the task and for those either not, or indirectly, involved. We found that iTBS, but not cTBS, improved learning and strongly reduced cortical PV and GAD67 expression. However, the combination of learning and iTBS prevented this effect in those cortical areas involved in the task, but not in unrelated areas. We conclude that the improved learning found following iTBS is a result of the interaction of two effects, possibly in a homeostatic manner: a general weakening of inhibition mediated by the fast-spiking interneurons, and re-established activity in those neurons specifically involved in the learning task, leading to enhanced contrast between learning-induced and background activity. © 2010 The Authors. European Journal of Neuroscience © 2010 Federation of European Neuroscience Societies and Blackwell Publishing Ltd.

"Small Science": Infants and Toddlers Experiencing Science in Everyday Family Life

Science.gov (United States)

Sikder, Shukla; Fleer, Marilyn

2015-01-01

Vygotsky (1987) stated that the restructured form of everyday concepts learned at home and in the community interact with scientific concepts introduced in formal school settings, leading to a higher level of scientific thinking for school-aged children. But, what does this mean for the scientific learning of infants and toddlers? What kinds of…

Transcranial Alternating Current Stimulation Attenuates Neuronal Adaptation.

Science.gov (United States)

Kar, Kohitij; Duijnhouwer, Jacob; Krekelberg, Bart

2017-03-01

We previously showed that brief application of 2 mA (peak-to-peak) transcranial currents alternating at 10 Hz significantly reduces motion adaptation in humans. This is but one of many behavioral studies showing that weak currents applied to the scalp modulate neural processing. Transcranial stimulation has been shown to improve perception, learning, and a range of clinical symptoms. Few studies, however, have measured the neural consequences of transcranial current stimulation. We capitalized on the strong link between motion perception and neural activity in the middle temporal (MT) area of the macaque monkey to study the neural mechanisms that underlie the behavioral consequences of transcranial alternating current stimulation. First, we observed that 2 mA currents generated substantial intracranial fields, which were much stronger in the stimulated hemisphere (0.12 V/m) than on the opposite side of the brain (0.03 V/m). Second, we found that brief application of transcranial alternating current stimulation at 10 Hz reduced spike-frequency adaptation of MT neurons and led to a broadband increase in the power spectrum of local field potentials. Together, these findings provide a direct demonstration that weak electric fields applied to the scalp significantly affect neural processing in the primate brain and that this includes a hitherto unknown mechanism that attenuates sensory adaptation. SIGNIFICANCE STATEMENT Transcranial stimulation has been claimed to improve perception, learning, and a range of clinical symptoms. Little is known, however, how transcranial current stimulation generates such effects, and the search for better stimulation protocols proceeds largely by trial and error. We investigated, for the first time, the neural consequences of stimulation in the monkey brain. We found that even brief application of alternating current stimulation reduced the effects of adaptation on single-neuron firing rates and local field potentials; this mechanistic

Psychometric Properties of the Parent-Infant Caregiving Touch Scale

Directory of Open Access Journals (Sweden)

Artemis eKoukounari

2015-12-01

Full Text Available Recent work in animals suggests that the extent of early tactile stimulation by parents of offspring is an important element in early caregiving. We evaluate the psychometric properties of a new parent-report measure designed to assess frequency of tactile stimulation across multiple caregiving domains in infancy. We describe the full item set of the Parent-Infant Caregiving Touch Scale (PICTS and, using data from a UK longitudinal Child Health and Development Study, the response frequencies and factor structure and whether it was invariant over two time points in early development (5 and 9 weeks. When their infant was 9 weeks old, 838 mothers responded on the PICTS while a stratified subsample of 268 mothers completed PICTS at an earlier 5 week old assessment (229 responded on both occasions. Three PICTS factors were identified reflecting stroking, holding and affective communication. These were moderately to strongly correlated at each of the two time points of interest and were unrelated to, and therefore distinct from, a traditional measure of maternal sensitivity at 7-months. A wholly stable psychometry over 5 and 9-week assessments was not identified which suggests that behavior profiles differ slightly for younger and older infants. Tests of measurement invariance demonstrated that all three factors are characterized by full configural and metric invariance, as well as a moderate degree of evidence of scalar invariance for the stroking factor. We propose the PICTS as a valuable new measure of important aspects of caregiving in infancy.

How and why do infants imitate? An ideomotor approach to social and imitative learning in infancy (and beyond).

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Paulus, Markus

2014-10-01

It has been proposed that already in infancy, imitative learning plays a pivotal role in the acquisition of knowledge and abilities. Yet the cognitive mechanisms underlying the acquisition of novel action knowledge through social learning have remained unclear. The present contribution presents an ideomotor approach to imitative learning (IMAIL) in infancy (and beyond) that draws on the ideomotor theory of action control and on recent findings of perception-action matching. According to IMAIL, the central mechanism of imitative and social learning is the acquisition of cascading bidirectional action-effect associations through observation of own and others' actions. First, the observation of the visual effect of own actions leads to the acquisition of first-order action-effect associations, linking motor codes to the action's typical visual effects. Second, observing another person's action leads to motor activation (i.e., motor resonance) due to the first-order associations. This activated motor code then becomes linked to the other salient effects produced by the observed action, leading to the acquisition of (second-order) action-effect associations. These novel action-effect associations enable later imitation of the observed actions. The article reviews recent behavioral and neurophysiological studies with infants and adults that provide empirical support for the model. Furthermore, it is discussed how the model relates to other approaches on social-cognitive development and how developmental changes in imitative abilities can be conceptualized.

The Sleeping Infant Brain Anticipates Development.

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Friedrich, Manuela; Wilhelm, Ines; Mölle, Matthias; Born, Jan; Friederici, Angela D

2017-08-07

From the age of 3 months, infants learn relations between objects and co-occurring words [1]. These very first representations of object-word pairings in infant memory are considered as non-symbolic proto-words comprising specific visual-auditory associations that can already be formed in the first months of life [2-5]. Genuine words that refer to semantic long-term memory have not been evidenced prior to 9 months of age [6-9]. Sleep is known to facilitate the reorganization of memories [9-14], but its impact on the perceptual-to-semantic trend in early development is unknown. Here we explored the formation of word meanings in 6- to 8-month-old infants and its reorganization during the course of sleep. Infants were exposed to new words as labels for new object categories. In the memory test about an hour later, generalization to novel category exemplars was tested. In infants who took a short nap during the retention period, a brain response of 3-month-olds [1] was observed, indicating generalizations based on early developing perceptual-associative memory. In those infants who napped longer, a semantic priming effect [15, 16] usually found later in development [17-19] revealed the formation of genuine words. The perceptual-to-semantic shift in memory was related to the duration of sleep stage 2 and to locally increased sleep spindle activity. The finding that, after the massed presentation of several labeled category exemplars, sleep enabled even 6-month-olds to create semantic long-term memory clearly challenges the notion that immature brain structures are responsible for the typically slower lexical development. Copyright © 2017 Elsevier Ltd. All rights reserved.

Contextual learning and context effects during infancy: 30 years of controversial research revisited.

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Revillo, D A; Cotella, E; Paglini, M G; Arias, C

2015-09-01

Over the last 30years a considerable number of reports have explored learning about context during infancy in both humans and rats. This research was stimulated by two different theoretical frameworks. The first, known as the neuromaturational model, postulates that learning and behavior are context-independent during early ontogeny, a hypothesis based on the idea that contextual learning is dependent on the hippocampal function, and that this brain structure does not reach full maturity until late in infancy. The second theoretical framework views infants not as immature organisms, but rather as perfectly matured ones, given that their behavioral and cognitive capacities allow them to adapt appropriately to the demands of their specific environment in accordance with their maturational level. This model predicts significant ontogenetic variations in learning and memory due to developmental differences in what is perceived and attended to during learning episodes, which can result in ontogenetic differences in contextual learning depending on the specific demands of the task. The present manuscript reviews those studies that have examined potential developmental differences in contextual learning and context effects in rats. The reviewed results show that, during infancy, context can exert a similar influence over learning and memory as that described for the adult rat. Moreover, in some cases, contextual learning and context effects were greater in infants than in adults. In contrast, under other experimental conditions, no evidence of contextual learning or context effects was observed. We analyzed the procedural factors of these studies with the aim of detecting those that favor or impede contextual learning during infancy, and we discussed whether existing empirical evidence supports the claim that the functionality of the hippocampus is a limiting factor for this type of learning during infancy. Finally, conclusions from human research into contextual learning

Cognitive Development of Toddlers: Does Parental Stimulation Matter?

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Malhi, Prahbhjot; Menon, Jagadeesh; Bharti, Bhavneet; Sidhu, Manjit

2018-02-01

To examine the impact of quality of early stimulation on cognitive functioning of toddlers living in a developing country. The developmental functioning of 150 toddlers in the age range of 12-30 mo (53% boys; Mean = 1.76 y, SD = 0.48) was assessed by the mental developmental index of the Developmental Assessment Scale for Indian Infants (DASII). The StimQ questionnaire- toddler version was used to measure cognitive stimulation at home. The questionnaire consists of four subscales including availability of learning materials (ALM), reading activities (READ), parent involvement in developmental activities (PIDA), and parent verbal responsivity (PVR). Multivariate regression analysis was used to predict cognitive scores using demographic (age of child), socio-economic status (SES) (income, parental education), and home environment (subscale scores of StimQ) as independent variables. Mean Mental Development Index (MDI) score was 91.5 (SD = 13.41), nearly one-fifth (17.3%) of the toddlers had MDI scores less than 80 (cognitive delay). Children with cognitive delay, relative to typically developing (TD, MDI score ≥ 80) cohort of toddlers, had significantly lower scores on all the subscales of StimQ and the total StimQ score. Despite the overall paucity of learning materials available to toddlers, typical developing toddlers were significantly more likely to have access to symbolic toys (P = 0.004), art materials (P = 0.032), adaptive/fine motor toys (P = 0.018), and life size toys (P = 0.036). Multivariate regression analysis results indicated that controlling for confounding socio-economic status variables, higher parental involvement in developmental activities (PIDA score) and higher parental verbal responsivity (PVR score) emerged as significant predictors of higher MDI scores and explained 34% of variance in MDI scores (F = 23.66, P = 0.001). Disparities in child development emerge fairly early and these differences are not

Rapid Categorization of Human and Ape Faces in 9-Month-Old Infants Revealed by Fast Periodic Visual Stimulation.

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Peykarjou, Stefanie; Hoehl, Stefanie; Pauen, Sabina; Rossion, Bruno

2017-10-02

This study investigates categorization of human and ape faces in 9-month-olds using a Fast Periodic Visual Stimulation (FPVS) paradigm while measuring EEG. Categorization responses are elicited only if infants discriminate between different categories and generalize across exemplars within each category. In study 1, human or ape faces were presented as standard and deviant stimuli in upright and inverted trials. Upright ape faces presented among humans elicited strong categorization responses, whereas responses for upright human faces and for inverted ape faces were smaller. Deviant inverted human faces did not elicit categorization. Data were best explained by a model with main effects of species and orientation. However, variance of low-level image characteristics was higher for the ape than the human category. Variance was matched to replicate this finding in an independent sample (study 2). Both human and ape faces elicited categorization in upright and inverted conditions, but upright ape faces elicited the strongest responses. Again, data were best explained by a model of two main effects. These experiments demonstrate that 9-month-olds rapidly categorize faces, and unfamiliar faces presented among human faces elicit increased categorization responses. This likely reflects habituation for the familiar standard category, and stronger release for the unfamiliar category deviants.

How infants' reaches reveal principles of sensorimotor decision making

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Dineva, Evelina; Schöner, Gregor

2018-01-01

In Piaget's classical A-not-B-task, infants repeatedly make a sensorimotor decision to reach to one of two cued targets. Perseverative errors are induced by switching the cue from A to B, while spontaneous errors are unsolicited reaches to B when only A is cued. We argue that theoretical accounts of sensorimotor decision-making fail to address how motor decisions leave a memory trace that may impact future sensorimotor decisions. Instead, in extant neural models, perseveration is caused solely by the history of stimulation. We present a neural dynamic model of sensorimotor decision-making within the framework of Dynamic Field Theory, in which a dynamic instability amplifies fluctuations in neural activation into macroscopic, stable neural activation states that leave memory traces. The model predicts perseveration, but also a tendency to repeat spontaneous errors. To test the account, we pool data from several A-not-B experiments. A conditional probabilities analysis accounts quantitatively how motor decisions depend on the history of reaching. The results provide evidence for the interdependence among subsequent reaching decisions that is explained by the model, showing that by amplifying small differences in activation and affecting learning, decisions have consequences beyond the individual behavioural act.

Effect of provision of an integrated neonatal survival kit and early cognitive stimulation package by community health workers on developmental outcomes of infants in Kwale County, Kenya: study protocol for a cluster randomized trial.

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Pell, Lisa G; Bassani, Diego G; Nyaga, Lucy; Njagi, Isaac; Wanjiku, Catherine; Thiruchselvam, Thulasi; Macharia, William; Minhas, Ripudaman S; Kitsao-Wekulo, Patricia; Lakhani, Amyn; Bhutta, Zulfiqar A; Armstrong, Robert; Morris, Shaun K

2016-09-08

Each year, more than 200 million children under the age of 5 years, almost all in low- and middle-income countries (LMICs), fail to achieve their developmental potential. Risk factors for compromised development often coexist and include inadequate cognitive stimulation, poverty, nutritional deficiencies, infection and complications of being born low birthweight and/or premature. Moreover, many of these risk factors are closely associated with newborn morbidity and mortality. As compromised development has significant implications on human capital, inexpensive and scalable interventions are urgently needed to promote neurodevelopment and reduce risk factors for impaired development. This cluster randomized trial aims at evaluating the impact of volunteer community health workers delivering either an integrated neonatal survival kit, an early stimulation package, or a combination of both interventions, to pregnant women during their third trimester of pregnancy, compared to the current standard of care in Kwale County, Kenya. The neonatal survival kit comprises a clean delivery kit (sterile blade, cord clamp, clean plastic sheet, surgical gloves and hand soap), sunflower oil emollient, chlorhexidine, ThermoSpot(TM), Mylar infant sleeve, and a reusable instant heater. Community health workers are also equipped with a portable hand-held electric scale. The early cognitive stimulation package focuses on enhancing caregiver practices by teaching caregivers three key messages that comprise combining a gentle touch with making eye contact and talking to children, responsive feeding and caregiving, and singing. The primary outcome measure is child development at 12 months of age assessed with the Protocol for Child Monitoring (Infant and Toddler version). The main secondary outcome is newborn mortality. This study will provide evidence on effectiveness of delivering an innovative neonatal survival kit and/or early stimulation package to pregnant women in Kwale County

Infant nutrition in Saskatoon: barriers to infant food security.

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Partyka, Brendine; Whiting, Susan; Grunerud, Deanna; Archibald, Karen; Quennell, Kara

2010-01-01

We explored infant nutrition in Saskatoon by assessing current accessibility to all forms of infant nourishment, investigating challenges in terms of access to infant nutrition, and determining the use and effectiveness of infant nutrition programs and services. We also examined recommendations to improve infant food security in Saskatoon. Semi-structured community focus groups and stakeholder interviews were conducted between June 2006 and August 2006. Thematic analysis was used to identify themes related to infant feeding practices and barriers, as well as recommendations to improve infant food security in Saskatoon. Our study showed that infant food security is a concern among lower-income families in Saskatoon. Barriers that limited breastfeeding sustainability or nourishing infants through other means included knowledge of feeding practices, lack of breastfeeding support, access and affordability of infant formula, transportation, and poverty. Infant nutrition and food security should be improved by expanding education and programming opportunities, increasing breastfeeding support, and identifying acceptable ways to provide emergency formula. If infant food security is to be addressed successfully, discussion and change must occur in social policy and family food security contexts.

Infant feeding: beyond the nutritional aspects.

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Silva, Giselia A P; Costa, Karla A O; Giugliani, Elsa R J

2016-01-01

To draw attention to the importance of interaction between caregiver and child during feeding and the influence of parenting style on dietary habit formation. A search was performed in the PubMed and Scopus databases for articles addressing responsive feeding; the articles considered most relevant by the authors were selected. The way children are fed is decisive for the formation of their eating habits, especially the strategies that parents/caregivers use to stimulate feeding. In this context, responsive feeding has been emphasized, with the key principles: feed the infant directly and assist older children when they already eat on their own; feed them slowly and patiently, and encourage children to eat but do not force them; if the child refuses many types of foods, experiment with different food combinations, tastes, textures, and methods of encouragement; minimize distractions during meals; and make the meals an opportunity for learning and love, talking to the child during feeding and maintaining eye contact. It is the caregiver's responsibility to be sensitive to the child's signs and alleviate tensions during feeding, and make feeding time pleasurable; whereas it is the child's role to clearly express signs of hunger and satiety and be receptive to the caregiver. Responsive feeding is very important in dietary habit formation and should be encouraged by health professionals in their advice to families. Copyright © 2016. Published by Elsevier Editora Ltda.

Object-Based Visual Attention in 8-Month-Old Infants: Evidence from an Eye-Tracking Study

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Bulf, Hermann; Valenza, Eloisa

2013-01-01

Visual attention is one of the infant's primary tools for gathering relevant information from the environment for further processing and learning. The space-based component of visual attention in infants has been widely investigated; however, the object-based component of visual attention has received scarce interest. This scarcity is…

Speaker gaze increases information coupling between infant and adult brains.

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Leong, Victoria; Byrne, Elizabeth; Clackson, Kaili; Georgieva, Stanimira; Lam, Sarah; Wass, Sam

2017-12-12

When infants and adults communicate, they exchange social signals of availability and communicative intention such as eye gaze. Previous research indicates that when communication is successful, close temporal dependencies arise between adult speakers' and listeners' neural activity. However, it is not known whether similar neural contingencies exist within adult-infant dyads. Here, we used dual-electroencephalography to assess whether direct gaze increases neural coupling between adults and infants during screen-based and live interactions. In experiment 1 ( n = 17), infants viewed videos of an adult who was singing nursery rhymes with ( i ) direct gaze (looking forward), ( ii ) indirect gaze (head and eyes averted by 20°), or ( iii ) direct-oblique gaze (head averted but eyes orientated forward). In experiment 2 ( n = 19), infants viewed the same adult in a live context, singing with direct or indirect gaze. Gaze-related changes in adult-infant neural network connectivity were measured using partial directed coherence. Across both experiments, the adult had a significant (Granger) causal influence on infants' neural activity, which was stronger during direct and direct-oblique gaze relative to indirect gaze. During live interactions, infants also influenced the adult more during direct than indirect gaze. Further, infants vocalized more frequently during live direct gaze, and individual infants who vocalized longer also elicited stronger synchronization from the adult. These results demonstrate that direct gaze strengthens bidirectional adult-infant neural connectivity during communication. Thus, ostensive social signals could act to bring brains into mutual temporal alignment, creating a joint-networked state that is structured to facilitate information transfer during early communication and learning. Copyright © 2017 the Author(s). Published by PNAS.

Mechanisms of Sucrose and Non-Nutritive Sucking in Procedural Pain Management in Infants

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Sharyn Gibbins

2001-01-01

Full Text Available The administration of sucrose with and without non-nutritive sucking (NNS has been examined for relieving procedural pain in newborn infants. The calming and pain-relieving effects of sucrose are thought to be mediated by endogenous opioid pathways activated by sweet taste. The orogustatory effects of sucrose have been demonstrated in animal newborns, and in preterm and full term human infants during painful procedures. In contrast to sucrose, the analgesic effects of NNS are hypothesized to be activated through nonopioid pathways by stimulation of orotactile and mechanoreceptor mechanisms. Although there is uncertainty as to whether the effects of sucrose and NNS are synergistic or additive, there is sufficient evidence to support the efficacy of combining the two interventions for procedural pain relief in infants. In this review article, the underlying mechanisms of sucrose and NNS, separately and in combination for relieving procedural pain in preterm and full term infants, are examined. Clinical and research implications are addressed.

Enhanced music sensitivity in 9-month-old bilingual infants

NARCIS (Netherlands)

Liu, L.; Kager, R.W.J.

This study explores the influence of bilingualism on the cognitive processing of language and music. Specifically, we investigate how infants learning a non-tone language perceive linguistic and musical pitch and how bilingualism affects cross-domain pitch perception. Dutch monolingual and bilingual

Role of sound stimulation in reprogramming brain connectivity.

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Chaudhury, Sraboni; Nag, Tapas C; Jain, Suman; Wadhwa, Shashi

2013-09-01

Sensory stimulation has a critical role to play in the development of an individual. Environmental factors tend to modify the inputs received by the sensory pathway. The developing brain is most vulnerable to these alterations and interacts with the environment to modify its neural circuitry. In addition to other sensory stimuli, auditory stimulation can also act as external stimuli to provide enrichment during the perinatal period. There is evidence that suggests that enriched environment in the form of auditory stimulation can play a substantial role in modulating plasticity during the prenatal period. This review focuses on the emerging role of prenatal auditory stimulation in the development of higher brain functions such as learning and memory in birds and mammals. The molecular mechanisms of various changes in the hippocampus following sound stimulation to effect neurogenesis, learning and memory are described. Sound stimulation can also modify neural connectivity in the early postnatal life to enhance higher cognitive function or even repair the secondary damages in various neurological and psychiatric disorders. Thus, it becomes imperative to examine in detail the possible ameliorating effects of prenatal sound stimulation in existing animal models of various psychiatric disorders, such as autism.

[Stimulation at home and motor development among 36-month-old Mexican children].

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Osorio, Erika; Torres-Sánchez, Luisa; Hernández, María Del Carmen; López-Carrillo, Lizbeth; Schnaas, Lourdes

2010-01-01

To identify the relationship between stimulation at home and motor development among 36 month-old children. The development of gross and fine motor skills of 169 infants (50.9% boys and 49.1% girls) was assessed at the age of 36 months with the Peabody Developmental Motor Scale. The quality of home stimulation was determined during a prior evaluation (at 30 months) by means of the HOME Scale. Total stimulation at home was significantly associated with better performance in the gross and fine motor areas. Particular aspects of this home stimulation were related to better gross and fine motor functions. Static balance and locomotion (gross motor skills) and grasping and visual-motor integration (fine motor skills) are associated with particular aspects of home stimulation, such as parent-child interaction, verbal reinforcement of the child's positive actions and providing the child with clear boundaries.

"The Child's World": a creative and visual trigger to stimulate student enquiry in a problem based learning module.

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Barron, Carol; Lambert, Veronica; Conlon, Joy; Harrington, Tracey

2008-11-01

-based learning. In: Barrett, T. Mac Labhrainn, I., Fallon, H., (Eds.), Handbook of Enquiry and Problem-based Learning: Irish Case Studies and International Perspectives. AISHE & CELT, NUI Galway. ]. This paper outlines the planning, implementation and evaluation of a "trigger" developed for a first year undergraduate nursing module. To meet specific module learning outcomes and to stimulate student inquiry through the learning strategy of PBL, a bright and colourful collage, was constructed. This tool was then evaluated using focus group interviews. Students' perspectives centered round a core theme, 'finding a focus and taking control'. Four categories were identified illustrating students progress from 'initial confusion' to engaging with the 'trigger diversity' before confidently 'exploring their own line of inquiry', thus leading to the 'stimulation of their learning'. Consistent with previous research, we also suggest it is customary for students to experience an initial period of ambiguity as they switch from teacher led to student centered learning [Biley, F., 1999. Creating tension: under graduate students nurses' response to a problem-based learning curriculum. Nurse Education Today 19 (7), 586-589]. One challenge in developing "triggers" is that the process is primarily controlled by lecturers. We suggest that a possible way forward would be to also engage students in the development of "triggers".

Reduced nasal IL-10 and enhanced TNFalpha responses during rhinovirus and RSV-induced upper respiratory tract infection in atopic and non-atopic infants

NARCIS (Netherlands)

van Benten, I. J.; van Drunen, C. M.; Koevoet, J. L. M.; Koopman, L. P.; Hop, W. C. J.; Osterhaus, A. D. M. E.; Neijens, H. J.; Fokkens, W. J.

2005-01-01

Rhinovirus and respiratory syncytial virus (RSV) are the most prevalent inducers of upper respiratory tract infections (URTI) in infants and may stimulate immune maturation. To estimate the amount of immune stimulation, nasal immune responses were examined during rhinovirus and RSV-induced URTI in

Transcranial magnetic stimulation and aging: Effects on spatial learning and memory after sleep deprivation in Octodon degus.

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Estrada, C; Fernández-Gómez, F J; López, D; Gonzalez-Cuello, A; Tunez, I; Toledo, F; Blin, O; Bordet, R; Richardson, J C; Fernandez-Villalba, E; Herrero, M T

2015-11-01

The benefits of neuromodulatory procedures as a possible therapeutic application for cognitive rehabilitation have increased with the progress made in non-invasive modes of brain stimulation in aged-related disorders. Transcranial magnetic stimulation (TMS) is a non-invasive method used to examine multiple facets of the human brain and to ameliorate the impairment in cognition caused by Alzheimer's disease (AD). The present study was designed to evaluate how a chronic TMS treatment could improve learning and memory functions after sleep deprivation (SD) in old Octodon degus. SD was executed by gently handling to keep the animals awake throughout the night. Thirty young and twenty-four old O. degus females were divided in six groups (control, acute and chronic TMS treatment). Behavioral tests included; Radial Arm Maze (RAM), Barnes Maze (BM) and Novel Object Recognition (NOR). Although learning and memory functions improved in young animals with only one session of TMS treatment, a significant improvement in cognitive performance was seen in old animals after 4 and 7days of TMS, depending on the task that was performed. No side effects were observed following, which showed therapeutic potential for improving age-related cognitive performance. Copyright © 2015 Elsevier Inc. All rights reserved.

How well do clinical pain assessment tools reflect pain in infants?

Directory of Open Access Journals (Sweden)

Rebeccah Slater

2008-06-01

Full Text Available Pain in infancy is poorly understood, and medical staff often have difficulty assessing whether an infant is in pain. Current pain assessment tools rely on behavioural and physiological measures, such as change in facial expression, which may not accurately reflect pain experience. Our ability to measure cortical pain responses in young infants gives us the first opportunity to evaluate pain assessment tools with respect to the sensory input and establish whether the resultant pain scores reflect cortical pain processing.Cortical haemodynamic activity was measured in infants, aged 25-43 wk postmenstrual, using near-infrared spectroscopy following a clinically required heel lance and compared to the magnitude of the premature infant pain profile (PIPP score in the same infant to the same stimulus (n = 12, 33 test occasions. Overall, there was good correlation between the PIPP score and the level of cortical activity (regression coefficient = 0.72, 95% confidence interval [CI] limits 0.32-1.11, p = 0.001; correlation coefficient = 0.57. Of the different PIPP components, facial expression correlated best with cortical activity (regression coefficient = 1.26, 95% CI limits 0.84-1.67, p < 0.0001; correlation coefficient = 0.74 (n = 12, 33 test occasions. Cortical pain responses were still recorded in some infants who did not display a change in facial expression.While painful stimulation generally evokes parallel cortical and behavioural responses in infants, pain may be processed at the cortical level without producing detectable behavioural changes. As a result, an infant with a low pain score based on behavioural assessment tools alone may not be pain free.

Care of preterm infants: programs of research and their relationship to developmental science.

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Holditch-Davis, Diane; Black, Beth Perry

2003-01-01

The purpose of this review was to examine the topics covered in current programs of nursing research on the care of the preterm infant and to determine the extent to which this research is informed by developmental science. A researcher was considered to have a current program of research if he or she had at least five publications published since 1990 and was the first author on at least three of them. The infants in a study could be any age from birth throughout childhood; studies focusing on parenting, nursing, or other populations of infants were not included. Seventeen nurse researchers had current programs of research in this area. These programs had four themes. Those of Becker, Evans, Pridham, Shiao, and Zahr focused on infant responses to the neonatal intensive care unit (NICU) environment and treatments. Franck, Johnston, and Stevens focused on pain management. Harrison, Ludington-Hoe, and White-Traut's research focused on infant stimulation. Holditch-Davis, McCain, McGrath, Medoff-Cooper, Schraeder, and Youngblut studied infant behavior and development. These research programs had many strengths, including strong interdisciplinary focus and clinical relevance. However, additional emphasis is needed on the care of the critically ill infant. Also, despite the fact that the preterm infant's neurological system develops rapidly over the first year, only three of these researchers used a developmental science perspective. Only research on infant behavior and development focused on the developmental changes that the infants were experiencing. Most of the studies were longitudinal, but many did not use statistics appropriate for identifying stability and change over time. The response of individual infants and the broader ecological context as evidenced by factors such as gender, ethnic group, culture, and intergenerational effects were rarely examined. Thus research on the care of preterm infants could be expanded if the developmental science perspective

Expansion of CD4+CD25+FOXP3+ regulatory T cells in infants of mothers with type 1 diabetes.

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Luopajärvi, Kristiina; Nieminen, Janne K; Ilonen, Jorma; Akerblom, Hans K; Knip, Mikael; Vaarala, Outi

2012-08-01

Reduced risk for type 1 diabetes (T1D) has been reported in the offspring of mothers with T1D when compared with children of affected fathers. To evaluate the hypothesis that exposure of the offspring to maternal insulin therapy induces regulatory mechanisms in utero, we compared the FOXP3 expressing regulatory T cells in cord blood (CB) of infants born to mothers with or without T1D. Cord blood mononuclear cells (CBMCs) from 20 infants with maternal T1D and from 20 infants with an unaffected mother were analyzed for the numbers of CD4+CD25+FOXP3+ cells ex vivo and after in vitro stimulation with human insulin by flow cytometry. The mRNA expression of FOXP3, NFATc2, STIM1, interleukin (IL)-10, and transforming growth factor (TGF)-β was measured by real-time reverse transcription polymerase chain reaction. The percentage of FOXP3+ cells in CD4+CD25(high) cells was higher in the CB of the infants with maternal T1D when compared with the infants of unaffected mothers (p = 0.023). After in vitro insulin stimulation an increase in the percentage of FOXP3+ cells in CD4+CD25(high) cells (p = 0.0002) as well as upregulation of FOXP3, NFATc2, STIM1, IL-10, and TGF-β transcripts in CBMCs (p mothers with T1D, in whom the disease-related PTPN22 allele was associated with reduced STIM1 and NFATc2 response in insulin-stimulated CBMCs (p = 0.007 and p = 0.014). We suggest that maternal insulin treatment induces expansion of regulatory T cells in the fetus, which might contribute to the lower risk of diabetes in children with maternal vs. paternal diabetes. © 2012 John Wiley & Sons A/S.

Reduced neonatal regulatory T cell response to microbial stimuli associates with subsequent eczema in high-risk infants.

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Ismail, Intan H; Boyle, Robert J; Mah, Li-Jeen; Licciardi, Paul V; Tang, Mimi L K

2014-11-01

Regulatory T cells (Treg) play an essential role in early immune programming and shaping the immune response towards a pro-allergic or tolerant state. We evaluated cord blood Treg and cytokine responses to microbial and non-microbial stimuli in infants at high risk of allergic disease and their associations with development of allergic disease in the first year. Cord blood mononuclear cells from 72 neonates were cultured with toll-like receptors (TLR2) ligands: lipoteichoic acid (LTA) and heat-killed Lactobacillus rhamnosus GG (HKL); TLR4 ligand: lipopolysaccharide (LPS); ovalbumin (OVA); anti-CD3; or media for 48 h. Treg numbers and Treg cytokines were assessed in relation to allergic disease outcomes during the first year of life (eczema and atopic sensitization). Infants with eczema (n = 24) had reduced percentages of FoxP3(hi)CD25(hi) Treg in LTA (p = 0.01, adj p = 0.005) and HKL (p = 0.04, adj p = 0.02) stimulated cultures as well as reduced IL-10 (p = 0.01) production following HKL stimulation compared to those without eczema (n = 48). No differences in Treg or cytokine responses to LPS, OVA or anti-CD3 were seen. Infants who developed sensitization had lower percentages of Treg following TLR2 stimulation (but not other stimuli) compared to non-sensitized infants. High-risk children who develop allergic disease in the first year of life have deficient Treg responses to microbial stimuli but not allergen from the time of birth, which may contribute to failure of immune tolerance development in infancy. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Infant Mortality

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... After hours (404) 639-2888 Contact Media Infant Mortality Recommend on Facebook Tweet Share Compartir On This ... differences in rates among population groups. About Infant Mortality Infant mortality is the death of an infant ...

Computer Games Functioning as Motivation Stimulants

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Lin, Grace Hui Chin; Tsai, Tony Kung Wan; Chien, Paul Shih Chieh

2011-01-01

Numerous scholars have recommended computer games can function as influential motivation stimulants of English learning, showing benefits as learning tools (Clarke and Dede, 2007; Dede, 2009; Klopfer and Squire, 2009; Liu and Chu, 2010; Mitchell, Dede & Dunleavy, 2009). This study aimed to further test and verify the above suggestion,…

The Impact of Kangaroo Care on Premature Infant Weight Gain.

Science.gov (United States)

Evereklian, Melvina; Posmontier, Bobbie

Preterm births occur among 11.4% of all live infant births. Without steady weight gain, premature infants may experience lengthy hospitalizations, neurodevelopmental deficits and hospital readmissions, which can increase the financial burden on the health care system and their families. The total U.S. health-related costs linked to preterm infant deliveries are estimated at $4.33 billion. Kangaroo care is a feasible practice that can improve preterm infant weight gain. However, this intervention is utilized less often throughout the U.S. due to numerous barriers including a lack of consistent protocols, inadequate knowledge, and decreased level of confidence in demonstrating the proper kangarooing technique. An integrative review was conducted to evaluate the impact of kangaroo care on premature infant weight gain in order to educate nurses about its efficacy among preterm infants. A literature search was conducted using CINAHL, PubMed, Cochrane Reviews, ClinicalKey and Google Scholar. Large volume searches were restricted using appropriate filters and limiters. Most of the evaluated studies determined that weight gain was greater among the kangarooing premature infants. Kangaroo care is a low-tech low-cost modality that can facilitate improved preterm infant weight gain even in low-resource settings. Despite its current efficacy, kangaroo care is not widely utilized due to several barriers including an absence of standardized protocols and a lack of knowledge about its benefits. Kangaroo care can become a widespread formalized practice after nurses and parents learn about the technique and its numerous benefits for premature infants, including its association with improved weight gain. Copyright © 2017 Elsevier Inc. All rights reserved.

Development switch in neural circuitry underlying odor-malaise learning.

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Shionoya, Kiseko; Moriceau, Stephanie; Lunday, Lauren; Miner, Cathrine; Roth, Tania L; Sullivan, Regina M

2006-01-01

Fetal and infant rats can learn to avoid odors paired with illness before development of brain areas supporting this learning in adults, suggesting an alternate learning circuit. Here we begin to document the transition from the infant to adult neural circuit underlying odor-malaise avoidance learning using LiCl (0.3 M; 1% of body weight, ip) and a 30-min peppermint-odor exposure. Conditioning groups included: Paired odor-LiCl, Paired odor-LiCl-Nursing, LiCl, and odor-saline. Results showed that Paired LiCl-odor conditioning induced a learned odor aversion in postnatal day (PN) 7, 12, and 23 pups. Odor-LiCl Paired Nursing induced a learned odor preference in PN7 and PN12 pups but blocked learning in PN23 pups. 14C 2-deoxyglucose (2-DG) autoradiography indicated enhanced olfactory bulb activity in PN7 and PN12 pups with odor preference and avoidance learning. The odor aversion in weanling aged (PN23) pups resulted in enhanced amygdala activity in Paired odor-LiCl pups, but not if they were nursing. Thus, the neural circuit supporting malaise-induced aversions changes over development, indicating that similar infant and adult-learned behaviors may have distinct neural circuits.

Prosodic differences between declaratives and interrogatives in infant-directed speech.

Science.gov (United States)

Geffen, Susan; Mintz, Toben H

2017-07-01

In many languages, declaratives and interrogatives differ in word order properties, and in syntactic organization more broadly. Thus, in order to learn the distinct syntactic properties of the two sentence types, learners must first be able to distinguish them using non-syntactic information. Prosodic information is often assumed to be a useful basis for this type of discrimination, although no systematic studies of the prosodic cues available to infants have been reported. Analysis of maternal speech in three Standard American English-speaking mother-infant dyads found that polar interrogatives differed from declaratives on the patterning of pitch and duration on the final two syllables, but wh-questions did not. Thus, while prosody is unlikely to aid discrimination of declaratives from wh-questions, infant-directed speech provides prosodic information that infants could use to distinguish declaratives and polar interrogatives. We discuss how learners could leverage this information to identify all question forms, in the context of syntax acquisition.

Hierarchical organization in the temporal structure of infant-direct speech and song.

Science.gov (United States)

Falk, Simone; Kello, Christopher T

2017-06-01

Caregivers alter the temporal structure of their utterances when talking and singing to infants compared with adult communication. The present study tested whether temporal variability in infant-directed registers serves to emphasize the hierarchical temporal structure of speech. Fifteen German-speaking mothers sang a play song and told a story to their 6-months-old infants, or to an adult. Recordings were analyzed using a recently developed method that determines the degree of nested clustering of temporal events in speech. Events were defined as peaks in the amplitude envelope, and clusters of various sizes related to periods of acoustic speech energy at varying timescales. Infant-directed speech and song clearly showed greater event clustering compared with adult-directed registers, at multiple timescales of hundreds of milliseconds to tens of seconds. We discuss the relation of this newly discovered acoustic property to temporal variability in linguistic units and its potential implications for parent-infant communication and infants learning the hierarchical structures of speech and language. Copyright © 2017 Elsevier B.V. All rights reserved.

Transitions in sensitive period attachment learning in infancy: the role of corticosterone.

Science.gov (United States)

Sullivan, Regina M; Holman, Parker J

2010-05-01

Survival of altricial infants, including humans and rats, depends on attachment to the caregiver - a process that requires infants to recognize, learn, and remember their attachment figure. The demands of a dynamic environment combined with a maturing organism require frequent neurobehavioral reorganization. This restructuring of behavior and its supporting neural circuitry can be viewed through the unique lens of attachment learning in rats in which preference learning is enhanced and aversion learning is attenuated. Behavioral restructuring is well adapted to securing the crucial infant-caregiver relationship regardless of the quality of care. With maturation and the end of the infant-caregiver attachment learning period, the complex interplay of neural structures, hormones, and social behavior coordinates the developing rat's eventual transition to life outside of the nest. Nevertheless, early-life environmental and physiological stressors can alter the resilient nature of this system, particularly with respect to the amygdala, and these changes may provide important clues to understanding the lasting effects of early stress. (c) 2009 Elsevier Ltd. All rights reserved.

A cross-talk between brain-damage patients and infants on action and language.

Science.gov (United States)

Papeo, Liuba; Hochmann, Jean-Remy

2012-06-01

Sensorimotor representations in the brain encode the sensory and motor aspects of one's own bodily activity. It is highly debated whether sensorimotor representations are the core basis for the representation of action-related knowledge and, in particular, action words, such as verbs. In this review, we will address this question by bringing to bear insights from the study of brain-damaged patients exhibiting language disorders and from the study of the mechanisms for language acquisition in infants. Cognitive neuropsychology studies have assessed how damage to representations supporting action production impacts patients' ability to process action-related words. While correlations between verbal and nonverbal (motor) impairments are very common in patients, damage to the representations for action production can leave the ability to understand action-words unaffected; likewise, actions can still be produced successfully in cases of impaired action-word understanding. Studies with infants have evaluated the relevance of sensorimotor information when infants learn to map a novel word onto an action that they are performing or perceiving. These results demonstrate that sensorimotor information is insufficient to fully account for the complexity of verb learning: in this process, infants seem to privilege abstract constructs such as goal, intentionality and causality, as well as syntactic constraints, over the perceptual and motor dimensions of an action. Altogether, the empirical data suggest that, while not crucial for verb learning and understanding, sensorimotor processes can contribute to solving the problem of symbol grounding and/or serve as a primary mechanism in social cognition, to learn about others' goals and intentions. By assessing the relevance of sensorimotor representations in the way action-related words are acquired and represented, we aim to provide a useful set of criteria for testing specific predictions made by different theories of concepts

Brain reorganization as a function of walking experience in 12 month-old infants: Implications for the development of manual laterality

Directory of Open Access Journals (Sweden)

Daniela eCorbetta

2014-03-01

Full Text Available Hand preference in infancy is marked by many developmental shifts in hand use and arm coupling as infants reach for and manipulate objects. Research has linked these early shifts in hand use to the emergence of fundamental postural-locomotor milestones. Specifically, it was found that bimanual reaching declines when infants learn to sit; increases if infants begin to scoot in a sitting posture; declines when infants begin to crawl on hands-and-knees; and increases again when infants start walking upright. Why such pattern fluctuations during periods of postural-locomotor learning? One proposed hypothesis is that arm use practiced for the specific purpose of controlling posture and achieving locomotion transfers to reaching via brain functional reorganization. There has been scientific support for functional cortical reorganization and change in neural connectivity in response to motor practice in adults and animals, and as a function of crawling experience in human infants. In this research, we examined whether changes in neural connectivity also occurred as infants coupled their arms when learning to walk and whether such coupling mapped onto reaching laterality. EEG coherence data were collected from 43 12-month-olds infants with varied levels of walking experience. EEG was recorded during quiet, attentive baseline. Walking proficiency was laboratory assessed and reaching responses were captured using small toys presented at midline while infants were sitting. Results revealed greater EEG coherence at homologous prefrontal/central scalp locations for the novice walkers compared to the pre-walkers or more experienced walkers. In addition, reaching laterality was low in pre-walkers and early walkers, but high in experienced walkers. These results are consistent with the interpretation that arm coupling practiced during early walking transferred to reaching via brain functional reorganization, leading to the observed developmental changes in

Learning from picture books: Infants’ use of naming information

Directory of Open Access Journals (Sweden)

Melanie eKhu

2014-02-01

Full Text Available The present study investigated whether naming would facilitate infants’ transfer of information from picture books to the real world. Eighteen- and 21-month-olds learned a novel label for a novel object depicted in a picture book. Infants then saw a second picture book in which an adult demonstrated how to elicit the object’s nonobvious property. Accompanying narration described the pictures using the object’s newly learnt label. Infants were subsequently tested with the real-world object depicted in the book, as well as a different-colour exemplar. Infants’ performance on the test trials was compared with that of infants in a no label condition. When presented with the exact object depicted in the picture book, 21-month-olds were significantly more likely to elicit the object’s nonobvious property than were 18-month-olds. Learning the object’s label before learning about the object’s hidden property did not improve 18-month-olds’ performance. At 21-months, the number of infants in the label condition who attempted to elicit the real-world object’s nonobvious property was greater than would be predicted by chance, but the number of infants in the no label condition was not. Neither age group nor label condition predicted test performance for the different-colour exemplar. The findings are discussed in relation to infants’ learning and transfer from picture books.

Quality Practices for Working with Infants and Toddlers

Science.gov (United States)

Polk, Cheryl; Bogard, Kimber

2016-01-01

The science is unequivocal in showing that infants and toddlers begin learning very young, and the workforce must be equipped with the specific skills and practices to fully support this important period of development. A major conclusion in the 2015 report from the Institute of Medicine and the National Research Council, "Transforming the…

Emergency transcatheter closure of patent ductus arteriosus complicated by severe pneumonia in infants

International Nuclear Information System (INIS)

Huang Xiyong; Xiao Yunbin; Chen Zhi; Wang Xiang; Wang Xun

2014-01-01

Objective: To evaluate the efficacy and safety of emergency transcatheter occlusion of patent ductus arteriosus associated with severe pneumonia in infants. Methods: During the period from Oct. 2011 to May 2012, 12 infants with patent ductus arteriosus complicated by severe pneumonia were admitted to the hospital. The infants had repeated episodes of pneumonia together with heart failure. Emergency transcatheter occlusion of patent ductus arteriosus was carried out in all infants. After the treatment the use of anti-bacterial drugs and cardiac stimulants was kept on. Routine examinations of blood and urine were made 24 hours after the management. Two-dimensional and color Doppler echocardiography, chest radiograph and electrocardiogram were performed at 24 hours, 1, 3, and 6 months after the surgery. The results were analyzed. Results: After emergency transcatheter closure, all patients recovered fully at the time of discharge. No intervention-related major complications occurred during short-term follow-up period. Conclusion: For the treatment of patent ductus arteriosus associated with severe pneumonia in infants, emergency transcatheter occlusion therapy is effective and safe. Optimal surgery time together with proper perioperative management is the key to ensure a successful operation. (authors)

Do Attitudes About Spoiling Children Affect Attitudes Regarding What Infants Need for Early Social-Emotional Development

OpenAIRE

Westover, Kathleen

2012-01-01

Secure infant attachment is important for the positive social-emotional development of children. Many parents have limited understanding of social-emotional development and the influence of appropriate responsive parenting behaviors to their infants’ cues. For example, many parents believe you can spoil an infant if you pick them up every time they cry. Researchers study the impact of positive responses to infants’ cues. Infants form a more secure attachment and learn to interpret the world a...

The relationship between attention and deferred imitation in 12-month-old infants.

Science.gov (United States)

Zmyj, Norbert; Schölmerich, Axel; Daum, Moritz M

2017-08-01

Imitation is a frequent behavior in the first years of life, and serves both a social function (e.g., to interact with others) and a cognitive function (e.g., to learn a new skill). Infants differ in their temperament, and temperament might be related to the dominance of one function of imitation. In this study, we investigated whether temperament and deferred imitation are related in 12-month-old infants. Temperament was measured via the Infant Behavior Questionnaire Revised (IBQ-R) and parts of the Laboratory Temperament Assessment Battery (Lab-TAB). Deferred imitation was measured via the Frankfurt Imitation Test for 12-month-olds (FIT-12). Regression analyses revealed that the duration of orienting (IBQ-R) and the latency of the first look away in the Task Orientation task (Lab-TAB) predicted the infants' imitation score. These results suggest that attention-related processes may play a major role when infants start to imitate. Copyright © 2017 Elsevier Inc. All rights reserved.

Heterologous Immunological Effects of Early BCG Vaccination in Low-Birth-Weight Infants in Guinea-Bissau

DEFF Research Database (Denmark)

Jensen, Kristoffer Jarlov; Larsen, Nanna; Biering-Sørensen, Sofie

2015-01-01

or -7/8, or purified protein derivative (PPD). RESULTS:  Among 467 infants, BCG significantly increased the in vitro cytokine responses to purified protein derivative of Mycobacterium tuberculosis (PPD), as expected. BCG was also associated with increased responses to heterologous innate stimulation...

Integrating nutrition and early child-development interventions among infants and preschoolers in rural India.

Science.gov (United States)

Fernandez-Rao, Sylvia; Hurley, Kristen M; Nair, Krishnapillai Madhavan; Balakrishna, Nagalla; Radhakrishna, Kankipati V; Ravinder, Punjal; Tilton, Nicholas; Harding, Kimberly B; Reinhart, Greg A; Black, Maureen M

2014-01-01

This article describes the development, design, and implementation of an integrated randomized double-masked placebo-controlled trial (Project Grow Smart) that examines how home/preschool fortification with multiple micronutrient powder (MNP) combined with an early child-development intervention affects child development, growth, and micronutrient status among infants and preschoolers in rural India. The 1-year trial has an infant phase (enrollment age: 6-12 months) and a preschool phase (enrollment age: 36-48 months). Infants are individually randomized into one of four groups: placebo, placebo plus early learning, MNP alone, and MNP plus early learning (integrated intervention), conducted through home visits. The preschool phase is a cluster-randomized trial conducted in Anganwadi centers (AWCs), government-run preschools sponsored by the Integrated Child Development System of India. AWCs are randomized into MNP or placebo, with the MNP or placebo mixed into the children's food. The evaluation examines whether the effects of the MNP intervention vary by the quality of the early learning opportunities and communication within the AWCs. Study outcomes include child development, growth, and micronutrient status. Lessons learned during the development, design, and implementation of the integrated trial can be used to guide large-scale policy and programs designed to promote the developmental, educational, and economic potential of children in developing countries. © 2013 New York Academy of Sciences.

Optimal foetal growth in the reduction of learning and behaviour disorder and prevention of sudden infant death (SIDS) after the first month.

Science.gov (United States)

Saugstad, L F

1997-09-01

A theory is presented that a diet low in polyunsaturated fatty acids (PUFA) in the third trimester of pregnancy may delay myelination and brain maturation. This may underpin learning and behaviour disorders and sudden infant death (SIDS) after the first month, conditions that are associated with lower than average birthweight. Epidemiological evidence is reviewed showing an inverse relation between the proportion of heavy newborns (> 3500 g) and infant mortality rate. Some countries with a lower proportion of heavy newborns despite equally high standards of living and medical care have higher post-neonatal death rates. The higher rates are solely due to SIDS which has a peak mortality within 80-100 days. It is hypothesised that as this is a time when myelination peaks, SIDS may be due to maturational delay. Evidence of subtle CNS changes in brainstem structures and in the neuromuscular system supports an instability in brainstem control systems. Moderate iatrogenic dietary restriction predominates today, but a rising number of women favour a low-caloric low-fat diet especially in the third trimester when the foetus is most susceptible. This may lead to a depressed birthweight, delayed somatic growth and neuronal maturation, such as is observed in SIDS victims. The majority exposed to suboptimal conditions survive, but a few suffer SIDS; confirming post-neonatal susceptibility. Many, especially males, present minor CNS signs and learning/behaviour disorders that could be the sequelae of repeated hypoxic episodes, such as recorded in more than 80% of SIDS victims. To reduce learning/behaviour disorders and prevent death from SIDS after the first month, it is necessary to ensure optimal development by promoting foetal growth. It is advised to avoid unnecessary dieting and to favour a diet high in PUFAs, thus prolonging pregnancy and so increasing birthweight.

The Development of LinguaBytes: An Interactive Tangible Play and Learning System to Stimulate the Language Development of Toddlers with Multiple Disabilities

Directory of Open Access Journals (Sweden)

Bart Hengeveld

2008-01-01

Full Text Available Young children with multiple disabilities (e.g., both cognitive and motor disabilities are confronted with severe limitations in language development from birth and later on. Stimulating the adult-child communication can decrease these limitations. Within LinguaBytes, a three-year research program, we try to stimulate language development by developing an interactive and adaptive play and learning environment, incorporating tangible objects and multimedia content, based on interactive storytelling and anchored instruction. The development of a product for such a heterogeneous user group presents substantial challenges. We use a Research-through-Design method, that is, an iterative process of developing subsequent experiential prototypes and then testing them in real-life settings, for example, a center for rehabilitation medicine. This article gives an outline of the development of the LinguaBytes play and learning environment from the earliest studies up to the current prototype, CLICK-IT.

Specificity of learning: why infants fall over a veritable cliff.

Science.gov (United States)

Adolph, K E

2000-07-01

Nine-month-old infants were tested at the precipice of safe and risky gaps in the surface of support. Their reaching and avoidance responses were compared in two postures, an experienced sitting posture and a less familiar crawling posture. The babies avoided reaching over risky gaps in the sitting posture but fell into risky gaps while attempting to reach in the crawling posture. This dissociation between developmental changes in posture suggests that (a) each postural milestone represents a different, modularly organized control system and (b) infants' adaptive avoidance responses are based on information about their postural stability relative to the gap size. Moreover, the results belie previous accounts suggesting that avoidance of a disparity in depth of the ground surface depends on general knowledge such as fear of heights, associations between depth information and falling, or knowledge that the body cannot be supported in empty space.

Beta band transcranial alternating (tACS and direct current stimulation (tDCS applied after initial learning facilitate retrieval of a motor sequence

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Vanessa eKrause

2016-01-01

Full Text Available The primary motor cortex (M1 contributes to the acquisition and early consolidation of a motor sequence. Although the relevance of M1 excitability for motor learning has been supported, the significance of M1 oscillations remains an open issue. This study aims at investigating to what extent retrieval of a newly learned motor sequence can be differentially affected by motor-cortical transcranial alternating (tACS and direct current stimulation (tDCS. Alpha (10 Hz, beta (20 Hz or sham tACS was applied in 36 right-handers. Anodal or cathodal tDCS was applied in 30 right-handers. Participants learned an eight-digit serial reaction time task (SRTT; sequential vs. random with the right hand. Stimulation was applied to the left M1 after SRTT acquisition at rest for ten minutes. Reaction times were analyzed at baseline, end of acquisition, retrieval immediately after stimulation and reacquisition after eight further sequence repetitions.Reaction times during retrieval were significantly faster following 20 Hz tACS as compared to 10 Hz and sham tACS indicating a facilitation of early consolidation. TDCS yielded faster reaction times, too, independent of polarity. No significant differences between 20 Hz tACS and tDCS effects on retrieval were found suggesting that 20 Hz effects might be associated with altered motor-cortical excitability. Based on the behavioural modulation yielded by tACS and tDCS one might speculate that altered motor-cortical beta oscillations support early motor consolidation possibly associated with neuroplastic reorganization.

Maternal fatty acid desaturase genotype correlates with infant immune responses at 6 months

DEFF Research Database (Denmark)

Muc, Magdalena; Kreiner-Møller, Eskil; Larsen, Jeppe Madura

2015-01-01

-produced cytokines after anti-CD3/CD28 stimulation of peripheral blood mononuclear cells in 6-month-old infants from the Copenhagen Prospective Study of Asthma in Childhood birth cohort. LCPUFA concentrations of breast milk were assessed at 4 weeks of age, and FADS SNP were determined in both mothers and infants (n...... and cytotoxic T-cells and decreased T-helper cell counts. The minor FADS alleles were associated with lower breast milk AA and EPA, and infants of mothers carrying the minor allele of FADS SNP rs174556 had higher production of IL-10 (r -0.23; P=0.018), IL-17 (r -0.25; P=0.009) and IL-5 (r -0.21; P=0.038) from......Breast milk long-chain PUFA (LCPUFA) have been associated with changes in early life immune responses and may modulate T-cell function in infancy. We studied the effect of maternal fatty acid desaturase (FADS) genotype and breast milk LCPUFA levels on infants' blood T-cell profiles and ex vivo...

Machine-learning identifies substance-specific behavioral markers for opiate and stimulant dependence.

Science.gov (United States)

Ahn, Woo-Young; Vassileva, Jasmin

2016-04-01

Recent animal and human studies reveal distinct cognitive and neurobiological differences between opiate and stimulant addictions; however, our understanding of the common and specific effects of these two classes of drugs remains limited due to the high rates of polysubstance-dependence among drug users. The goal of the current study was to identify multivariate substance-specific markers classifying heroin dependence (HD) and amphetamine dependence (AD), by using machine-learning approaches. Participants included 39 amphetamine mono-dependent, 44 heroin mono-dependent, 58 polysubstance dependent, and 81 non-substance dependent individuals. The majority of substance dependent participants were in protracted abstinence. We used demographic, personality (trait impulsivity, trait psychopathy, aggression, sensation seeking), psychiatric (attention deficit hyperactivity disorder, conduct disorder, antisocial personality disorder, psychopathy, anxiety, depression), and neurocognitive impulsivity measures (Delay Discounting, Go/No-Go, Stop Signal, Immediate Memory, Balloon Analogue Risk, Cambridge Gambling, and Iowa Gambling tasks) as predictors in a machine-learning algorithm. The machine-learning approach revealed substance-specific multivariate profiles that classified HD and AD in new samples with high degree of accuracy. Out of 54 predictors, psychopathy was the only classifier common to both types of addiction. Important dissociations emerged between factors classifying HD and AD, which often showed opposite patterns among individuals with HD and AD. These results suggest that different mechanisms may underlie HD and AD, challenging the unitary account of drug addiction. This line of work may shed light on the development of standardized and cost-efficient clinical diagnostic tests and facilitate the development of individualized prevention and intervention programs for HD and AD. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

Functional electrical stimulation mediated by iterative learning control and 3D robotics reduces motor impairment in chronic stroke

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Meadmore Katie L

2012-06-01

Full Text Available Abstract Background Novel stroke rehabilitation techniques that employ electrical stimulation (ES and robotic technologies are effective in reducing upper limb impairments. ES is most effective when it is applied to support the patients’ voluntary effort; however, current systems fail to fully exploit this connection. This study builds on previous work using advanced ES controllers, and aims to investigate the feasibility of Stimulation Assistance through Iterative Learning (SAIL, a novel upper limb stroke rehabilitation system which utilises robotic support, ES, and voluntary effort. Methods Five hemiparetic, chronic stroke participants with impaired upper limb function attended 18, 1 hour intervention sessions. Participants completed virtual reality tracking tasks whereby they moved their impaired arm to follow a slowly moving sphere along a specified trajectory. To do this, the participants’ arm was supported by a robot. ES, mediated by advanced iterative learning control (ILC algorithms, was applied to the triceps and anterior deltoid muscles. Each movement was repeated 6 times and ILC adjusted the amount of stimulation applied on each trial to improve accuracy and maximise voluntary effort. Participants completed clinical assessments (Fugl-Meyer, Action Research Arm Test at baseline and post-intervention, as well as unassisted tracking tasks at the beginning and end of each intervention session. Data were analysed using t-tests and linear regression. Results From baseline to post-intervention, Fugl-Meyer scores improved, assisted and unassisted tracking performance improved, and the amount of ES required to assist tracking reduced. Conclusions The concept of minimising support from ES using ILC algorithms was demonstrated. The positive results are promising with respect to reducing upper limb impairments following stroke, however, a larger study is required to confirm this.

Limited Fine Motor and Grasping Skills in Six-month-old Infants at High Risk for Autism

Science.gov (United States)

Libertus, Klaus; Sheperd, Kelly A.; Ross, Samuel W.; Landa, Rebecca J.

2014-01-01

Atypical motor behaviors are common among children with Autism Spectrum Disorders (ASD). However, little is known about onset and functional implications of differences in early motor development among infants later diagnosed with ASD. Two prospective experiments were conducted to investigate motor skills among six-month-olds at increased risk (high-risk) for ASD (N1 = 129; N2 = 46). Infants were assessed using the Mullen Scales of Early Learning (MSEL) and during toy play. Across both experiments, high-risk infants exhibited less mature object manipulation in a highly structured (MSEL) context and reduced grasping activity in an unstructured (free play) context than infants with no family history of ASD. Longitudinal assessments suggest that between six and ten months, grasping activity increases in high-risk infants. PMID:24978128

An exploratory study of the ways in which mothers keep their infants occupied

Directory of Open Access Journals (Sweden)

A. Botha

1992-09-01

Full Text Available The mother child relationship can help or hinder the social, emotional and intellectual development of the infant. Research has shown that the interaction between mother and child can affect the child’s cognitive development. Research has shown that mothers from the lower socio-economic groups do not stimulate their babies optimally and that this may affect the children negatively. In this study 86 underprivileged mothers from two different cultural backgrounds were asked to describe the ways in which they kept their infants occupied during the first year of their infants’ lives. The differences between the two groups are discussed and recommendations are made.

Infant feeding: beyond the nutritional aspects

Directory of Open Access Journals (Sweden)

Giselia A.P. Silva

2016-06-01

Full Text Available ABSTRACT Objective: To draw attention to the importance of interaction between caregiver and child during feeding and the influence of parenting style on dietary habit formation. Source of data: A search was performed in the PubMed and Scopus databases for articles addressing responsive feeding; the articles considered most relevant by the authors were selected. Synthesis of data: The way children are fed is decisive for the formation of their eating habits, especially the strategies that parents/caregivers use to stimulate feeding. In this context, responsive feeding has been emphasized, with the key principles: feed the infant directly and assist older children when they already eat on their own; feed them slowly and patiently, and encourage children to eat but do not force them; if the child refuses many types of foods, experiment with different food combinations, tastes, textures, and methods of encouragement; minimize distractions during meals; and make the meals an opportunity for learning and love, talking to the child during feeding and maintaining eye contact. It is the caregiver's responsibility to be sensitive to the child's signs and alleviate tensions during feeding, and make feeding time pleasurable; whereas it is the child's role to clearly express signs of hunger and satiety and be receptive to the caregiver. Conclusion: Responsive feeding is very important in dietary habit formation and should be encouraged by health professionals in their advice to families.

Learning from picture books: Infants’ use of naming information

Science.gov (United States)

Khu, Melanie; Graham, Susan A.; Ganea, Patricia A.

2014-01-01

The present study investigated whether naming would facilitate infants’ transfer of information from picture books to the real world. Eighteen- and 21-month-olds learned a novel label for a novel object depicted in a picture book. Infants then saw a second picture book in which an adult demonstrated how to elicit the object’s non-obvious property. Accompanying narration described the pictures using the object’s newly learnt label. Infants were subsequently tested with the real-world object depicted in the book, as well as a different-color exemplar. Infants’ performance on the test trials was compared with that of infants in a no label condition. When presented with the exact object depicted in the picture book, 21-month-olds were significantly more likely to attempt to elicit the object’s non-obvious property than were 18-month-olds. Learning the object’s label before learning about the object’s hidden property did not improve 18-month-olds’ performance. At 21-months, the number of infants in the label condition who attempted to elicit the real-world object’s non-obvious property was greater than would be predicted by chance, but the number of infants in the no label condition was not. Neither age group nor label condition predicted test performance for the different-color exemplar. The findings are discussed in relation to infants’ learning and transfer from picture books. PMID:24611058

Dynamic Models of Learning That Characterize Parent-Child Exchanges Predict Vocabulary Growth

Science.gov (United States)

Ober, David R.; Beekman, John A.

2016-01-01

Cumulative vocabulary models for infants and toddlers were developed from models of learning that predict trajectories associated with low, average, and high vocabulary growth rates (14 to 46 months). It was hypothesized that models derived from rates of learning mirror the type of exchanges provided to infants and toddlers by parents and…

Infant-Directed Speech Drives Social Preferences in 5-Month-Old Infants

Science.gov (United States)

Schachner, Adena; Hannon, Erin E.

2011-01-01

Adults across cultures speak to infants in a specific infant-directed manner. We asked whether infants use this manner of speech (infant- or adult-directed) to guide their subsequent visual preferences for social partners. We found that 5-month-old infants encode an individuals' use of infant-directed speech and adult-directed speech, and use this…

Infant Gaze Following during Parent-Infant Coviewing of Baby Videos

Science.gov (United States)

Demers, Lindsay B.; Hanson, Katherine G.; Kirkorian, Heather L.; Pempek, Tiffany A.; Anderson, Daniel R.

2013-01-01

A total of 122 parent–infant dyads were observed as they watched a familiar or novel infant-directed video in a laboratory setting. Infants were between 12-15 and 18-21 months old. Infants were more likely to look toward the TV immediately following their parents' look toward the TV. This apparent social influence on infant looking at television…

Sleep confers a benefit for retention of statistical language learning in 6.5month old infants.

Science.gov (United States)

Simon, Katharine N S; Werchan, Denise; Goldstein, Michael R; Sweeney, Lucia; Bootzin, Richard R; Nadel, Lynn; Gómez, Rebecca L

2017-04-01

Infants show robust ability to track transitional probabilities within language and can use this information to extract words from continuous speech. The degree to which infants remember these words across a delay is unknown. Given well-established benefits of sleep on long-term memory retention in adults, we examine whether sleep similarly facilitates memory in 6.5month olds. Infants listened to an artificial language for 7minutes, followed by a period of sleep or wakefulness. After a time-matched delay for sleep and wakefulness dyads, we measured retention using the head-turn-preference procedure. Infants who slept retained memory for the extracted words that was prone to interference during the test. Infants who remained awake showed no retention. Within the nap group, retention correlated with three electrophysiological measures (1) absolute theta across the brain, (2) absolute alpha across the brain, and (3) greater fronto-central slow wave activity (SWA). Copyright © 2016 Elsevier Inc. All rights reserved.

Thyroid hormone stimulation of phosphatidylcholine synthesis in cultured fetal rabbit lung.

OpenAIRE

Ballard, P L; Hovey, M L; Gonzales, L K

1984-01-01

To investigate the mechanism of thyroid hormone action on pulmonary surfactant synthesis, we characterized the effect of triiodothyronine on phosphatidylcholine synthesis in cultured fetal rabbit lung. Since glucocorticoids stimulate surfactant synthesis and reduce the incidence of Respiratory Distress Syndrome in premature infants, we also examined the interaction of triiodothyronine and dexamethasone. The rate of choline incorporation into phosphatidylcholine was determined in organ culture...

Infants' Selective Attention to Reliable Visual Cues in the Presence of Salient Distractors

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Tummeltshammer, Kristen Swan; Mareschal, Denis; Kirkham, Natasha Z.

2014-01-01

With many features competing for attention in their visual environment, infants must learn to deploy attention toward informative cues while ignoring distractions. Three eye tracking experiments were conducted to investigate whether 6- and 8-month-olds (total N = 102) would shift attention away from a distractor stimulus to learn a cue-reward…

Os efeitos da estimulação sensório motora oral na sucção nutritiva na mamadeira de recém-nascidos pré-termo The sensory-motor-oral stimulation effects on nutritive sucking of preterm infants during bottle feeding

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Raquel Coube de Carvalho Yamamoto

2010-04-01

Full Text Available OBJETIVO: verificar o desempenho da sucção nutritiva, na mamadeira, em recém-nascidos pré-termo submetidos à estimulação sensório-motora-oral. MÉTODOS: pesquisa do tipo ensaio clínico controlado de intervenção. 20 recém-nascidos pré-termo foram distribuídos em grupo estimulado e grupo controle. Estes grupos foram submetidos à avaliação fonoaudiológica em dois diferentes momentos: na liberação da alimentação por via oral; e quando atingiam alimentação plena por via oral num período de 24 horas. As avaliações foram filmadas, e os resultados foram analisados pela pesquisadora. Para análise dos dados utilizou-se o Teste exato de Fishe r e o Teste "T" de Studen t do software estatístico STATA 10.0. Considerou-se p PURPOSE: to check the nutritive sucking performance in preterm infants that underwent sensory-motororal stimulation. METHODS: a controlled clinical trial of intervention was performed in 20 preterm infants divided into experimental and control group. The infants received a speech therapist evaluation in two different times: at the beginning of the oral feeding (first speech therapist evaluation and when they reached full oral feeding (second evaluation. Statistical data analyses used STATA 10 package and they were analyzed for treatment group differences with Fisher's exact Test and Student's unpaired t-test (p<0.05. RESULTS: infants in the experimental group, in the second evaluation, differed statistically in the pressure of strong sucking (p=0.003, presence of the three adaptive reflexes (p=0.001, coordination among sucking, swallowing and breathing (p=0.003, the total time for sucking (p=0.01 and of number of sucking/time (p<0.01. The total number of sucks showed a statistically significant difference (p<0.05 among the evaluations of the control group. No differences were observed among the groups as for sucking rhythm, and prescribed and ingested milk volume. CONCLUSION: in this study, sensory

Development of Social Learning in Infants and Young Children

OpenAIRE

Eydam, Angelique

2017-01-01

Social learning is one important way that children learn about the world. This thesis presents and discusses several current social learning theories, exploring how they explain different facets of social learning. In particular, I examined the naïve theory of rational action, the theory of natural pedagogy, the ideomotor approach to social and imitative learning, and the normative account of social learning. Each theory is reviewed on how it explains four facets of social learning: imitation...

Fetal and infantile alcohol-mediated associative learning in the rat.

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Abate, P; Spear And, N E; Molina, J C

2001-07-01

Infant rats express conditioned responses to an odor experienced prenatally as a chemosensory cue associated with moderate alcohol intoxication. This study examined postnatal intake of a chemosensory cue (cineole) that had been paired with alcohol's unconditioned effects. It also tested the interaction between prenatal association and postnatal conditioning with cineole and alcohol. Pregnant female rats intubated with cineole were given ethanol (EtOH).25 or 4.0 hr later. Other groups received only water or water paired with ethanol. During postnatal day 15 (PD15), infant consumption of cineole solution was assessed. After the cineole drinking test, pups were intubated with EtOH or water to assess infant conditioning. On PD16, all pups were tested for mouthing to milk alone or to a milk-cineole solution. Statistical analysis confirmed fetal associative conditioning attributable to the unconditioned effects of prenatal alcohol. Fetuses given explicit pairings of cineole and alcohol ingested less cineole on PD15 than control fetuses given a 4-hr interval between cineole and alcohol. On PD16, consumption of cineole was significantly increased by prenatal exposure to cineole. Teratogenic effects of this dose of prenatal alcohol did not affect postnatal associative or nonassociative behavior. Prenatal associative learning can be established through temporal contiguity between fetal chemosensory stimulation and alcohol's unconditioned properties. This associative memory survives to infancy and modulates intake patterns and behavioral reactivity to substances that were prenatally paired with alcohol intoxication.

Search asymmetry and eye movements in infants and adults.

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Adler, Scott A; Gallego, Pamela

2014-08-01

Search asymmetry is characterized by the detection of a feature-present target amidst feature-absent distractors being efficient and unaffected by the number of distractors, whereas detection of a feature-absent target amidst feature-present distractors is typically inefficient and affected by the number of distractors. Although studies have attempted to investigate this phenomenon with infants (e.g., Adler, Inslicht, Rovee-Collier, & Gerhardstein in Infant Behavioral Development, 21, 253-272, 1998; Colombo, Mitchell, Coldren, & Atwater in Journal of Experimental Psychology: Learning, Memory and Cognition, 19, 98-109, 1990), due to methodological limitations, their findings have been unable to definitively establish the development of visual search mechanisms in infants. The present study assessed eye movements as a means to examine an asymmetry in responding to feature-present versus feature-absent targets in 3-month-olds, relative to adults. Saccade latencies to localize a target (or a distractor, as in the homogeneous conditions) were measured as infants and adults randomly viewed feature-present (R among Ps), feature-absent (P among Rs), and homogeneous (either all Rs or all Ps) arrays at set sizes of 1, 3, 5, and 8. Results indicated that neither infants' nor adults' saccade latencies to localize the target in the feature-present arrays were affected by increasing set sizes, suggesting that localization of the target was efficient. In contrast, saccade latencies to localize the target in the feature-absent arrays increased with increasing set sizes for both infants and adults, suggesting an inefficient localization. These findings indicate that infants exhibit an asymmetry consistent with that found with adults, providing support for functional bottom-up selective attention mechanisms in early infancy.

Perception of Vowel Length by Japanese- and English-Learning Infants

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Mugitani, Ryoko; Pons, Ferran; Fais, Laurel; Dietrich, Christiane; Werker, Janet F.; Amano, Shigeaki

2009-01-01

This study investigated vowel length discrimination in infants from 2 language backgrounds, Japanese and English, in which vowel length is either phonemic or nonphonemic. Experiment 1 revealed that English 18-month-olds discriminate short and long vowels although vowel length is not phonemically contrastive in English. Experiments 2 and 3 revealed…

IDEA: Stimulating Oral Production.

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Easley, Jacob J.

1995-01-01

Presents daily activities that facilitate complete sentence response, promote oral production, and aid the learning of vocabulary in foreign-language classes. Because speech is the primary form of communication in the foreign-language classroom, it is important to stimulate students to converse as soon as possible. (Author/CK)

Elements of a comprehensive theory of infant imitation.

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Meltzoff, Andrew N

2017-01-01

Imitation is central to human development. Imitation involves mapping between the perception and production of actions. Imitation after delays implicates preverbal memory. Imitation of people informs us about infants' processing of social events. A comprehensive theory needs to account for the origins, mechanisms, and functions of imitation. Neonatal imitation illuminates how the initial state engenders and supports rapid social learning.

Infants' brain responses to speech suggest analysis by synthesis.

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Kuhl, Patricia K; Ramírez, Rey R; Bosseler, Alexis; Lin, Jo-Fu Lotus; Imada, Toshiaki

2014-08-05

Historic theories of speech perception (Motor Theory and Analysis by Synthesis) invoked listeners' knowledge of speech production to explain speech perception. Neuroimaging data show that adult listeners activate motor brain areas during speech perception. In two experiments using magnetoencephalography (MEG), we investigated motor brain activation, as well as auditory brain activation, during discrimination of native and nonnative syllables in infants at two ages that straddle the developmental transition from language-universal to language-specific speech perception. Adults are also tested in Exp. 1. MEG data revealed that 7-mo-old infants activate auditory (superior temporal) as well as motor brain areas (Broca's area, cerebellum) in response to speech, and equivalently for native and nonnative syllables. However, in 11- and 12-mo-old infants, native speech activates auditory brain areas to a greater degree than nonnative, whereas nonnative speech activates motor brain areas to a greater degree than native speech. This double dissociation in 11- to 12-mo-old infants matches the pattern of results obtained in adult listeners. Our infant data are consistent with Analysis by Synthesis: auditory analysis of speech is coupled with synthesis of the motor plans necessary to produce the speech signal. The findings have implications for: (i) perception-action theories of speech perception, (ii) the impact of "motherese" on early language learning, and (iii) the "social-gating" hypothesis and humans' development of social understanding.

Cognitive outcomes of preterm infants randomized to darbepoetin, erythropoietin, or placebo.

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Ohls, Robin K; Kamath-Rayne, Beena D; Christensen, Robert D; Wiedmeier, Susan E; Rosenberg, Adam; Fuller, Janell; Lacy, Conra Backstrom; Roohi, Mahshid; Lambert, Diane K; Burnett, Jill J; Pruckler, Barbara; Peceny, Hannah; Cannon, Daniel C; Lowe, Jean R

2014-06-01

We previously reported decreased transfusions and donor exposures in preterm infants randomized to Darbepoetin (Darbe) or erythropoietin (Epo) compared with placebo. As these erythropoiesis-stimulating agents (ESAs) have shown promise as neuroprotective agents, we hypothesized improved neurodevelopmental outcomes at 18 to 22 months among infants randomized to receive ESAs. We performed a randomized, masked, multicenter study comparing Darbe (10 μg/kg, 1×/week subcutaneously), Epo (400 U/kg, 3×/week subcutaneously), and placebo (sham dosing 3×/week) given through 35 weeks' postconceptual age, with transfusions administered according to a standardized protocol. Surviving infants were evaluated at 18 to 22 months' corrected age using the Bayley Scales of Infant Development III. The primary outcome was composite cognitive score. Assessments of object permanence, anthropometrics, cerebral palsy, vision, and hearing were performed. Of the original 102 infants (946 ± 196 g, 27.7 ± 1.8 weeks' gestation), 80 (29 Epo, 27 Darbe, 24 placebo) returned for follow-up. The 3 groups were comparable for age at testing, birth weight, and gestational age. After adjustment for gender, analysis of covariance revealed significantly higher cognitive scores among Darbe (96.2 ± 7.3; mean ± SD) and Epo recipients (97.9 ± 14.3) compared with placebo recipients (88.7 ± 13.5; P = .01 vs ESA recipients) as was object permanence (P = .05). No ESA recipients had cerebral palsy, compared with 5 in the placebo group (P < .001). No differences among groups were found in visual or hearing impairment. Infants randomized to receive ESAs had better cognitive outcomes, compared with placebo recipients, at 18 to 22 months. Darbe and Epo may prove beneficial in improving long-term cognitive outcomes of preterm infants. Copyright © 2014 by the American Academy of Pediatrics.

Influences on infant speech processing: toward a new synthesis.

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Werker, J F; Tees, R C

1999-01-01

To comprehend and produce language, we must be able to recognize the sound patterns of our language and the rules for how these sounds "map on" to meaning. Human infants are born with a remarkable array of perceptual sensitivities that allow them to detect the basic properties that are common to the world's languages. During the first year of life, these sensitivities undergo modification reflecting an exquisite tuning to just that phonological information that is needed to map sound to meaning in the native language. We review this transition from language-general to language-specific perceptual sensitivity that occurs during the first year of life and consider whether the changes propel the child into word learning. To account for the broad-based initial sensitivities and subsequent reorganizations, we offer an integrated transactional framework based on the notion of a specialized perceptual-motor system that has evolved to serve human speech, but which functions in concert with other developing abilities. In so doing, we highlight the links between infant speech perception, babbling, and word learning.

Fetal inflammation associated with minimal acute morbidity in moderate/late preterm infants.

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Gisslen, Tate; Alvarez, Manuel; Wells, Casey; Soo, Man-Ting; Lambers, Donna S; Knox, Christine L; Meinzen-Derr, Jareen K; Chougnet, Claire A; Jobe, Alan H; Kallapur, Suhas G

2016-03-23

To determine whether exposure to acute chorioamnionitis and fetal inflammation caused short-term adverse outcomes. This is a prospective observational study: subjects were mothers delivering at 32-36 weeks gestation and their preterm infants at a large urban tertiary level III perinatal unit (N=477 infants). Placentae and fetal membranes were scored for acute histological chorioamnionitis based on the Redline criteria. Fetal inflammation was characterised by histological diagnosis of funisitis (umbilical cord inflammation), increased cord blood cytokines measured by ELISA, and activation of the inflammatory cells infiltrating the placenta and fetal membranes measured by immunohistology. Maternal and infant data were collected. Twenty-four per cent of 32-36-week infants were exposed to histological chorioamnionitis and 6.9% had funisitis. Immunostaining for leucocyte subsets showed selective infiltration of the placenta and fetal membranes with activated neutrophils and macrophages with chorioamnionitis. Interleukin (IL) 6, IL-8 and granulocyte colony-stimulating factor were selectively increased in the cord blood of preterm infants with funisitis. Compared with infants without chorioamnionitis, funisitis was associated with increased ventilation support during resuscitation (43.8% vs 15.4%) and more respiratory distress syndrome postnatally (27.3% vs 10.2%) in univariate analysis. However, these associations disappeared after adjusting for prematurity. Despite fetal exposure to funisitis, increased cord blood cytokines and activated placental inflammatory cells, we could not demonstrate neonatal morbidity specifically attributable to fetal inflammation after adjusting for gestational age in moderate and late preterm infants. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

The Longevity of Statistical Learning: When Infant Memory Decays, Isolated Words Come to the Rescue

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Karaman, Ferhat; Hay, Jessica F.

2018-01-01

Research over the past 2 decades has demonstrated that infants are equipped with remarkable computational abilities that allow them to find words in continuous speech. Infants can encode information about the transitional probability (TP) between syllables to segment words from artificial and natural languages. As previous research has tested…

A comparison of the efficacy of weight-shift vs. joystick control of a robotic mobility device by infants ages 5 to 10 months.

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Stansfield, Sharon; Dennis, Carole; Altman, Rachel; Smith, Janelle; Larin, Hélène

2018-01-01

The onset of crawling in infants contributes to cognitive, perceptual, social, and emotional development. Conversely, infants with motor impairment that delays or prevents autonomous mobility often have associated developmental delays. Evidence suggests that providing mobility may have positive developmental outcomes, however powered wheelchairs may not be recommended for very young children, due to safety concerns and the child's level of cognitive maturity. The WeeBot is a mobility device controlled by infant weight shifting while seated; infants as young as 5 months have learned to use it. This study compares the efficacy of using the WeeBot vs. using the traditional manual joystick to control a robotic mobility device. Participants were 20 typically developing infants between 5 and 10 months who had not yet achieved independent mobility. A quasi-experimental two-group design was used: The first 10 participants recruited used the WeeBot (weight-shift); the next 10 used the joystick. Results showed that infants learned to use weight-shift control more easily and more skilfully than did infants using the joystick. The ability of infants to use the WeeBot suggests that an intuitive alternative control might allow very early powered mobility for children with disabilities, which might have implications for various aspects of their development.

Relationship-Based Infant Care: Responsive, on Demand, and Predictable

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Petersen, Sandra; Wittmer, Donna

2008-01-01

Young babies are easily overwhelmed by the pain of hunger or gas. However, when an infant's day is filled with caregiving experiences characterized by quick responses to his cries and accurate interpretations of the meaning of his communication, the baby learns that he can count on being fed and comforted. He begins to develop trust in his teacher…

Learning and memory.

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Brem, Anna-Katharine; Ran, Kathy; Pascual-Leone, Alvaro

2013-01-01

Learning and memory functions are crucial in the interaction of an individual with the environment and involve the interplay of large, distributed brain networks. Recent advances in technologies to explore neurobiological correlates of neuropsychological paradigms have increased our knowledge about human learning and memory. In this chapter we first review and define memory and learning processes from a neuropsychological perspective. Then we provide some illustrations of how noninvasive brain stimulation can play a major role in the investigation of memory functions, as it can be used to identify cause-effect relationships and chronometric properties of neural processes underlying cognitive steps. In clinical medicine, transcranial magnetic stimulation may be used as a diagnostic tool to understand memory and learning deficits in various patient populations. Furthermore, noninvasive brain stimulation is also being applied to enhance cognitive functions, offering exciting translational therapeutic opportunities in neurology and psychiatry. © 2013 Elsevier B.V. All rights reserved.

Cathodal transcranial direct current stimulation (tDCS) applied to the left premotor cortex (PMC) stabilizes a newly learned motor sequence.

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Focke, Jan; Kemmet, Sylvia; Krause, Vanessa; Keitel, Ariane; Pollok, Bettina

2017-01-01

While the primary motor cortex (M1) is involved in the acquisition the premotor cortex (PMC) has been related to over-night consolidation of a newly learned motor skill. The present study aims at investigating the possible contribution of the left PMC for the stabilization of a motor sequence immediately after acquisition as determined by susceptibility to interference. Thirty six healthy volunteers received anodal, cathodal and sham transcranial direct current stimulation (tDCS) to the left PMC either immediately prior to or during training on a serial reaction time task (SRTT) with the right hand. TDCS was applied for 10min, respectively. Reaction times were measured prior to training (t1), at the end of training (t2), and after presentation of an interfering random pattern (t3). Beyond interference from learning, the random pattern served as control condition in order to estimate general effects of tDCS on reaction times. TDCS applied during SRTT training did not result in any significant effects neither on acquisition nor on susceptibility to interference. In contrast to this, tDCS prior to SRTT training yielded an unspecific facilitation of reaction times at t2 independent of tDCS polarity. At t3, reduced susceptibility to interference was found following cathodal stimulation. The results suggest the involvement of the PMC in early consolidation and reveal a piece of evidence for the hypothesis that behavioral tDCS effects vary with the activation state of the stimulated area. Copyright © 2016. Published by Elsevier B.V.

Disparities in Infant Mortality by Race Among Hispanic and Non-Hispanic Infants.

Science.gov (United States)

Rice, Whitney S; Goldfarb, Samantha S; Brisendine, Anne E; Burrows, Stevie; Wingate, Martha S

2017-07-01

U.S.-born Hispanic infants have a well-documented health advantage relative to other minority groups. However, little published research has examined racial heterogeneity within the Hispanic population, in relation to health outcomes. The current study aims to explore possible implications of racial identification for the health of U.S. born Hispanic compared to non-Hispanic infants. Methods Data were drawn from 2007 to 2008 NCHS Cohort Linked Live Birth-Infant Death Files, restricted to deliveries of Hispanic black, Hispanic white, non-Hispanic black (NHB) and non-Hispanic white mothers (NHW) (n = 7,901,858). Adjusted odds ratios for first week mortality, neonatal, postneonatal, and overall infant mortality were calculated for each group, using NHW as the reference group. A distinct health gradient was observed in which NHB infants (n = 1,250,222) had the highest risk of first week (aOR 2.29, CI 2.21-2.37), neonatal (aOR 2.23, CI 2.17-2.30), postneonatal (aOR 1.74, CI 1.68-1.81), and infant mortality (aOR 2.05, CI 2.00-2.10) compared to NHW infants (n = 4,578,150). Hispanic black infants (n = 84,377) also experienced higher risk of first-week (aOR 1.28 (1.12-1.47), neonatal (aOR .27, CI 1.13-1.44), postneonatal (aOR 1.34, CI 1.15-1.56), and infant mortality (aOR 1.30, CI 1.18-1.43) compared to both NHW and Hispanic white infants (n = 1,989,109). Conclusions for Practice: Risk of infant mortality varies among Hispanic infants by race, with poorer outcomes experienced by Hispanic black infants. Compared to non-Hispanic infants of the same race, Hispanic black infants experience a smaller health disadvantage and Hispanic white infants have better or similar infant health outcomes. Our findings suggest implications of racial heterogeneity on infant health outcomes, and provide insight into the role of race as a social construct.

Altered Toll-Like Receptor-4 Response to Lipopolysaccharides in Infants Exposed to HIV-1 and Its Preventive Therapy

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Anicet Christel Maloupazoa Siawaya

2018-02-01

Full Text Available Pathogen sensing and recognition through pattern recognition receptors, and subsequent production of pro-inflammatory cytokines, is the cornerstone of the innate immune system. Despite the fact that HIV-exposed uninfected (HEU infants are prone to serious bacterial infections, no study has focused on the functionality of their bacteria recognition system. This is the first study to investigate baseline levels of three critically important immune response molecules in this population: complement component (C-3, toll-like receptor (TLR-4, and C-reactive protein (CRP. We enrolled 16 HEU and 6 HIV-unexposed (HU infants. TLR4 function was investigated by stimulating whole blood with increasing concentrations of TLR4-agonist ultrapure lipopolysaccharides. TLR4/TLR4-agonist dose response were assessed by measuring IL-6 secretion. Complement C3 and CRP were measured by photo spectrometry. Data showed no significant differences in baseline concentration of CRP between HEU and HU infants. Complement C3 was significantly higher in HEU infants than HU infants. TLR4 anergy was observed in 7 of 12 HEU infants, whereas the rest of HEU infants (n = 4 and the control HU infants tested (n = 3 showed responsive TLR4. None of the HEU infants investigated in this study had severe infections in the year after their birth. In conclusion, TLR4 anergy can occur in HEU infants without necessarily translating to increased vulnerability to infectious diseases.

Circulating Chemokine Levels in Febrile Infants With Serious Bacterial Infections

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Hsiu-Lin Chen

2009-12-01

Full Text Available Early diagnosis of serious bacterial infections (SBI in febrile young infants based on clinical symptoms and signs is difficult. This study aimed to evaluate the diagnostic values of circulating chemokines and C-reactive protein (CRP levels in febrile young infants < 3 months of age with suspected SBI. We enrolled 43 febrile young infants < 3 months of age with clinically suspected SBI who were admitted to the neonatal intensive care unit or complete nursing unit of the pediatric department of Kaohsiung Medical University Hospital between December 2006 and July 2007. Blood was drawn from the patients at admission, and complete blood counts, plasma levels of CRP, granulocyte colony-stimulating factor (G-CSF, and chemokines, including interleukin-8 (IL-8, macrophage inflammatory protein-1α, macrophage inflammatory protein-1β, monokine induced by interferon-γ, and monocyte chemotactic protein-1 were measured. Patients’ symptoms and signs, length of hospital stay, main diagnosis, and results of routine blood tests and microbiological culture results were recorded. Twenty-six infants (60.5% were diagnosed with SBI, while 17 (39.5% had no evidence of SBI based on the results of bacterial cultures. CRP, IL-8 and G-CSF levels were significantly higher in the infants with SBI than in those without SBI. Plasma levels of other chemokines were not significantly different between the groups. The area under the receiver-operating characteristic (ROC curve for differentiating between the presence and absence of SBI was 0.79 for CRP level. Diagnostic accuracy was further improved by combining CRP and IL-8, when the area under the ROC curve increased to 0.91. CRP levels were superior to IL-8 and G-CSF levels for predicting SBI in febrile infants at initial survey. IL-8 levels could be used as an additional diagnostic tool in the initial evaluation of febrile young infants, allowing clinicians to treat these patients more appropriately.

The Efficiency of Infants' Exploratory Play Is Related to Longer-Term Cognitive Development

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Muentener, Paul; Herrig, Elise; Schulz, Laura

2018-01-01

In this longitudinal study we examined the stability of exploratory play in infancy and its relation to cognitive development in early childhood. We assessed infants' (N = 130, mean age at enrollment = 12.02 months, SD = 3.5 months; range: 5–19 months) exploratory play four times over 9 months. Exploratory play was indexed by infants' attention to novelty, inductive generalizations, efficiency of exploration, face preferences, and imitative learning. We assessed cognitive development at the fourth visit for the full sample, and again at age three for a subset of the sample (n = 38). The only measure that was stable over infancy was the efficiency of exploration. Additionally, infants' efficiency score predicted vocabulary size and distinguished at-risk infants recruited from early intervention sites from those not at risk. Follow-up analyses at age three provided additional evidence for the importance of the efficiency measure: more efficient exploration was correlated with higher IQ scores. These results suggest that the efficiency of infants' exploratory play can be informative about longer-term cognitive development. PMID:29904360

Shared function knowledge: infants' attention to function information in communicative contexts.

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Träuble, Birgit; Bätz, Johannes

2014-08-01

Humans are specifically adapted to knowledge acquisition and transfer by social communication. According to natural pedagogy theory, infants are highly sensitive to signals that indicate a teacher's communicative intention and are biased to interpret communicative contexts as conveying relevant and generalizable knowledge that is also shared by other conspecifics. We investigated whether infants as young as 12 months interpret ostensively communicated object-directed emotion expressions as generalizable and shareable with others. Given that young infants pay particular attention to information about objects' functions, we were interested in whether the shareability assumption also holds for emotional attitudes toward functional features of unfamiliar objects. The results suggest that 12-month-olds (N=80) flexibly interpret another person's emotion displays toward unfamiliar artifacts either as object-centered and generalizable attitudes or as person-centered subjective attitudes, depending on the communicative characteristics of the learning context. Furthermore, the transfer of ostensively communicated information about the artifacts depended on their functional usability, which is consistent with infants' early sensitivity to function information in various areas of cognitive development. Copyright © 2014 Elsevier Inc. All rights reserved.

Supplementation of milk formula with galacto-oligosaccharides improves intestinal micro-flora and fermentation in term infants.

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Ben, Xiao-ming; Zhou, Xiao-yu; Zhao, Wei-hua; Yu, Wen-liang; Pan, Wei; Zhang, Wei-li; Wu, Sheng-mei; Van Beusekom, Christien M; Schaafsma, Anne

2004-06-01

Oligosaccharides in human milk may protect infants by improving the intestinal micro-flora and fermentation. This study was to investigate effects of infant formula milk consisting of galacto-oligosaccharide (GOS) on intestinal microbial populations and the fermentation characteristics in term infants in comparison with that of human milk. The test formula (Frisolac H, Friesland, Netherland) was supplemented with GOS at a concentration of 0.24 g/dl. Human milk and another formula without oligosaccharides (Frisolac H, Friesland, Netherland) were used as positive and negative control respectively. Growth, stool characteristics, and side effects of the recruited infants were recorded after 3 and 6 months' follow-up, and the fecal species were collected for the analysis of intestinal micro-flora, short chain fatty acid (SCFA) and pH. At the end of 3- and 6-month feeding period, intestinal Bifidobacteria and Lactobacilli were significantly increased in infants fed with GOS supplemented formula and human milk when compared with infants fed with negative control formula; however, there was no statistically significant difference between GOS supplemented formula and human milk groups. Stool characteristics were influenced by the supplement and main fecal SCFA (acetic), and stool frequency were significantly increased in infants fed with GOS supplemented formula and human milk, while the fecal pH was significantly decreased as compared with that of negative control (P effects (including crying, regurgitation and vomiting). Supplementing infant formula with GOS at a concentration of 0.24 g/dl stimulates the growth of Bifidobacteria and Lactobacilli in the intestine and stool characteristics are similar to in term infants fed with human milk.

Feedback error learning controller for functional electrical stimulation assistance in a hybrid robotic system for reaching rehabilitation

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Francisco Resquín

2016-07-01

Full Text Available Hybrid robotic systems represent a novel research field, where functional electrical stimulation (FES is combined with a robotic device for rehabilitation of motor impairment. Under this approach, the design of robust FES controllers still remains an open challenge. In this work, we aimed at developing a learning FES controller to assist in the performance of reaching movements in a simple hybrid robotic system setting. We implemented a Feedback Error Learning (FEL control strategy consisting of a feedback PID controller and a feedforward controller based on a neural network. A passive exoskeleton complemented the FES controller by compensating the effects of gravity. We carried out experiments with healthy subjects to validate the performance of the system. Results show that the FEL control strategy is able to adjust the FES intensity to track the desired trajectory accurately without the need of a previous mathematical model.

Vowel bias in Danish word-learning

DEFF Research Database (Denmark)

Højen, Anders; Nazzi, Thierry

2016-01-01

The present study explored whether the phonological bias favoring consonants found in French-learning infants and children when learning new words (Havy & Nazzi, 2009; Nazzi, 2005) is language-general, as proposed by Nespor, Peña and Mehler (2003), or varies across languages, perhaps as a functio...

Maternally Administered Interventions for Preterm Infants in the NICU: Effects on Maternal Psychological Distress and Mother-Infant Relationship

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Holditch-Davis, Diane; White-Traut, Rosemary C.; Levy, Janet A.; O’Shea, T. Michael; Geraldo, Victoria; David, Richard J.

2014-01-01

Although studies have examined the effects of interventions focused on preterm infants, few studies have examined the effects on maternal distress (anxiety, depressive symptoms, post-traumatic stress symptoms, parenting stress) or parenting. This study examined the effects of the auditory-tactile-visual-vestibular (ATVV) intervention and kangaroo care (KC) on maternal distress and the mother-infant relationship compared to an attention control group. 240 mothers from four hospitals were randomly assigned to the three groups. Maternal characteristics in the three groups were similar: 64.1% of ATVV mothers, 64.2% of KC mothers, and 76.5% of control mothers were African American; maternal age averaged 26.3 years for ATVV mothers, 28.1 for KC mothers, and 26.6 for control mothers; and years of education averaged 13.6 for ATVV and KC mothers, and 13.1 for control mothers. Mothers only differed on parity: 68.4% of ATVV and 54.7% of KC mothers were first-time mothers as compared to 43.6% of control mothers. Their infants had a similar mean gestational ages (27.0 weeks for ATVV, 27.2 for KC, and 27.4 for control) and mean birthweights (993 grams for ATVV, 1022 for KC, and 1023 for control). Mothers completed questionnaires during hospitalization, and at 2, 6 and 12 months corrected age on demographic characteristics, depressive symptoms, state anxiety, post-traumatic stress symptoms, parenting stress, worry about child health, and child vulnerability (only at 12 months). At 2 and 6 months, 45-minute videotapes of mother-infant interactions were made, and the HOME Inventory was scored. Behaviors coded from the videotapes and a HOME subscale were combined into five interactive dimensions: maternal positive involvement and developmental stimulation and child social behaviors, developmental maturity, and irritability. Intervention effects were examined using general linear mixed models controlling for parity and recruitment site. The groups did not differ on any maternal

Excessive Leucine-mTORC1-Signalling of Cow Milk-Based Infant Formula: The Missing Link to Understand Early Childhood Obesity.

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Melnik, Bodo C

2012-01-01

Increased protein supply by feeding cow-milk-based infant formula in comparison to lower protein content of human milk is a well-recognized major risk factor of childhood obesity. However, there is yet no conclusive biochemical concept explaining the mechanisms of formula-induced childhood obesity. It is the intention of this article to provide the biochemical link between leucine-mediated signalling of mammalian milk proteins and adipogenesis as well as early adipogenic programming. Leucine has been identified as the predominant signal transducer of mammalian milk, which stimulates the nutrient-sensitive kinase mammalian target of rapamycin complex 1 (mTORC1). Leucine thus functions as a maternal-neonatal relay for mTORC1-dependent neonatal β-cell proliferation and insulin secretion. The mTORC1 target S6K1 plays a pivotal role in stimulation of mesenchymal stem cells to differentiate into adipocytes and to induce insulin resistance. It is of most critical concern that infant formulas provide higher amounts of leucine in comparison to human milk. Exaggerated leucine-mediated mTORC1-S6K1 signalling induced by infant formulas may thus explain increased adipogenesis and generation of lifelong elevated adipocyte numbers. Attenuation of mTORC1 signalling of infant formula by leucine restriction to physiologic lower levels of human milk offers a great chance for the prevention of childhood obesity and obesity-related metabolic diseases.

Combining brain stimulation and video game to promote long-term transfer of learning and cognitive enhancement.

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Looi, Chung Yen; Duta, Mihaela; Brem, Anna-Katharine; Huber, Stefan; Nuerk, Hans-Christoph; Cohen Kadosh, Roi

2016-02-23

Cognitive training offers the potential for individualised learning, prevention of cognitive decline, and rehabilitation. However, key research challenges include ecological validity (training design), transfer of learning and long-term effects. Given that cognitive training and neuromodulation affect neuroplasticity, their combination could promote greater, synergistic effects. We investigated whether combining transcranial direct current stimulation (tDCS) with cognitive training could further enhance cognitive performance compared to training alone, and promote transfer within a short period of time. Healthy adults received real or sham tDCS over their dorsolateral prefrontal cortices during two 30-minute mathematics training sessions involving body movements. To examine the role of training, an active control group received tDCS during a non-mathematical task. Those who received real tDCS performed significantly better in the game than the sham group, and showed transfer effects to working memory, a related but non-numerical cognitive domain. This transfer effect was absent in active and sham control groups. Furthermore, training gains were more pronounced amongst those with lower baseline cognitive abilities, suggesting the potential for reducing cognitive inequalities. All effects associated with real tDCS remained 2 months post-training. Our study demonstrates the potential benefit of this approach for long-term enhancement of human learning and cognition.

Acoustic parameters of infant-directed singing in mothers of infants with down syndrome.

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de l'Etoile, Shannon; Behura, Samarth; Zopluoglu, Cengiz

2017-11-01

This study compared the acoustic parameters and degree of perceived warmth in two types of infant-directed (ID) songs - the lullaby and the playsong - between mothers of infants with Down syndrome (DS) and mothers of typically-developing (TD) infants. Participants included mothers of 15 DS infants and 15 TD infants between 3 and 9 months of age. Each mother's singing voice was digitally recorded while singing to her infant and subjected to feature extraction and data mining. Mothers of DS infants and TD infants sang both lullabies and playsongs with similar frequency. In comparison with mothers of TD infants, mothers of DS infants used a higher maximum pitch and more key changes during playsong. Mothers of DS infants also took more time to establish a rhythmic structure in their singing. These differences suggest mothers are sensitive to the attentional and arousal needs of their DS infants. Mothers of TD infants sang with a higher degree of perceived warmth which does not agree with previous observations of "forceful warmth" in mothers of DS infants. In comparison with lullaby, all mothers sang playsong with higher overall pitch and slower tempo. Playsongs were also distinguished by higher levels of spectral centroid properties related to emotional expressivity, as well as higher degrees of perceived warmth. These similarities help to define specific song types, and suggest that all mothers sing in an expressive manner that can modulate infant arousal, including mothers of DS infants. Copyright © 2017 Elsevier Inc. All rights reserved.

Posture affects how robots and infants map words to objects.

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Anthony F Morse

Full Text Available For infants, the first problem in learning a word is to map the word to its referent; a second problem is to remember that mapping when the word and/or referent are again encountered. Recent infant studies suggest that spatial location plays a key role in how infants solve both problems. Here we provide a new theoretical model and new empirical evidence on how the body - and its momentary posture - may be central to these processes. The present study uses a name-object mapping task in which names are either encountered in the absence of their target (experiments 1-3, 6 & 7, or when their target is present but in a location previously associated with a foil (experiments 4, 5, 8 & 9. A humanoid robot model (experiments 1-5 is used to instantiate and test the hypothesis that body-centric spatial location, and thus the bodies' momentary posture, is used to centrally bind the multimodal features of heard names and visual objects. The robot model is shown to replicate existing infant data and then to generate novel predictions, which are tested in new infant studies (experiments 6-9. Despite spatial location being task-irrelevant in this second set of experiments, infants use body-centric spatial contingency over temporal contingency to map the name to object. Both infants and the robot remember the name-object mapping even in new spatial locations. However, the robot model shows how this memory can emerge -not from separating bodily information from the word-object mapping as proposed in previous models of the role of space in word-object mapping - but through the body's momentary disposition in space.

Blood Cytokine Profiles Associated with Distinct Patterns of Bronchopulmonary Dysplasia among Extremely Low Birth Weight Infants.

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D'Angio, Carl T; Ambalavanan, Namasivayam; Carlo, Waldemar A; McDonald, Scott A; Skogstrand, Kristin; Hougaard, David M; Shankaran, Seetha; Goldberg, Ronald N; Ehrenkranz, Richard A; Tyson, Jon E; Stoll, Barbara J; Das, Abhik; Higgins, Rosemary D

2016-07-01

To explore differences in blood cytokine profiles among distinct bronchopulmonary dysplasia (BPD) patterns. We evaluated blood spots collected from 943 infants born at ≤1000 g and surviving to 28 days on postnatal days 1, 3, 7, 14, and 21 for 25 cytokines. Infants were assigned to the following lung disease patterns: (1) no lung disease (NLD); (2) respiratory distress syndrome without BPD; (3) classic BPD (persistent exposure to supplemental oxygen until 28 days of age); or (4) atypical BPD (period without supplemental oxygen before 28 days). Median cytokine levels for infants with BPD were compared with the IQR of results among infants with NLD. The distribution of enrolled infants by group was as follows: 69 (NLD), 73 (respiratory distress syndrome), 381 (classic BPD), and 160 (atypical BPD). The remaining 260 infants could not be classified because of missing data (104) or not fitting a predefined pattern (156). Median levels of 3 cytokines (elevated interleukin [IL]-8, matrix metalloproteinase-9; decreased granulocyte macrophage colony-stimulating factor) fell outside the IQR for at least 2 time points in both infants with atypical and classic BPD. Profiles of 7 cytokines (IL-6, IL-10, IL-18, macrophage inflammatory protein-1α, C-reactive protein, brain-derived neurotrophic factor, regulated on activation, normal T cell expressed and secreted) differed between infants with classic and atypical BPD. Blood cytokine profiles may differ between infants developing classic and atypical BPD. These dissimilarities suggest the possibility that differing mechanisms could explain the varied patterns of pathophysiology of lung disease in extremely premature infants. Copyright © 2016 Elsevier Inc. All rights reserved.

Thyroid Stimulating Hormone Resistance Syndrome – A Case Report

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SM Ashrafuzzaman

2014-01-01

Full Text Available Resistance to thyrotropin or thyroid stimulating hormone (RTSH can be defined as decreased responsiveness to thyroid stimulating hormone (TSH characterized by high TSH with normal but occasionally low T4 and T3 usually in absence of goiter or ectopic thyroid. It can be diagnosed when TSH is >30 mIU/L but free T4 (FT4 is within normal limit. Patient usually presents in euthyroid state with abnormally high TSH but may also present with mild to overt hypothyroidism. The precise prevalence is not known, but 20-30% infants may show transient mild RTSH. In adults it is rare. Here we report a case of RTSH in which a 19 years old young girl presented in euthyroid state with mild goiter. Ibrahim Med. Coll. J. 2014; 8(1: 32-33

SOUR MILK FOODSTUFF IN INFANTS DIET

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T. E. Borovik

2014-01-01

Full Text Available Products of sour milk are widely used in nutrition of infants. They are an important source of digestible proteins, vitamins and potassium. Regular intake of sour milk foodstuff has favorable influence on intestinal microbiocenosis, functioning of the immune system, improves secretory and motor functions of the gastrointestinal tract, stimulates appetites and increases bioavailability of micronutrients. Modern line in functional diet is enrichment of sour milk foodstuff with probiotics. Strains of microorganisms used in manufacture of products with probiotic action are proven to be safe and effective in prophylaxis and treatment of various diseases. Modern data which confirm prophylactic and medicinal properties of probiotic-containing foodstuff, especially bioyoghurts for children, are shown in this article.

Face Preferences for Infant- and Adult-Directed Speakers in Infants of Depressed and Nondepressed Mothers: Association with Infant Cognitive Development.

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Kaplan, Peter S; Asherin, Ryan M; Vogeli, Jo M; Fekri, Shiva M; Scheyer, Kathryn E; Everhart, Kevin D

2018-01-01

Face preferences for speakers of infant-directed and adult-directed speech (IDS and ADS) were investigated in 4- to 13.5-month-old infants of depressed and non-depressed mothers. Following 1-min of exposure to an ID or AD speaker (order counterbalanced), infants had an immediate paired-comparison test with a still, silent image of the familiarized versus a novel face. In the test phase, ID face preference ratios were significantly lower in infants of depressed than non-depressed mothers. Infants' ID face preference ratios, but not AD face preference ratios, correlated with their percentile scores on the cognitive ( Cog ) scale of the Bayley Scales of Infant & Toddler Development (3 rd Edition; BSID III), assessed concurrently. Regression analyses revealed that infant ID face preferences significantly predicted infant Cog percentiles even after demographic risk factors and maternal depression had been controlled. Infants may use IDS to select social partners who are likely to support and facilitate cognitive development.

Autonomous development and learning in artificial intelligence and robotics: Scaling up deep learning to human-like learning.

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Oudeyer, Pierre-Yves

2017-01-01

Autonomous lifelong development and learning are fundamental capabilities of humans, differentiating them from current deep learning systems. However, other branches of artificial intelligence have designed crucial ingredients towards autonomous learning: curiosity and intrinsic motivation, social learning and natural interaction with peers, and embodiment. These mechanisms guide exploration and autonomous choice of goals, and integrating them with deep learning opens stimulating perspectives.

Neurocognitive Effects of Transcranial Direct Current Stimulation in Arithmetic Learning and Performance: A Simultaneous tDCS-fMRI Study.

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Hauser, Tobias U; Rütsche, Bruno; Wurmitzer, Karoline; Brem, Silvia; Ruff, Christian C; Grabner, Roland H

A small but increasing number of studies suggest that non-invasive brain stimulation by means of transcranial direct current stimulation (tDCS) can modulate arithmetic processes that are essential for higher-order mathematical skills and that are impaired in dyscalculic individuals. However, little is known about the neural mechanisms underlying such stimulation effects, and whether they are specific to cognitive processes involved in different arithmetic tasks. We addressed these questions by applying tDCS during simultaneous functional magnetic resonance imaging (fMRI) while participants were solving two types of complex subtraction problems: repeated problems, relying on arithmetic fact learning and problem-solving by fact retrieval, and novel problems, requiring calculation procedures. Twenty participants receiving left parietal anodal plus right frontal cathodal stimulation were compared with 20 participants in a sham condition. We found a strong cognitive and neural dissociation between repeated and novel problems. Repeated problems were solved more accurately and elicited increased activity in the bilateral angular gyri and medial plus lateral prefrontal cortices. Solving novel problems, in contrast, was accompanied by stronger activation in the bilateral intraparietal sulci and the dorsomedial prefrontal cortex. Most importantly, tDCS decreased the activation of the right inferior frontal cortex while solving novel (compared to repeated) problems, suggesting that the cathodal stimulation rendered this region unable to respond to the task-specific cognitive demand. The present study revealed that tDCS during arithmetic problem-solving can modulate the neural activity in proximity to the electrodes specifically when the current demands lead to an engagement of this area. Copyright © 2016 Elsevier Inc. All rights reserved.

Infant feeding concerns in times of natural disaster: lessons learned from the 2014 flood in Kelantan, Malaysia.

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Sulaiman, Zaharah; Mohamad, Noraini; Ismail, Tengku Alina Tengku; Johari, Nazirah; Hussain, Nik Hazlina Nik

2016-01-01

The flood that hit Kelantan in December 2014 was the worst in Malaysian history. Women and their infants accounted for a large proportion of the people at risk who were badly affected, as almost half of the population in Kelantan was in the reproductive age group. This report serves to raise awareness that breastfeeding mothers and infants are a special population with unique needs during a disaster. Four of their concerns were identified during this massive flood: first, the negative impact of flood on infant nutritional status and their health; second, open space and lack of privacy for the mothers to breastfeed their babies comfortably at temporary shelters for flood victims; third, uncontrolled donations of infant formula, teats, and feeding bottles that are often received from many sources to promote formula feeding; and lastly, misconceptions related to breastfeeding production and quality that may be affected by the disaster. The susceptibility of women and their infant in a natural disaster enhances the benefits of promoting the breastfeeding rights of women. Women have the right to be supported which enables them to breastfeed. These can be achieved through monitoring the distribution of formula feeding, providing water, electricity and medical care for breastfeeding mothers and their infants. A multifaceted rescue mission team involving various agencies comprising of local government, including the health and nutrition departments, private or non-governmental organizations and individual volunteers have the potential to improve a satisfactory condition of women and infants affected by floods and other potential natural disasters.

The Learning Way: Meta-Cognitive Aspects of Experiential Learning

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Kolb, Alice Y.; Kolb, David A.

2009-01-01

Contemporary research on meta-cognition has reintroduced conscious experience into psychological research on learning and stimulated a fresh look at classical experiential learning scholars who gave experience a central role in the learning process--William James, John Dewey, Kurt Lewin, Carl Rogers, and Paulo Freire. In particular James's…

Monolingual and Bilingual Infants’ Ability to Use Non-native Tone for Word Learning Deteriorates by the Second Year After Birth

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Liquan Liu

2018-03-01

Full Text Available Previous studies reported a non-native word learning advantage for bilingual infants at around 18 months. We investigated developmental changes in infant interpretation of sounds that aid in object mapping. Dutch monolingual and bilingual (exposed to Dutch and a second non-tone-language infants’ word learning ability was examined on two novel label–object pairings using syllables differing in Mandarin tones as labels (flat vs. falling. Infants aged 14–15 months, regardless of language backgrounds, were sensitive to violations in the label–objects pairings when lexical tones were switched compared to when they were the same as habituated. Conversely at 17–18 months, neither monolingual nor bilingual infants demonstrated learning. Linking with existing literature, infants’ ability to associate non-native tones with meanings may be related to tonal acoustic properties and/or perceptual assimilation to native prosodic categories. These findings provide new insights into the relation between infant tone perception, learning, and interpretative narrowing from a developmental perspective.

Audio-visual speech perception in infants and toddlers with Down syndrome, fragile X syndrome, and Williams syndrome.

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D'Souza, Dean; D'Souza, Hana; Johnson, Mark H; Karmiloff-Smith, Annette

2016-08-01

Typically-developing (TD) infants can construct unified cross-modal percepts, such as a speaking face, by integrating auditory-visual (AV) information. This skill is a key building block upon which higher-level skills, such as word learning, are built. Because word learning is seriously delayed in most children with neurodevelopmental disorders, we assessed the hypothesis that this delay partly results from a deficit in integrating AV speech cues. AV speech integration has rarely been investigated in neurodevelopmental disorders, and never previously in infants. We probed for the McGurk effect, which occurs when the auditory component of one sound (/ba/) is paired with the visual component of another sound (/ga/), leading to the perception of an illusory third sound (/da/ or /tha/). We measured AV integration in 95 infants/toddlers with Down, fragile X, or Williams syndrome, whom we matched on Chronological and Mental Age to 25 TD infants. We also assessed a more basic AV perceptual ability: sensitivity to matching vs. mismatching AV speech stimuli. Infants with Williams syndrome failed to demonstrate a McGurk effect, indicating poor AV speech integration. Moreover, while the TD children discriminated between matching and mismatching AV stimuli, none of the other groups did, hinting at a basic deficit or delay in AV speech processing, which is likely to constrain subsequent language development. Copyright © 2016 Elsevier Inc. All rights reserved.

Prevention and Management of Cow's Milk Allergy in Non-Exclusively Breastfed Infants.

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Vandenplas, Yvan

2017-07-10

Introduction: The prevention and management of cow milk allergy (CMA) is still debated. Since CMA is much less frequent in breastfed infants, breastfeeding should be stimulated. Method: Literature was searched using databases to find original papers and reviews on this topic. Results: Hydrolysates with a clinical proof of efficacy are recommended in the prevention and treatment of CMA. However, not all meta-analyses conclude that hydrolysates do prevent CMA or other atopic manifestations such as atopic dermatitis. There are pros and cons to consider partially hydrolysed protein as an option for starter infant formula for each non-exclusively breastfed infant. A challenge test is still recommended as the most specific and sensitive diagnostic test, although a positive challenge test does not proof that the immune system is involved. The Cow Milk Symptom Score (CoMiSS™) is an awareness tool that enables healthcare professionals to better recognize symptoms related to the ingestion of cow milk, but it still needs validation as diagnostic tool. The current recommended elimination diet is a cow milk based extensive hydrolysate, although rice hydrolysates or soy infant formula can be considered in some cases. About 10 to 15% of infants allergic to cow milk will also react to soy. Mainly because of the higher cost, amino acid based formula is reserved for severe cases. There is no place for infant formula with intact protein from other animals as cross-over allergenicity is high. During recent years, attention focused also on the bifidogenic effect of prebiotics and more recently also on human milk oligosaccharides. A bifidogenic gastrointestinal microbiome may decrease the risk to develop allergic disease. The addition of probiotics and prebiotics to the elimination diet in treatment may enhance the development of tolerance development. Conclusion: Breastfeeding is the best way to feed infants. Cow milk based extensive hydrolysates remain the first option for the

Follow up assessment of very preterm infants at five years of age

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Kleine, Martin de

2005-01-01

Simultaneous with the improved survival of very preterm and low birth weight infants, the awareness increased that not all survive without sequelae. Mild developmental disturbances that interfere with the acquisition of everyday skills and normal learning appeared to be very frequent and were not

Infants with atopic dermatitis: maternal hopelessness, child-rearing attitudes and perceived infant temperament.