Learning, Arts, and the Brain: The Dana Consortium Report on Arts and Cognition

Reports findings from multiple neuroscientific studies on the impact of arts training on the enhancement of other cognitive capacities, such as reading acquisition, sequence learning, geometrical reasoning, and memory

Becoming dad: Exploring the neurobiology of the transition into fatherhood

Item does not contain fulltextVrije Universiteit Amsterdam, 22 juni 2021Promotores : Bakermans-Kranenburg, M.J., Schuengel, C. Co-promotor : Riem, M.M.E.177 p

Interpersonal Neural Entrainment during Early Social Interaction

Currently, we understand much about how children’s brains attend to and learn from information presented while they are alone, viewing a screen – but less about how interpersonal social influences are substantiated in the brain. Here, we consider research that examines how social behaviors affect not one, but both partners in a dyad. We review studies that measured interpersonal neural entrainment during early social interaction, considering two ways of measuring entrainment: concurrent entrainment (e.g., ‘when A is high, B is high’ – also known as synchrony) and sequential entrainment (‘changes in A forward-predict changes in B’). We discuss possible causes of interpersonal neural entrainment, and consider whether it is merely an epiphenomenon, or whether it plays an independent, mechanistic role in early attention and learning

Ability of early neurological assessment and continuous EEG to predict long term neurodevelopmental outcome at 5 years in infants following hypoxic-ischaemic encephalopathy

Hypoxic-ischaemic encephalopathy (HIE) symptoms evolve during the first days of life and their monitoring is critical for treatment decisions and long-term outcome predictions. This thesis aims to report the five-year outcome of a HIE cohort born in the pre-therapeutic hypothermia era and to evaluate the predictive value of (a) neonatal neurological and EEG markers and (b) development in the first 24 months, for outcome. Methods: Participants were recruited at age five from two birth cohorts; HIE and Comparison. Repeated neonatal neurological assessments using the Amiel-TisonNeurological-Assessment-at-Term, continuous video EEG monitoring in the first 72 hours, and Sarnat grading at 24 hours were recorded. EEG severity grades were assigned at 6, 12 and 24 hours. Development was assessed in the HIE cohort at 6, 12 and 24 months using the Griffiths Mental Development (0-2) Revised Scales. At age five, intellectual (WPPSI-IIIUK scale), neuropsychological (NEPSY-II scales), neurological and ophthalmic testing was completed. Results: 5-year outcomes were available for 81.5% (n=53) of HIE and 71.4% (n=30) of Comparison cohorts. In HIE, 47.2% (27% mild, 47% moderate, 83% severe Sarnat), had non-intact outcome vs. 3.3% of the Comparison cohort. Non-intact outcome rates by 6-hour EEG-grade were: grade0=3%, grade1=25%, grade2=54%, grade3/4=79%. In HIE, processing speed (p=0.01) and verbal short-term memory (p=0.005) were below test norms. No significant differences were found in IQ, NEPSY-II or ocular biometry scores between children following mild and moderate HIE. Median IQ scores for mild (99(94-112),p=grade 2) at 24hours had superior positive predictive value (74%; AUROC(95%CI)=0.70(0.55-0.85) for non-intact 5-year outcome than abnormal EEG at 6 hours (68%; AUROC(95%CI)=0.71(0.56-0.87). Within-child development scores were inconsistent across the first 24 months. Although all children with intact 24-month Griffiths quotient (n=30) had intact 5-year IQ, 8/30 had non-intact overall outcome. Conclusion: Predictive value of neonatal neurological assessments and an EEG grading system for outcome was confirmed. Intact early childhood outcomes post-HIE may mask subtle adverse neuropsychological sequelae into the school years. This thesis supports emerging evidence that mild-grade HIE is not a benign condition and its inclusion in studies of neuroprotective treatments for HIE is warranted

Turn-Taking in Human Communicative Interaction

The core use of language is in face-to-face conversation. This is characterized by rapid turn-taking. This turn-taking poses a number central puzzles for the psychology of language. Consider, for example, that in large corpora the gap between turns is on the order of 100 to 300 ms, but the latencies involved in language production require minimally between 600ms (for a single word) or 1500 ms (for as simple sentence). This implies that participants in conversation are predicting the ends of the incoming turn and preparing in advance. But how is this done? What aspects of this prediction are done when? What happens when the prediction is wrong? What stops participants coming in too early? If the system is running on prediction, why is there consistently a mode of 100 to 300 ms in response time? The timing puzzle raises further puzzles: it seems that comprehension must run parallel with the preparation for production, but it has been presumed that there are strict cognitive limitations on more than one central process running at a time. How is this bottleneck overcome? Far from being 'easy' as some psychologists have suggested, conversation may be one of the most demanding cognitive tasks in our everyday lives. Further questions naturally arise: how do children learn to master this demanding task, and what is the developmental trajectory in this domain? Research shows that aspects of turn-taking such as its timing are remarkably stable across languages and cultures, but the word order of languages varies enormously. How then does prediction of the incoming turn work when the verb (often the informational nugget in a clause) is at the end? Conversely, how can production work fast enough in languages that have the verb at the beginning, thereby requiring early planning of the whole clause? What happens when one changes modality, as in sign languages -- with the loss of channel constraints is turn-taking much freer? And what about face-to-face communication amongst hearing individuals -- do gestures, gaze, and other body behaviors facilitate turn-taking? One can also ask the phylogenetic question: how did such a system evolve? There seem to be parallels (analogies) in duetting bird species, and in a variety of monkey species, but there is little evidence of anything like this among the great apes. All this constitutes a neglected set of problems at the heart of the psychology of language and of the language sciences. This research topic welcomes contributions from right across the board, for example from psycholinguists, developmental psychologists, students of dialogue and conversation analysis, linguists interested in the use of language, phoneticians, corpus analysts and comparative ethologists or psychologists. We welcome contributions of all sorts, for example original research papers, opinion pieces, and reviews of work in subfields that may not be fully understood in other subfields

Multimodal Data Analysis of Dyadic Interactions for an Automated Feedback System Supporting Parent Implementation of Pivotal Response Treatment

abstract: Parents fulfill a pivotal role in early childhood development of social and communication skills. In children with autism, the development of these skills can be delayed. Applied behavioral analysis (ABA) techniques have been created to aid in skill acquisition. Among these, pivotal response treatment (PRT) has been empirically shown to foster improvements. Research into PRT implementation has also shown that parents can be trained to be effective interventionists for their children. The current difficulty in PRT training is how to disseminate training to parents who need it, and how to support and motivate practitioners after training. Evaluation of the parents’ fidelity to implementation is often undertaken using video probes that depict the dyadic interaction occurring between the parent and the child during PRT sessions. These videos are time consuming for clinicians to process, and often result in only minimal feedback for the parents. Current trends in technology could be utilized to alleviate the manual cost of extracting data from the videos, affording greater opportunities for providing clinician created feedback as well as automated assessments. The naturalistic context of the video probes along with the dependence on ubiquitous recording devices creates a difficult scenario for classification tasks. The domain of the PRT video probes can be expected to have high levels of both aleatory and epistemic uncertainty. Addressing these challenges requires examination of the multimodal data along with implementation and evaluation of classification algorithms. This is explored through the use of a new dataset of PRT videos. The relationship between the parent and the clinician is important. The clinician can provide support and help build self-efficacy in addition to providing knowledge and modeling of treatment procedures. Facilitating this relationship along with automated feedback not only provides the opportunity to present expert feedback to the parent, but also allows the clinician to aid in personalizing the classification models. By utilizing a human-in-the-loop framework, clinicians can aid in addressing the uncertainty in the classification models by providing additional labeled samples. This will allow the system to improve classification and provides a person-centered approach to extracting multimodal data from PRT video probes.Dissertation/ThesisDoctoral Dissertation Computer Science 201

Integrating Gestures

Gestures convey information about culture, discourse, thought, intentionality, emotion, intersubjectivity, cognition, and first and second language acquisition. Additionally, they are used by non-human primates to communicate with their peers and with humans. Consequently, the modern field of gesture studies has attracted researchers from a number of different disciplines such as anthropology, cognitive science, communication, neuroscience, psycholinguistics, primatology, psychology, robotics, sociology and semiotics. This volume presents an overview of the depth and breadth of current research in gesture. Its focus is on the interdisciplinary nature of gesture. The chapters included in the volume are divided into six themes: the nature and functions of gesture, first language development and gesture, second language effects on gesture, gesture in the classroom and in problem solving, gesture aspects of discourse and interaction, and gestural analysis of music and dance