Own and others’ prior experiences influence children’s imitation of causal acts

Young children learn from others’ examples, and do so selectively. Here we examine whether the efficacy of prior experience influences children’s tendency to imitate. 36-­‐ month-­‐olds received prior experience on a causal learning task. The children either performed the task themselves or watched an adult perform it. The nature of the experience was systematically manipulated such that the actor had either an easy or a difficult experience solving the task. Next, a second adult demonstrated an innovative technique for solving the task. Children who had a difficult first-­‐person experience and those who had witnessed another person having a difficult time were significantly more likely to adopt and imitate the adult’s innovation than those who had or witnessed an easy experience. Overall, children who observed another were even more likely to imitate than were those whose prior experience consisted of their own hands-­‐on motor behavior, confirming that imitation is influenced by both own and others\u27 prior experience

The sound of social cognition: Toddlers’ understanding of how sound influences others

Understanding others’ perceptions is a fundamental aspect of social cognition. Children’s construal of visual perception is well investigated, but there is little work on children’s understanding of others’ auditory perception. The current study assesses toddlers’ recognition that producing different sounds can affect others differentially—auditory perspective taking. Two- and three-year-olds were familiarized with two objects, one loud and one quiet. The adult then introduced a doll, and children were randomly assigned to one of two goals: either to wake the doll or to let her sleep. Children’s object choice and the sound intensity they produced significantly varied in the predicted direction as a function of the goal task. These findings reveal young children’s understanding of the effects of sound on other people’s behavior and psychological states

Neural circuits involved in imitation and perspective-taking

Is it important to adopt the perspective of the model when learning a new skill? Is the “mirror system” equally involved when the teacher is facing or side-by-side with students? In this functional MRI study, we measured the cerebral hemodynamic changes in participants who watched video-clips depicting simple hand or foot actions. The participants either watched passively or imitated these actions. Half the video-clips depicted actions filmed from the perspective of the participant (1st-person perspective) and half from a frontal view as if watching someone else (3rd-person perspective). Behavioral results showed that latency to imitate was significantly shorter for the 1st-person perspective than the 3rd-person perspective. Functional imaging results demonstrate that the observation of intransitive actions engaged primary visual and extrastriate visual areas, but not the premotor cortex. Imitation vs. observation of actions yielded enhanced signal in the contralateral somatosensory and motor cortices, cerebellum, left inferior parietal lobule and superior parietal cortex, and left ventral premotor cortex. Activity in the lateral occipital cortex around the extrastriate body area was significantly enhanced during imitation, as compared to observation of actions confirming that this region involvement reaches beyond the perception of body parts. Moreover, comparisons of the two visual perspectives showed more activity in the left sensory–motor cortex for 1st-person, even during observation alone, and in the lingual gyrus for 3rd-person perspective. These findings suggest that the 1st-person perspective is more tightly coupled to the sensory-motor system than the 3rd-person perspective, which requires additional visuospatial transformation

Learning the Rules: Observation and Imitation of a Sorting Strategy by 36-Month-Old Children

Two experiments investigate the scope of imitation by testing whether 36-month-olds can learn to produce a categorization strategy through observation. After witnessing an adult sort a set of objects by a visible property (their color, Experiment 1) or a non-visible property (the particular sounds produced when the objects were shaken, Experiment 2), children showed significantly more sorting by those dimensions relative to children in control groups, including a control in which children saw the sorted endstate but not the intentional sorting demonstration. The results show that 36-month-olds can do more than imitate the literal behaviors they see; they also abstract and imitate rules that they see another person use

What Are You Feeling? Using Functional Magnetic Resonance Imaging to Assess the Modulation of Sensory and Affective Responses during Empathy for Pain

BACKGROUND: Recent neuroscientific evidence suggests that empathy for pain activates similar neural representations as the first-hand experience of pain. However, empathy is not an all-or-none phenomenon but it is strongly malleable by interpersonal, intrapersonal and situational factors. This study investigated how two different top-down mechanisms - attention and cognitive appraisal - affect the perception of pain in others and its neural underpinnings. METHODOLOGY/PRINCIPAL FINDINGS: We performed one behavioral (N = 23) and two functional magnetic resonance imaging (fMRI) experiments (N = 18). In the first fMRI experiment, participants watched photographs displaying painful needle injections, and were asked to evaluate either the sensory or the affective consequences of these injections. The role of cognitive appraisal was examined in a second fMRI experiment in which participants watched injections that only appeared to be painful as they were performed on an anesthetized hand. Perceiving pain in others activated the affective-motivational and sensory-discriminative aspects of the pain matrix. Activity in the somatosensory areas was specifically enhanced when participants evaluated the sensory consequences of pain. Perceiving non-painful injections into the anesthetized hand also led to signal increase in large parts of the pain matrix, suggesting an automatic affective response to the putatively harmful stimulus. This automatic response was modulated by areas involved in self/other distinction and valence attribution - including the temporo-parietal junction and medial orbitofrontal cortex. CONCLUSIONS/SIGNIFICANCE: Our findings elucidate how top-down control mechanisms and automatic bottom-up processes interact to generate and modulate other-oriented responses. They stress the role of cognitive processing in empathy, and shed light on how emotional and bodily awareness enable us to evaluate the sensory and affective states of others

Body representation in infants: Categorical boundaries of body parts as assessed by somatosensory mismatch negativity.

There is growing interest in developing and using novel measures to assess how the body is represented in human infancy. Various lines of evidence with adults and older children show that tactile perception is modulated by a high-level representation of the body. For instance, the distance between two points of tactile stimulation is perceived as being greater when these points cross a joint boundary than when they are within a body part, suggesting that the representation of the body is structured with joints acting as categorical boundaries between body parts. Investigating the developmental origins of this categorical effect has been constrained by infants' inability to verbally report on the properties of tactile stimulation. Here we made novel use of an infant brain measure, the somatosensory mismatch negativity (sMMN), to explore categorical aspects of tactile body processing in infants aged 6-7 months. Amplitude of the sMMN elicited by tactile stimuli across the wrist boundary was significantly greater than for stimuli of equal distance that were within the boundary, suggesting a categorical effect in body processing in infants. We suggest that an early-appearing, structured representation of the body into 'parts' may play a role in mapping correspondences between self and other

Neural correlates of belief‐ and desire‐reasoning in 7‐ and 8‐year‐old children: an event‐related potential study

Theory of mind requires belief‐ and desire‐understanding. Event‐related brain potential (ERP) research on belief‐ and desire‐reasoning in adults found mid‐frontal activations for both desires and beliefs, and selective right‐posterior activations only for beliefs. Developmentally, children understand desires before beliefs; thus, a critical question concerns whether neural specialization for belief‐reasoning exists in childhood or develops later. Neural activity was recorded as 7‐ and 8‐year‐olds ( N  = 18) performed the same diverse‐desires, diverse‐beliefs, and physical control tasks used in a previous adult ERP study. Like adults, mid‐frontal scalp activations were found for belief‐ and desire‐reasoning. Moreover, analyses using correct trials alone yielded selective right‐posterior activations for belief‐reasoning. Results suggest developmental links between increasingly accurate understanding of complex mental states and neural specialization supporting this understanding. Theory of mind requires belief‐ and desire‐understanding. Event‐related brain potential (ERP) research on belief‐ and desire‐reasoning in adults found mid‐frontal activations for both desires and beliefs, and selective right‐posterior activations only for beliefs. Developmentally, children understand desires before beliefs; thus, a critical question concerns whether neural specialization for belief‐reasoning exists in childhood or develops later. Neural activity was recorded as 7‐ and 8‐year‐olds ( N  = 18) performed the same diverse‐desires, diverse‐beliefs, and physical control tasks used in a previous adult ERP study.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/93540/1/j.1467-7687.2012.01158.x.pd

Stability of executive function and predictions to adaptive behavior from middle childhood to pre-adolescence

The shift from childhood to adolescence is characterized by rapid remodeling of the brain and increased risk-taking behaviors. Current theories hypothesize that developmental enhancements in sensitivity to affective environmental cues in adolescence may undermine executive function (EF) and increase the likelihood of problematic behaviors. In the current study, we examined the extent to which EF in childhood predicts EF in early adolescence. We also tested whether individual differences in neural responses to affective cues (rewards/punishments) in childhood serve as a biological marker for EF, sensation-seeking, academic performance, and social skills in early adolescence. At age 8, 84 children completed a gambling task while event-related potentials (ERPs) were recorded. We examined the extent to which selections resulting in rewards or losses in this task elicited (i) the P300, a post-stimulus waveform reflecting the allocation of attentional resources toward a stimulus, and (ii) the SPN, a pre-stimulus anticipatory waveform reflecting a neural representation of a hunch about an outcome that originates in insula and ventromedial PFC. Children also completed a Dimensional Change Card-Sort (DCCS) and Flanker task to measure EF. At age 12, 78 children repeated the DCCS and Flanker and completed a battery of questionnaires. Flanker and DCCS accuracy at age 8 predicted Flanker and DCCS performance at age 12, respectively. Individual differences in the magnitude of P300 (to losses vs. rewards) and SPN (preceding outcomes with a high probability of punishment) at age 8 predicted self-reported sensation seeking (lower) and teacher-rated academic performance (higher) at age 12. We suggest there is stability in EF from age 8 to 12, and that childhood neural sensitivity to reward and punishment predicts individual differences in sensation seeking and adaptive behaviors in children entering adolescence

Distinct Aspects of the Early Environment Contribute to Associative Memory, Cued Attention, and Memory-Guided Attention: Implications for Academic Achievement

Childhood socioeconomic status (SES) is associated with numerous aspects of cognitive development and disparities in academic achievement. The specific environmental factors that contribute to these disparities remain poorly understood. We used observational methods to characterize three aspects of the early environment that may contribute to SES-related differences in cognitive development: violence exposure, cognitive stimulation, and quality of the physical environment. We evaluated the associations of these environmental characteristics with associative memory, cued attention, and memory-guided attention in a sample of 101 children aged 60–75 months. We further investigated whether these specific cognitive abilities mediated the association between SES and academic achievement 18 months later. Violence exposure was specifically associated with poor associative memory, but not cued attention or memory-guided attention. Cognitive stimulation and higher quality physical environment were positively associated with cued attention accuracy, but not after adjusting for all other environmental variables. The quality of the physical environment was associated with memory-guided attention accuracy. Of the cognitive abilities examined, only memory-guided attention contributed to SES-related differences in academic achievement. These findings suggest specificity in how particular aspects of early environmental experience scaffold different types of attention and memory subserved by distinct neural circuits and shed light on a novel cognitive-developmental mechanism underlying SES-related disparities in academic achievement

Neural Mechanisms Underlying the Income-Achievement Gap: The Role of the Ventral Visual Stream

Children from low-socioeconomic status (SES) households on average exhibit lower academic achievement than their higher-SES peers. We investigated a novel hypothesis that differences in early-developing sensory networks—specifically the ventral visual stream (VVS), which is involved in processing visual stimuli—contribute to SES-related disparities in executive functions (EF) and academic outcomes. We used fMRI to investigate SES-related differences in neural function in children (6–8 years, n = 62) during two attentional tasks involving attention to visual information: cued attention and memory-guided attention. Recruitment of VVS during both tasks was associated with EF and academic achievement, and SES-related differences in VVS activation during cued attention were marginally explained by differences in cognitive stimulation. VVS activation during cued attention mediated SES-related differences in academic achievement. Finally, the link between VVS activation during both tasks and academic achievement was mediated by differences in EF. We extend previous work by highlighting that: (i) early-developing visual processing regions play a role in supporting complex attentional processes, (ii) childhood SES is associated with VVS function, which is explained in part by SES-related differences in cognitive stimulation and (iii) provide preliminary evidence that individual differences in VVS function may play a role in the emergence of the income-achievement gap