Quantifying Motor Experience in the Infant Brain: EEG Power, Coherence, and Mu Desynchronization

The emergence of new motor skills, such as reaching and walking, dramatically changes how infants engage with the world socially and cognitively. Several examples of how motor experience can cascade into cognitive and social development have been documented, yet a significant knowledge gap remains in our understanding of whether these observed behavioral changes are accompanied by underlying neural changes. We propose that electroencephalography (EEG) measures such as power, coherence, and mu desynchronization are optimal tools to quantify motor experience in the infant brain. In this mini-review, we will summarize existing infant research that has separately assessed the relation between motor, cognitive, or social development with coherence, power, or mu desynchronization. We will discuss how the reviewed neural changes seen in seemingly separate developmental domains may be linked based on existing behavioral evidence. We will further propose that power, coherence, and mu desynchronization be used in research exploring the links between motor experience and cognitive and social development

A New Biomarker to Examine the Role of Hippocampal Function in the Development of Spatial Reorientation in Children: A Review

Spatial navigation is an adaptive skill that involves determining the route to a particular goal or location, and then traveling that path. A major component of spatial navigation is spatial reorientation, or the ability to reestablish a sense of direction after being disoriented. The hippocampus is known to be critical for navigating, and has more recently been implicated in reorienting in adults, but relatively little is known about the development of the hippocampus in relation to these large-scale spatial abilities in children. It has been established that, compared to school-aged children, preschool children tend to perform poorly on certain spatial reorientation tasks, suggesting that their hippocampi may not be mature enough to process the demands of such a task. Currently, common techniques used to examine underlying brain activity, such as electroencephalography (EEG) and functional magnetic resonance imaging (fMRI), are not suitable for examining hippocampal development in young children. In the present paper, we argue instead for the use of eyeblink conditioning (EBC), a relatively under-utilized, inexpensive, and safe method that is easy to implement in developing populations. In addition, EBC has a well defined neural circuitry, which includes the hippocampus, making it an ideal tool to indirectly measure hippocampal functioning in young children. In this review, we will evaluate the literature on EBC and its relation to hippocampal development, and discuss the possibility of using EBC as an objective measure of associative learning in relation to large-scale spatial skills. We support the use of EBC as a way to indirectly access hippocampal function in typical and atypical populations in order to characterize the neural substrates associated with the development of spatial reorientation abilities in early childhood. As such, EBC is a potential, simple biomarker for success in tasks that require the hippocampus, including spatial reorientation

Longitudinal stability of temperamental exuberance and social-emotional outcomes in early childhood

The goals of the current study were to investigate the stability of temperamental exuberance across infancy and toddlerhood and to examine the associations between exuberance and social-emotional outcomes in early childhood. The sample consisted of 291 4-month-olds followed at 9, 24, and 36 months and again at 5 years of age. Behavioral measures of exuberance were collected at 9, 24, and 36 months. At 36 months, frontal electroencephalogram (EEG) asymmetry was assessed. At 5 years, maternal reports of temperament and behavior problems were collected, as were observational measures of social behavior during an interaction with an unfamiliar peer in the laboratory. Latent profile analysis revealed a high, stable exuberance profile that was associated with greater ratings of 5-year externalizing behavior and surgency, as well as observed disruptive behavior and social competence with unfamiliar peers. These associations were particularly true for children who displayed left frontal EEG asymmetry. Multiple factors supported an approach bias for exuberant temperament but did not differentiate between adaptive and maladaptive social-emotional outcomes at 5 years of age

The Predictive Nature of Individual Differences in Early Associative Learning and Emerging Social Behavior

Across the first year of life, infants achieve remarkable success in their ability to interact in the social world. The hierarchical nature of circuit and skill development predicts that the emergence of social behaviors may depend upon an infant's early abilities to detect contingencies, particularly socially-relevant associations. Here, we examined whether individual differences in the rate of associative learning at one month of age is an enduring predictor of social, imitative, and discriminative behaviors measured across the human infant's first year. One-month learning rate was predictive of social behaviors at 5, 9, and 12 months of age as well as face-evoked discriminative neural activity at 9 months of age. Learning was not related to general cognitive abilities. These results underscore the importance of early contingency learning and suggest the presence of a basic mechanism underlying the ontogeny of social behaviors

Benefits of social vs. non-social feedback on learning and generosity. Results from the Tipping Game

Although much work has recently been directed at understanding social decision-making, relatively little is known about how different types of feedback impact adaptive changes in social behavior. To address this issue quantitatively, we designed a novel associative learning task called the Tipping Game, in which participants had to learn a social norm of tipping in restaurants. Participants were found to make more generous decisions from reward feedback in the form of facial expressions, in comparison to reward feedback in the form of symbols such as ticks and crosses. Furthermore, more participants displayed learning in the condition where they received social reward feedback than participants in the non-social condition. Modeling results showed that the pattern of performance displayed by participants receiving social reward feedback could be explained by a lower sensitivity to economic costs

Consensus Paper: Cerebellum and Social Cognition.

The traditional view on the cerebellum is that it controls motor behavior. Although recent work has revealed that the cerebellum supports also nonmotor functions such as cognition and affect, only during the last 5 years it has become evident that the cerebellum also plays an important social role. This role is evident in social cognition based on interpreting goal-directed actions through the movements of individuals (social "mirroring") which is very close to its original role in motor learning, as well as in social understanding of other individuals' mental state, such as their intentions, beliefs, past behaviors, future aspirations, and personality traits (social "mentalizing"). Most of this mentalizing role is supported by the posterior cerebellum (e.g., Crus I and II). The most dominant hypothesis is that the cerebellum assists in learning and understanding social action sequences, and so facilitates social cognition by supporting optimal predictions about imminent or future social interaction and cooperation. This consensus paper brings together experts from different fields to discuss recent efforts in understanding the role of the cerebellum in social cognition, and the understanding of social behaviors and mental states by others, its effect on clinical impairments such as cerebellar ataxia and autism spectrum disorder, and how the cerebellum can become a potential target for noninvasive brain stimulation as a therapeutic intervention. We report on the most recent empirical findings and techniques for understanding and manipulating cerebellar circuits in humans. Cerebellar circuitry appears now as a key structure to elucidate social interactions

Functional specificity in the modulation of novelty exposure effects by reliability of maternal care

Using the within-litter neonatal novelty exposure procedure, we manipulated newborn pups' environmental novelty independently from natural variations in maternal care. To better translate animal models to human development studies, we introduce a measure for maternal care reliability. We examined how this reliability modulates novelty-exposure-induced effects on offspring cognitive, social, and emotional development and show that maternal care reliability acts in a function-specific manner. We discuss our results within the framework of a maternal reliability-based modulation model. © 2011 Elsevier B.V.Link_to_subscribed_fulltex

Dissociation between neonatal novelty-induced preferential maternal care and enhancement in cognitive, social, and emotional functions

Early life stimulation is known to produce long-lasting changes in the brain and behavior. One such early stimulation method is the neonatal novelty exposure procedure which allows the isolation of the novelty effect from several prominent confounding factors inherent to the neonatal handling procedure. In two previous studies, we found long-lasting novelty effects on different sets of functional measures without accompanying preferential maternal care, even when the observation was made immediately after the novelty manipulation, a time when such preferential care is most likely to be expressed. Here, within a single cohort of Long-Evans male rats, we demonstrate that novelty exposure leads to enhancements across several functional domains, including increased disinhibition to novelty, enhanced spatial and social memory, and reduced aggression, again without the accompaniment of preferential maternal care. These findings extend novelty exposure effects to aggression and replicate previously known novelty exposure effects on spatial and social memory with extension to new developmental stages. Most importantly, these findings do not support the hypothesis that preferential maternal care towards novelty-exposed pups mediates the observed novelty effects. We discuss the possibility that the effects of neonatal novelty exposure are mediated via repeated activation of the hypothalamic-pituitary-adrenal (HPA) axis that serves to inoculate pups for future exposures to novelty and novelty-induced HPA activation and that maternal influence is likely to be expressed via its modulatory role-the mother sets the individual-family specific behavioral and hormonal context to allow the same early life experience to have a family-specific effect. © 2011 Elsevier B.V.Link_to_subscribed_fulltex

Functional brain asymmetry in adult novelty response: On fluidity of neonatal novelty exposure effects

Novelty and surprises differentially modify the left and right sides of the brain. Here we show that repeated brief exposures to the novelty of a non-home environment during infancy and early adulthood lead to long-lasting changes in adulthood in the global bi-lateralization organization of the brain as indexed by a transiently detectable right-sided orientating bias upon the initial encounter with the novel environment. Most surprisingly, we show that in the same individuals, the short-term effect of the combined neonatal and adulthood novelty exposures on functional brain asymmetry measured at young adulthood (5 months of age) is distinctively different from the long-term effect measured at late adulthood (15 months of age). These results suggest that long-lasting, cumulative effects of early life experience on brain and behavior organization are not necessarily permanent, but continue to unfold, presumably via interactions with a multitude of unmonitored intervening life events. © 2011 Elsevier B.V.Link_to_subscribed_fulltex