The Effects of Amygdalar Size Normalization on Group Analysis in Late-Life Depression

Structural MRI has been utilized in numerous ways to measure morphologic characteristics of subcortical brain regions. Volumetric analysis is frequently used to quantify the size of brain structures to ultimately compare size differences between individuals. In order to make such comparisons, inter-subject variability in brain and/or head size must be taken into consideration. A heterogeneous set of methods are commonly used to normalize regional volume by brain and/or head size yielding inconsistent findings making it diffcult to interpret and compare results from published volumetric studies. This study investigated the effect that various volume normalization methodologies might have on group analysis. Specifically, the amygdalae were the regions of interest in elderly, healthy and depressed individuals. Normalization methods investigated included spatial transformations, brain and head volume, and tissue volume techniques. Group analyses were conducted with independent t-tests by dividing amygdalar volumes by various volume measures, as well as with univariate analysis of covariance (ANCOVA) analyses by using amygdalar volumes as dependent variables and various volume measures as covariates. Repeated measures ANOVA was performed to assess the effect of each normalization procedure. Results indicate that volumetric differences between groups varied based on the normalization method utilized, which may explain, in part, the discrepancy found in amygdalar volumetric studies. We believe the findings of this study are extensible to other brain regions and demographics, and thus, investigators should carefully consider the normalization methods utilized in volumetric studies to properly interpret the results and conclusions

The Development of Attention Systems and Working Memory in Infancy

In this article, we review research and theory on the development of attention and working memory in infancy using a developmental cognitive neuroscience framework. We begin with a review of studies examining the influence of attention on neural and behavioral correlates of an earlier developing and closely related form of memory (i.e., recognition memory). Findings from studies measuring attention utilizing looking measures, heart rate, and event-related potentials (ERPs) indicate significant developmental change in sustained and selective attention across the infancy period. For example, infants show gains in the magnitude of the attention related response and spend a greater proportion of time engaged in attention with increasing age (Richards and Turner, 2001). Throughout infancy, attention has a significant impact on infant performance on a variety of tasks tapping into recognition memory; however, this approach to examining the influence of infant attention on memory performance has yet to be utilized in research on working memory. In the second half of the article, we review research on working memory in infancy focusing on studies that provide insight into the developmental timing of significant gains in working memory as well as research and theory related to neural systems potentially involved in working memory in early development. We also examine issues related to measuring and distinguishing between working memory and recognition memory in infancy. To conclude, we discuss relations between the development of attention systems and working memory

The Development of Attentional Biases for Faces in Infancy: A Developmental Systems Perspective

We present an integrative review of research and theory on major factors involved in the early development of attentional biases to faces. Research utilizing behavioral, eye-tracking, and neuroscience measures with infant participants as well as comparative research with animal subjects are reviewed. We begin with coverage of research demonstrating the presence of an attentional bias for faces shortly after birth, such as newborn infants’ visual preference for face-like over non-face stimuli. The role of experience and the process of perceptual narrowing in face processing are examined as infants begin to demonstrate enhanced behavioral and neural responsiveness to mother over stranger, female over male, own- over other-race, and native over non-native faces. Next, we cover research on developmental change in infants’ neural responsiveness to faces in multimodal contexts, such as audiovisual speech. We also explore the potential influence of arousal and attention on early perceptual preferences for faces. Lastly, the potential influence of the development of attention systems in the brain on social-cognitive processing is discussed. In conclusion, we interpret the findings under the framework of Developmental Systems Theory, emphasizing the combined and distributed influence of several factors, both internal (e.g., arousal, neural development) and external (e.g., early social experience) to the developing child, in the emergence of attentional biases that lead to enhanced responsiveness and processing of faces commonly encountered in the native environment

Editorial: the cognitive neuroscience of visual working memory, Volume II

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Construction of a Resting High Fidelity ECG "SuperScore" for Management and Screening of Heart Disease

Resting conventional ECG is notoriously insensitive for detecting coronary artery disease (CAD) and only nominally useful in screening for cardiomyopathy (CM). Similarly, conventional exercise stress test ECG is both time- and labor-consuming and its accuracy in identifying CAD is suboptimal for use in population screening. We retrospectively investigated the accuracy of several advanced resting electrocardiographic (ECG) parameters, both alone and in combination, for detecting CAD and cardiomyopathy (CM)

Creative Education

Effective online collaboration is a valuable instructional approach appropriate for 21st century teaching and learning. This paper describes a case that involves two higher education student cohorts from the United States and Australia engaged in a global collaboration to promote an authentic teaching and learning experience. The collaboration aims to involve students in sharing, reflecting and synthesizing new knowledge to make a comparative analysis between education systems from the two countries. The global collaboration is matched against an Assessment and Teaching of 21st Century Skills framework to comprehend and justify this approach as part of a teacher education course. This case advocates the value of having future teachers using online resources in a global context as a way to effectively integrate new content with various technology resources to develop new learning and new relationships beyond their own culture