Studying Neonates’ Language and Memory Capacities with Functional Near-Infrared Spectroscopy

The measurement of newborns’ brain hemodynamic activity has improved our understanding of early cognitive processes, in particular of language acquisition. In this paper, we describe two experimental protocols adapted to study neonates’ speech-processing capacities using functional near-infrared spectroscopy (fNIRS): the block design and the familiarization-recognition design. We review some of their benefits and disadvantages, and refer to research issues that can be explored by means of these protocols. We also illustrate the use of the two experimental designs through representative fNIRS studies that reveal specific patterns of activation of the newborn brain during speech perception, learning of repetition structures, and word recognition

Numerical activities and information learned at home link to the exact numeracy skills in 5 to 6 years-old children

It is currently accepted that certain activities within the family environment contribute to develop early numerical skills before schooling. However, it is unknown whether this early experience influences both the exact and the approximate representation of numbers, and if so, which is more important for numerical tasks. In the present study the mathematical performance of 110 children (mean age 5y11m) was evaluated using a battery that included tests of approximate and exact numerical abilities, as well as everyday numerical problems. Moreover, children were assessed on their knowledge of number information learned at home. The parents of the participants provided information regarding daily activities of the children and socio-demographic characteristics of the family. The results showed that the amount of numerical information learned at home was a significant predictor of participants’ performance on everyday numerical problems and exact number representations, even after taking account of age, memory span and socio-economic and educational status of the family. We also found that particular activities, such as board games, correlate with the children’s counting skills, which are foundational for arithmetic. Crucially, tests relying on approximate representations were not predicted by the numerical knowledge acquired at home. The present research supports claims about the importance and nature of home experiences in the child’s acquisition of mathematics