Cognitive control in recognition of an emotionally negative face in five- to ten-year-old children

We used the experimental model of cognitive visual set, designed by D.N. Uznadze, to study the influence of previous experience on emotional face expression recognition in pre-school (6.1 ± 0.3 years) and elementary school (10.5 ± 0.1 years) children. Our results suggest that the ability to form a cognitive set to an angry face expression develops in ontogenesis in strong concordance with functional maturation of prefrontal cortex that takes place at the age of approximately 10 years. At this age children display almost the same level of set plasticity and a similar kind of erroneous perceptions during set actualization as grown-ups. Children of younger age (6.1 ± 0.3 years) display more perceverative erroneous perceptions, or assimilative illusions (probably of a priming origin), than the above mentioned groups. We consider this to be a result of a more strong influence of previous experience in their case.     

Developmental changes in hierarchical visual stimulus recognition in children aged 5-10 years

Reaction time (RT) and performance accuracy in hierarchical visual stimulus recognition at local and global levels were studied in 95 healthy 5-6, 6-7, 7-8 and 9-10-year-old children and 10 adults. Task performance of all examined subjects, both children and adults, was faster and more accurate during global feature recognition (global advantage effect), with increased RT to incongruent stimuli in local condition (global interference effect). Significant inter-individual differences were found in the youngest group (5-6-year-olds): 7 children from the total number of 37 subjects failed to show the global advantage and global interference effects. Significant progressive shifts in performance accuracy during hierarchical stimulus recognition at both local and global levels were observed in the period between 6-7 and 7-8 years and then between 9-10 years and adulthood. The time course of age-dependent changes in recognition time was different for the global and local features of the hierarchical stimuli: the RT significantly decreased in every successive age group for local feature recognition beginning from 6-7-year-old children, whereas there was no significant difference between 7-8 and 9-10-year-old children in the RT of the recognition of the global feature. In the two younger groups (5-6 and 6-7 years), the stimulus type affected performance in a specific manner: RT increased to both incongruent and neutral stimuli irrespective of the level of the target feature. It was assumed that nonlinear developmental trends in hierarchical stimulus recognition parameters depend on both maturation of visual information processing and development of executive functions, especially those related to selection of relevant signals.     

Neurophysiological mechanisms of recognition fragmented images in 5 to 6-year-old children

Behavioral indices and ERP parameters were analyzed in 5-6 years old children who were shown a previously unseen set of fragmented drawings of familiar objects. Within this set, each object was represented by a series of drawings of different degree of fragmentation. It is found that children of 5-6, when compared to 7-8 years old children, are capable to recognize less fragmented drawings. In these children, no increase was found in N350-400 prefrontal negativity and late positive complex, otherwise a typical feature of mature recognition involving executive control. A comparison of ERP for recognized vs. unrecognized stimuli showed a significant increase in P300 and N400 amplitude over the right occipital area. A key feature of children of this age is a lack of significant difference between ERP to recognized vs. unrecognized stimuli over extrastriatal cortex (T5/T6) which is the crucial structure for recognition of fragmented objects via integration of their sensory features. The data we obtained suggest that both executive control immaturity and insufficient involvement of the ventral visual system constitute a specifics of recognition in children of 5-6.     

Cognitive abilities, androgen levels, and body mass index in 5-year-old children

This study explores the potential relationship between a series of cognitive abilities and testosterone, dehydroepiandrosterone (DHEA), androstenedione, and body mass index (BMI) measurements in 5-year-old children. 60 boys and 69 girls were administered a test (K-BIT) which provided measurements of fluid intelligence (Matrices subtest), crystallized intelligence (Vocabulary subtest), and IQ composite (the combination of the two subtests); a sub-sample of 48 boys and 61 girls was also subjected to diverse tests related to theory of mind (affective labeling, appearance-reality distinction, display rules, and false belief). Testosterone, DHEA, and androstenedione levels were measured using an enzyme immunoassay technique in saliva samples. An analysis of variance failed to reveal any significant differences between boys and girls in any of the cognitive abilities assessed. The correlation analysis revealed a positive relationship between fluid intelligence and testosterone levels in boys, a negative relationship between crystallized intelligence and androstenedione levels in girls, and between affective labeling and androstenedione levels in boys. A multiple regression analysis indicated that androstenedione and BMI were the best predictors for some of the cognitive abilities assessed.     

Characteristics of cardiac activity in 5- to 7-year-old children during graded exercise

The characteristics of cardiac activity in 5–7-year-old children were studied at rest and during graded veloergometric exercise. The indices of central hemodynamics strongly correlated at rest and the closest correlations were in girls compared to boys. Minute volume increased with an increasing load (from 0.5 to 1.5 W/kg) which could be attributed to an increase in stroke volume. In the groups of 5- to 7-year-old boys and 7-year-old girls the stroke volume increased with an increasing load reaching a maximum at 1.5 W/kg. In the groups of 6-year-old boys and 5-year-old girls the stroke volume increased up to a load of 1.0 W/kg. Heart rate represents another mechanism of cardiac output regulation. The chronotropic response to physical exercise in 5- to 7-year-old children was found to be sex specific, which was especially pronounced at the loads of 1.0 and 1.5 W/kg. Sex difference in the chronotropic heart response to graded physical exercise appeared at the age of 5, and the difference in inotropic response at the age of 7 years substantiates the heterochronous development of chrono- and inotropic cardiac functions.     

Attention and time estimation in 5- and 8-year-old children: a dual-task procedure

This experiment tested the effect of a dual-task on time reproduction in 5- and 8-year-olds. Children had to reproduce a stimulus duration lasting for 6 or 12 s, during which they either did or did not perform a concurrent non-temporal task (i.e. picture naming) both in low (LA) and high (HA) attentional demand conditions. The results showed that children reproduced shorter durations in the dual-task than in the single-task condition, whatever the duration value used. However, this shortening effect was greater in the 5-year-olds than in the 8-year-olds. Furthermore, in the 5-year-olds, temporal reproductions were significantly shorter in both dual-tasks (LA or HA) than in the single-task, whereas, in the 8-year-olds, differences reached significance only between the HA dual-task and the single-task. In the non-temporal task, the proportion of naming errors was also greater in the dual-task than in the single-task, especially under high attentional demand, but it did not significantly differ between the two age groups tested.     

Development of a function to recognize angry facial expressions in 5- to 11-year-old children

In 5- to 6-, 7- to 8-, and 10- to 11-year-old children, age-related features of the effects of former experience on the recognition of emotional facial expressions were found using a cognitive set model. In five- to six-year-old children, an inert set to an angry facial expression was formed and expressed during testing as a large number of erroneous recognition of facial expressions of the perseverative type (assimilative) illusions. Set plasticity was increased in seven- to eight-year-old children and the number of assimilative illusions decreased. In 10- to 11-year-old children, the cognitive set was similar to adults in terms of its plasticity and a ratio of assimilative and contrast illusions. Changes in the spatial synchronization of electrical potentials in the ??- and ??-frequency bands were observed in all age groups, mainly during set formation. In all age groups, we observed a correlation between the bioelectrical data and the effects of former experience on the recognition of facial expression. Based on the data on the coherence of the potentials of the ??- and ??-ranges we propose age-related changes in the involvement of the cortico-hippocampal and fronto-thalamic functional systems of integration of brain activity in organizing the sets to emotionally negative facial expressions.     

The prognostic significance of the adaptation potential of the cardiovascular system in 10- and 11-year-old children

Experimental physiological studies were made in 10–11-year-old boys and girls, students of a gymnasium and an education-upbringing complex. The functional parameters recorded in children momentarily included: the heart rate, systolic and diastolic arterial pressure, Roufier index, and the adaptation potential (AP) of the cardiovascular system as an integral index of the adaptivity level of human organism on the whole, measured according to special formulas, and the index of the risk of disease development. Apart from it, the height, body mass, vital lung capacity, and strength of hand grip were measured, the puberty stage and deviations in the functioning of organs and systems were revealed. The AP levels used to evaluate adults’ adaptation did not agree with 10–11-year-old children’s physical development degree, puberty stages, and health condition (belonging to different health groups). No agreement was found between the levels of these parameters and the degrees of AP of the cardiovascular system in 10–11-year-old children based on their individual values and sigmal deviations of this index. Therefore, a conclusion on the adaptation capacities of a child’s organism and the risk of disease development in it based on the AP values may be erroneous. The authors suggest an age scale of the AP levels for 10–11-year-old children.     

The dynamics of the direct current potentials of the brain during sustained attention in 10-11-year-old children

The dynamics of direct current potentials of the brain was studied in 10-11-year-old children during sustained attention to successive presentation of series of Shulte tables. Children were examined twice: before and after the series of training to fast reading. A gradual increase in the level of direct current potentials during sustained attention was observed. The increase was more pronounced in children with excessive than in children with moderate reactions to the loading. After the series of training to fast reading, the increase in the level of direct current potentials was reduced in both groups. This aftertraining neurophysiological phenomenon was combined with a transformation of psychophysiological characteristics: a decrease in the time of viewing of Shulte tables and increase in the speed of reading. It is suggested that the shifts of direct current potentials reflects the dynamics of intensity of the cerebral energy metabolism.     

Theta and alpha-band EEG spatial synchronization under the conditions of visual set, formed to an angry face expression. A study of 5-11-year-old children

EEG coherence in theta and alpha bands during set-forming and set-shifting was studied in 5-6-year-old (n=18) and 10-11-year-old (n=25) children. Set was formed to visual stimuli (facial photos with emotionally negative expression). Younger children displayed smaller coherence values, especially in the right hemisphere, than older ones. We also revealed differences in theta and alpha band coherence in cases of a rigid and a plastic set. For example, EEG-coherence values were smaller when cognitive processes were relatively rigid (i.e., in a case of a slower set-shifting). A strong correlation between electrophysiological and behavioral data supports the hypothesis that cortico-hippocampal and fronto-thalamic brain integration systems participate in facial expression recognition and provide cognition flexibility.     

Auditory-motor learning during speech production in 9-11-year-old children

Background

Hearing ability is essential for normal speech development, however the precise mechanisms linking auditory input and the improvement of speaking ability remain poorly understood. Auditory feedback during speech production is believed to play a critical role by providing the nervous system with information about speech outcomes that is used to learn and subsequently fine-tune speech motor output. Surprisingly, few studies have directly investigated such auditory-motor learning in the speech production of typically developing children.

Methodology/Principal Findings

In the present study, we manipulated auditory feedback during speech production in a group of 9–11-year old children, as well as in adults. Following a period of speech practice under conditions of altered auditory feedback, compensatory changes in speech production and perception were examined. Consistent with prior studies, the adults exhibited compensatory changes in both their speech motor output and their perceptual representations of speech sound categories. The children exhibited compensatory changes in the motor domain, with a change in speech output that was similar in magnitude to that of the adults, however the children showed no reliable compensatory effect on their perceptual representations.

Conclusions

The results indicate that 9–11-year-old children, whose speech motor and perceptual abilities are still not fully developed, are nonetheless capable of auditory-feedback-based sensorimotor adaptation, supporting a role for such learning processes in speech motor development. Auditory feedback may play a more limited role, however, in the fine-tuning of children''s perceptual representations of speech sound categories.