Development of mechanisms of recognition of fragmented images differing in the degree of fragmentation in children of preschool and primary school ages

Farber, D. A.; Petrenko, N. E.

doi:10.1134/s0362119712050052

Cited by 4 publications

(5 citation statements)

References 34 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…We demonstrated the relation of the efficiency of recognition of fragmented images to the activation of the prefrontal cortex during the study of children of preschool and primary school ages. It was found [24,38,39] that, in seven to eight year old children, compared to five to six year old children, parallel to a considerable increase in the effi ciency of recognition (a smaller number of errors and a reduction of the recognition level), the extent of the involvement of the prefrontal cortex in the recognition of fragmented images considerably increases. In these cortical zones, significant differences in the parame ters of early and late components of ERP for recog nized and unrecognized images are observed.…”

Section: Discussionmentioning

confidence: 99%

“…The exposure time was 750 ms. The scheme of the experiment was described previously [16,24]. We assessed the effectiveness of recognition from the number of errors, the threshold of recognition according to the fragmentation level at which the image was recognized, and the time of reac tion to the recognized and unrecognized fragmented images.…”

Section: Methodsmentioning

confidence: 99%

mentioning

confidence: 99%

“…A considerable increase in the efficiency of recog nition with morphofunctional maturation of the pre frontal cortex and its increasing involvement in cognitive processes was shown [20][21][22][23][24]. In our simul taneous analysis of behavioral and electrophysiologi cal (event related potentials (ERPs)) indices of the recognition of fragmented images in five to ten year old children, it was shown that the greatest improve ment of the efficiency of recognition occurs in the period from 5-6 to 7-8 years [24]. It was established that a considerable change in the efficiency of the rec ognition of fragmented images in children is accompa nied by an increase in the extent of the involvement in this process of the prefrontal cortex and its descending impacts on the cortical zones of the ventral visual sys tem, with which the process of visual recognition is directly associated [1-4, 10, 11].…”

mentioning

confidence: 99%

See 3 more Smart Citations

Brain organization of the recognition of fragmented images in subjects who show different levels of task performance success

Petrenko

Farber

2013

Hum Physiol

Self Cite

View full text Add to dashboard Cite

We studied the behavioral and EEG changes in healthy adults during recognition of fragmented images presented in a series beginning with a low fragmentation level up to a complete figure. Our sample was divided into two groups according to the recognition success. The first group made few mistakes. The other group made significantly more mistakes compared to the first group; this group had a shorter reaction time and a lower recognition threshold (i.e., the fragmentation level at which the object became recognizable). The ERP analysis showed the statistical dependence between the recognition success and the involvement of the frontal and caudal cortical areas. Compared to the second group, in the first one, we found no significant association between the recognition process and either early or late ERP components in the dorsolateral pre frontal cortex and found an increase of sensory specific components P1 and P2 in the caudal areas. These results support the hypothesis on the impact of the prefrontal cortex on the successfulness of recognition of fragmented images.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

See 2 more Smart Citations

Brain organization of the recognition of fragmented images in subjects who show different levels of task performance success

Petrenko

Farber

2013

Hum Physiol

Self Cite

View full text Add to dashboard Cite

show abstract

“…In addition, the P2 amplitude decreases with age (from 6‒8 to 13‒16 years of age), meaning that fewer attentional resources are allocated to successful performance in working memory tasks [ 39 ]. Given these findings, it appears that task- and age-related changes in early ERPs could occur between preschool and primary school ages [ 40 ].…”

Section: Introductionmentioning

confidence: 99%

Effects of facial expression and gaze interaction on brain dynamics during a working memory task in preschool children

Kashihara

Matsuda

2022

PLoS ONE

View full text Add to dashboard Cite

Executive functioning in preschool children is important for building social relationships during the early stages of development. We investigated the brain dynamics of preschool children during an attention-shifting task involving congruent and incongruent gaze directions in emotional facial expressions (neutral, angry, and happy faces). Ignoring distracting stimuli (gaze direction and expression), participants (17 preschool children and 17 young adults) were required to detect and memorize the location (left or right) of a target symbol as a simple working memory task (i.e., no general priming paradigm in which a target appears after a cue stimulus). For the preschool children, the frontal late positive response and the central and parietal P3 responses increased for angry faces. In addition, a parietal midline α (Pmα) power to change attention levels decreased mainly during the encoding of a target for angry faces, possibly causing an association of no congruency effect on reaction times (i.e., no faster response in the congruent than incongruent gaze condition). For the adults, parietal P3 response and frontal midline θ (Fmθ) power increased mainly during the encoding period for incongruent gaze shifts in happy faces. The Pmα power for happy faces decreased for incongruent gaze during the encoding period and increased for congruent gaze during the first retention period. These results suggest that adults can quickly shift attention to a target in happy faces, sufficiently allocating attentional resources to ignore incongruent gazes and detect a target, which can attenuate a congruency effect on reaction times. By contrast, possibly because of underdeveloped brain activity, preschool children did not show the happy face superiority effect and they may be more responsive to angry faces. These observations imply a crucial key point to build better relationships between developing preschoolers and their parents and educators, incorporating nonverbal communication into social and emotional learning.

show abstract

Functional organization of the brain in the period of preparation for recognizing fragmented images in seven- to eight-year-old children and adults

et al. 2014

View full text Add to dashboard Cite

Development of mechanisms of recognition of fragmented images differing in the degree of fragmentation in children of preschool and primary school ages

Cited by 4 publications

References 34 publications

Brain organization of the recognition of fragmented images in subjects who show different levels of task performance success

Brain organization of the recognition of fragmented images in subjects who show different levels of task performance success

Effects of facial expression and gaze interaction on brain dynamics during a working memory task in preschool children

Functional organization of the brain in the period of preparation for recognizing fragmented images in seven- to eight-year-old children and adults

Contact Info

Product

Resources

About