EEG development of healthy boys and girls. Results of a longitudinal study

Benninger, C; Matthis, P.; Scheffner, D.

doi:10.1016/0013-4694(84)90002-6

Cited by 177 publications

(136 citation statements)

References 15 publications

Supporting

Mentioning

116

Contrasting

Unclassified

Order By: Relevance

“…In children aged 10 to 13 years, stable frontal EEG power in the moderate to high range (0.71 -0.74) were reported during eyes-closed condition across a one year period (Gasser et al, 1985). In children aged 4 to 10 years, long-term stability across a 1-year interval was also reported (Benninger et al, 1984). In adults, EEG frontal and parietal power were highly stable (e.g., intraclass correlation between 0.85 and 0.91 across about a year interval, Vuga et al, 2006; rank correlation coefficients between 0.78 and 0.86 across a 3-4 months interval, Salinsky et al, 1991).…”

Section: Introductionmentioning

confidence: 87%

“…However, EEG power itself reflects electrical activity of neuron groups and neural network organization in specific brain areas (Nunez, 1981). Changes in mean EEG power are related in myriad ways to the development of the brain (Clarke et al, 2001;Anokhin, 2000;Martincović et al, 1998;Van Baal et al, 1996;Gasser et al, 1988a;Benninger et al, 1984;Katada et al, 1981;Matthis et al, 1980). For example, a recent study reports a pattern of increase for most sites in infants and preschool children from 5 to 10 months of age till the age of 2 to 4 years (Marshall et al, 2002); stability coefficients were 0.70 and 0.75 on the right and left, respectively, for frontal EEG power in 2-to 4-year-olds and for the same time range, the coefficients for parietal EEG power were 0.59 and 0.67 on the right and left, respectively.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Long-term stability of electroencephalographic asymmetry and power in 3 to 9 year-old children

Vuga

Fox

Cohn

et al. 2008

International Journal of Psychophysiology

View full text Add to dashboard Cite

We investigated test-retest stability of resting EEG asymmetry and power in the alpha frequency range across a 0.6 -to 3-year interval in 125 children (57 girls and 68 boys) for two age groups, 87 preschool children (3 to 5 year-olds) and 38 school-age children (6 to 9 year-olds). Children were from families with a parent's history of unipolar or bipolar depression (36 girls and 43 boys) or control families with no parent history of depression nor any other psychiatric disorder (21 girls and 25 boys). Frontal EEG asymmetry stability was low to moderate; intraclass correlations ranged from zero to 0.48 in the eyes-open condition, and from 0.19 to 0.45 in the eyes-closed condition. Also, parietal EEG asymmetry was low to moderate; intraclass correlations ranged from 0.21 to 0.52 in the eyes-open condition and from 0.27 to 0.72 in the eyes-closed condition. Stability of EEG asymmetry was not related to age, sex of the child, or parent's history of mood disorder. Frontal and parietal EEG power appeared moderately to highly stable. Intraclass correlations were between 0.65 and 0.86 in the eyes-open condition and between 0.52 and 0.90 in the eyes-closed condition. Although stability of EEG power was not statistical significantly different between preschool and school-age children, it consistently showed higher stability values in school-age children than in preschool children. Stability in school-aged children approached values as has been reported for adults. The findings provide partial support to the concept of frontal EEG asymmetry as a trait marker in childhood.

show abstract

Section: Introductionmentioning

confidence: 87%

Section: Introductionmentioning

confidence: 99%

Long-term stability of electroencephalographic asymmetry and power in 3 to 9 year-old children

Vuga

Fox

Cohn

et al. 2008

International Journal of Psychophysiology

View full text Add to dashboard Cite

show abstract

“…Several studies have shown strong developmental changes in EEG power (Matou.~ek and Peterstn, 1973;Chavance and Samson-Dollfus, 1978;SamsonDollfus and Goldberg, 1979;John et al, 1980;Matthis et al, 1980;Katada et al, 1981;Benninger et al, 1984;Gasser et al, 1988). These studies all show the same basic tenet: slow activity is dominant in early life, but is substituted by faster activity with increasing age.…”

Section: Introductionmentioning

confidence: 96%

Genetic architecture of EEG power spectra in early life

Baal

Geus

Boomsma

1996

Electroencephalography and Clinical Neurophysiology

View full text Add to dashboard Cite

We measured the electroencephalogram (EEG) in 209 5 year old monozygotic (MZ) and dizygotic (DZ) twin pairs to estimate the relative contribution of genetic and environmental factors to EEG power spectra in early life. Data from same-sex and from oppositesex twin pairs were used to test for sex differences in genetic influences. Results showed high concordance for EEGs of MZ twins for absolute and relative power in 6, 0, al, a2, t51 and/~2 bands. A model with additive genetic and unique environmental influences explained individual differences in both absolute and relative power in almost all bands and all electrode positions. Heritability of EEG power spectra was high. For absolute power the highest heritabilities were observed in 0, al, a2 andfll power bands (mean heritability 81, 81, 78, and 73%, respectively). Somewhat lower heritabilities were found in 6 and t2 bands (mean heritability 55 and 64%, respectively). For relative power heritabilities were 63, 76, 71, 72, 68, and 65 for c~, 0, al, a2, ill, and f12, respectively. Virtually no sex differences in heritability were found. These findings indicate that the background EEG is one of the most heritable characteristics in early life.

show abstract

“…Myelination and synaptic pruning (2)(3)(4)(5) lead to a decrease in gray matter and an increase in white matter (6)(7)(8)(9)(10)(11)(12)(13). Resting-state oscillations decline (14)(15)(16), and passive evoked responses to sound change in complex ways. Cortically, the P1, which is a positive deflection at around 50 ms generated within lateral Heschl's gyrus (17), declines whereas the N1, a negative deflection at around 100 ms generated within primary and secondary auditory cortices (18)(19)(20), increases (21)(22)(23).…”

mentioning

confidence: 99%

Music training alters the course of adolescent auditory development

Tierney

Krizman

Kraus

2015

Proc. Natl. Acad. Sci. U.S.A.

151

View full text Add to dashboard Cite

Fundamental changes in brain structure and function during adolescence are well-characterized, but the extent to which experience modulates adolescent neurodevelopment is not. Musical experience provides an ideal case for examining this question because the influence of music training begun early in life is wellknown. We investigated the effects of in-school music training, previously shown to enhance auditory skills, versus another inschool training program that did not focus on development of auditory skills (active control). We tested adolescents on neural responses to sound and language skills before they entered high school (pretraining) and again 3 y later. Here, we show that inschool music training begun in high school prolongs the stability of subcortical sound processing and accelerates maturation of cortical auditory responses. Although phonological processing improved in both the music training and active control groups, the enhancement was greater in adolescents who underwent music training. Thus, music training initiated as late as adolescence can enhance neural processing of sound and confer benefits for language skills. These results establish the potential for experience-driven brain plasticity during adolescence and demonstrate that in-school programs can engender these changes. music | training | auditory B y age six, the brain has reached 90% of its adult size (1).However, the years between childhood and young adulthood are marked by a host of subtler neural developments. Myelination and synaptic pruning (2-5) lead to a decrease in gray matter and an increase in white matter (6-13). Resting-state oscillations decline (14-16), and passive evoked responses to sound change in complex ways. Cortically, the P1, which is a positive deflection at around 50 ms generated within lateral Heschl's gyrus (17), declines whereas the N1, a negative deflection at around 100 ms generated within primary and secondary auditory cortices (18)(19)(20), increases (21-23). Subcortically, the trial-by-trial consistency of the response declines (24,25). An open question is how experience interacts with this developmental plasticity during adolescence. Is the transition from the plasticity of childhood to the stability of adulthood malleable by experience? And if so, what types of enrichment have the greatest impact on the development of the neural mechanisms contributing to auditory and language skills?Music training is an enrichment program commonly available to high school students, and its neural and behavioral consequences are well-understood (for a review, see ref. 26). Studies comparing nonmusicians with musicians who began training early in life have revealed a "signature" set of enhancements associated with musical experience (27,28). Relative to nonmusician peers, musicians tend to show enhanced speech-innoise perception (29-34), verbal memory (30-33, 35-38), phonological skills (39-45), and reading (46-50), although not without exception (51, 52). Music training has also been linked to enhancements in the enco...

show abstract

EEG development of healthy boys and girls. Results of a longitudinal study

Cited by 177 publications

References 15 publications

Long-term stability of electroencephalographic asymmetry and power in 3 to 9 year-old children

Long-term stability of electroencephalographic asymmetry and power in 3 to 9 year-old children

Genetic architecture of EEG power spectra in early life

Music training alters the course of adolescent auditory development

Contact Info

Product

Resources

About