Imaging the developing brain with fMRI

Davidson, Matthew C.; Thomas, Kathleen M.; Casey, B. J.

doi:10.1002/mrdd.10076

Cited by 60 publications

(46 citation statements)

References 33 publications

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“…It is worth noting that the magnitude of reduction of the BOLD response in these two regions is predicted directly from fitting the latency speed-up and required no additional estimation. Discussion Accumulated brain imaging evidence has shown similar brain activation patterns of adolescents and adults in performing various high-level cognitive tasks as well as certain differences in some areas depending on the tasks (20,(32)(33)(34)(35)(36)(37). The exploratory analysis of the current study shows that the active areas in children's algebra equation learning are similar to areas active in adults (1,15).…”

Section: Event-related Fmri Findings Exploratory Analysissupporting

confidence: 53%

The change of the brain activation patterns as children learn algebra equation solving

Qin

Carter

Silk

et al. 2004

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

119

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In a brain imaging study of children learning algebra, it is shown that the same regions are active in children solving equations as are active in experienced adults solving equations. As with adults, practice in symbol manipulation produces a reduced activation in prefrontal cortex area. However, unlike adults, practice seems also to produce a decrease in a parietal area that is holding an image of the equation. This finding suggests that adolescents' brain responses are more plastic and change more with practice. These results are integrated in a cognitive model that predicts both the behavioral and brain imaging results.T he study reported here integrates behavioral methods, functional brain imaging (functional MRI), and cognitive modeling to study how children learn to solve equations. In particular, the children were solving equations like the following: 7x ϩ 1 ϭ 29. Past research with adult college students (1) modeled algebra equation solving by the interaction of three cognitive modules in the adaptive control of thought-rational (ACT-R) cognitive architecture (2, 3). There was an imaginal module that held a representation of the equation and performed imagined transformations on the equations. There was a retrieval module that retrieved algebraic rules and arithmetic facts in the solution of this equation. Finally, there was a manual module that programmed the output of the answer by the hand. A region in the left parietal cortex, which has been associated with imagery (4-6) and spatial processing (7) in other studies, was found to correspond to the imaginal module. A region in the left prefrontal cortex, which has been associated with retrieval in other studies (8)(9)(10)(11)(12)(13)(14), was found to correspond to the retrieval module. Finally, a region in the left motor and sensory cortices, which controls the right hand, was found to correspond to the manual module.After having identified these regions in algebra equation solving, we performed a series of experiments to determine whether they were specifically involved in algebra or were also involved in nonmathematical information-processing tasks (1,15,16). Similar involvement of these regions was found in a nonmathematical isomorph of algebra (artificial algebra) (1). Subsequent research (15), in which college students practiced the isomorph, found a speed-up that could be accounted for entirely in terms of reduced retrieval time. This finding was reflected in reduced activation in the prefrontal region of interest. There was not a comparable reduction in either the motor or parietal region.The present research addresses the question of whether the brain activation patterns observed from adults will be shown in children learning algebra. Specifically, do children who are just learning equation solving show activation of the same regions as in adults' algebra (1) and will their improvement be explained in terms of reduction just in the prefrontal retrieval region shown in adults' artificial algebra learning (15)? There is reason to suspect that we...

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Section: Event-related Fmri Findings Exploratory Analysissupporting

confidence: 53%

The change of the brain activation patterns as children learn algebra equation solving

Qin

Carter

Silk

et al. 2004

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

119

View full text Add to dashboard Cite

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“…Challenges of pediatric neuroimaging are numerous, but researchers agree that the two main obstacles to overcome are: level of anxiety/distress and participant's movement 2,4,7,25 . Anxiety and distress are commonly reported in clinical patients undergoing imaging procedures.…”

Section: Discussionmentioning

confidence: 99%

Making MR Imaging Child's Play - Pediatric Neuroimaging Protocol, Guidelines and Procedure

Raschle

Lee

Buechler

et al. 2009

JoVE

103

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Within the last decade there has been an increase in the use of structural and functional magnetic resonance imaging (fMRI) to investigate the neural basis of human perception, cognition and behavior 1, 2 . Moreover, this non-invasive imaging method has grown into a tool for clinicians and researchers to explore typical and atypical brain development. Although advances in neuroimaging tools and techniques are apparent, (f)MRI in young pediatric populations remains relatively infrequent 2 . Practical as well as technical challenges when imaging children present clinicians and research teams with a unique set of problems 3, 2 . To name just a few, the child participants are challenged by a need for motivation, alertness and cooperation. Anxiety may be an additional factor to be addressed. Researchers or clinicians need to consider time constraints, movement restriction, scanner background noise and unfamiliarity with the MR scanner environment 2,4-10 . A progressive use of functional and structural neuroimaging in younger age groups, however, could further add to our understanding of brain development. As an example, several research groups are currently working towards early detection of developmental disorders, potentially even before children present associated behavioral characteristics e.g.11 . Various strategies and techniques have been reported as a means to ensure comfort and cooperation of young children during neuroimaging sessions. Play therapy 12 , behavioral approaches 13,14,15,[16][17][18] and simulation 19 , the use of mock scanner areas 20,21 , basic relaxation 22 and a combination of these techniques 23 have all been shown to improve the participant's compliance and thus MRI data quality. Even more importantly, these strategies have proven to increase the comfort of families and children involved 12 . One of the main advances of such techniques for the clinical practice is the possibility of avoiding sedation or general anesthesia (GA) as a way to manage children's compliance during MR imaging sessions 19,20 . In the current video report, we present a pediatric neuroimaging protocol with guidelines and procedures that have proven to be successful to date in young children. ProtocolWe have incorporated general experimental testing guidelines as well as MRI specific approaches 12-23 into one complete neuroimaging protocol intended to guide researchers and clinicians during neuroimaging sessions with awake children as young as four years of age. First, we aim to emphasize general testing guidelines adapted for MRI examinations. Second, we provide a hands-on, step-by-step description of our neuroimaging protocol. In our experience, a single session of approximately 2.5 hours (including a maximal imaging time of 45-60 minutes) is sufficient to train and guide a child through a neuroimaging session. General GuidelinesAs in every testing session with pediatric populations, general guidelines and recommendations for how best to work with young children should be considered 24 . We highlight comfor...

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“…This is of note since neuroimaging findings in children and adolescents are not always consistent with those in adults (Davidson et al, 2003). In particular, the amygdala and OFC show continued development into adulthood (Durston et al, 2001;Happaney et al, 2004) and may respond differently to appetitive stimuli based on age.…”

Section: Introductionmentioning

confidence: 88%

Neural mechanisms underlying food motivation in children and adolescents

et al. 2005

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Dramatic increases in childhood obesity necessitate a more complete understanding of neural mechanisms of hunger and satiation in pediatric populations. In this study, normal weight children and adolescents underwent functional magnetic resonance imaging (fMRI) scanning before and after eating a meal. Participants showed increased activation to visual food stimuli in the amygdala, medial frontal/orbitofrontal cortex, and insula in the pre-meal condition; no regions of interest responded in the post-meal condition. These results closely parallel previous findings in adults. In addition, we found evidence for habituation to food stimuli in the amygdala within the pre-meal session. These findings provide evidence that normal patterns of neural activity related to food motivation begin in childhood. Results have implications for obese children and adults, who may have abnormal hunger and satiation mechanisms.

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Imaging the developing brain with fMRI

Cited by 60 publications

References 33 publications

The change of the brain activation patterns as children learn algebra equation solving

The change of the brain activation patterns as children learn algebra equation solving

Making MR Imaging Child's Play - Pediatric Neuroimaging Protocol, Guidelines and Procedure

Neural mechanisms underlying food motivation in children and adolescents

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