Maturation of Mismatch Negativity in School-Age Children

Shafer, Valerie L.; Morr, Mara L.; Kreuzer, Judith A.; Kurtzberg, Diane

doi:10.1097/00003446-200006000-00008

Cited by 130 publications

(144 citation statements)

References 29 publications

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“…All these four ERP components were robustly observed after 6 months of age. These morphological changes are consistent with previous findings [2,14]. The amplitudes of N 250 and P 350 components gradually increased between 3 and 9 months.…”

Section: Morphological Changes Of Erp Componentssupporting

confidence: 92%

“…It appears that the most obvious decreases in MMN latency occurred within the first year. This result is parallel to previous studies [14]. Ejiri et al [29] also observed a progressive decrease in MMN latency in subjects within 7 years of age.…”

Section: Morphological Changes Of Mismatch Responsessupporting

confidence: 91%

“…However, in the present study, the N 250 latency to deviant stimuli was significantly shorter than the MMN latency, revealing that the negative mismatch responses recorded here cannot be completely explained by the obligation effect. It has also been demonstrated that the N 250 latency to deviant stimuli is highly correlated to the N 250 latency to standard stimuli, not to MMN latency [14], suggesting a neural mechanism differing from the sensory processing underlying the negative responses [39].…”

Section: Morphological Changes Of Mismatch Responsesmentioning

confidence: 99%

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Brain responses to tonal changes in the first two years of life

Jing

Benasich

2006

Brain and Development

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Maturation of auditory perceptual and discrimination process within the first two years of life is investigated in healthy infants by examining event-related potentials (ERPs). High-density EEG signals were recorded from the scalp monthly between 3 and 24 months of age. Two types of stimuli (100 vs. 100 Hz for standard stimuli; 100 vs. 300 Hz for deviant stimuli; occurrence rate: 85:15%) were presented using an oddball paradigm. Latencies and amplitudes were compared across development. The results showed that latencies of P 150 , N 250 , P 350 , and N 450 components gradually decreased with increasing age. Amplitudes of the N 250 and P 350 components gradually increased and reached the maximum at 9 months, and then gradually decreased with the increase of age. Mismatch negativity was not obvious at 3 months of age, but was seen at 4-5 months and became robust after 6 months. Robust late positivity was recorded at all ages. These mismatch responses were noticeable in the frontal, central, and parietal areas, and the maximal MMN amplitude distribution gradually moved from the parietal area to the frontal area across the age range. Two important periods-one around 6 months and the other around 9 months are suggested in the maturation of auditory central system. Dynamical changes in the underlying source strengths and orientations may be principal contributors to ERP morphological changes in infants within the first 24 months.

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Section: Morphological Changes Of Erp Componentssupporting

confidence: 92%

Section: Morphological Changes Of Mismatch Responsessupporting

confidence: 91%

Section: Morphological Changes Of Mismatch Responsesmentioning

confidence: 99%

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Brain responses to tonal changes in the first two years of life

Jing

Benasich

2006

Brain and Development

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“…In MMN studies with children (and adults), the stimuli are usually presented while the subject is engaged in some other activity, such as reading a book or watching a video with the sound turned down or off. The latency of the MMN in children is shorter than in infants, generally peaking between 150 to 300 ms following stimulus onset (81).…”

Section: Selective Allocation Of Attention In Children 3321 Autommentioning

confidence: 92%

The development of auditory attention in children

et al. 2000

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In this paper we review the development of four components of auditory attention: arousal, orienting, selective attention and sustained attention. We focus especially on the processes responsible for the selection of specific stimuli for further processing because these are essential for learning and development. Although much work still needs to be done, there is evidence of developmental change in some of the components of attention, especially early in infancy. Later developmental improvements seem to be primarily attributable to higher cognitive processes, such as motivation, strategy development and implementation, and voluntary direction and regulation of attention. INTRODUCTIONAttention is important for most, if not all, information processing. Attentional processes are involved in determining which internal and external stimuli are singled out for further processing and, consequently, which stimuli warrant a response. This process of selecting stimuli from an extremely complex, ever changing, multisensory environment is determined not only by the physical characteristics of the stimuli themselves, but also by the individual interests, motives, and cognitive strategies of the person perceiving the stimuli. Because attention is involved in the process of selection, it plays an important role in the establishment of flexible, adaptive behavior. The distribution of attention is critical for learning and development. Identifying and attending to the important aspects of the environment are essential for the acquisition of new skills. For example, investigators have shown that infants attend to the stress patterns of language and have argued that this facilitates language acquisition (1). The selection of stimuli for further processing also has implications for what information is stored in memory and the level of detail associated with particular memory traces.Central to our conception of attention are the processes responsible for the selection of specific stimuli for further processing. This selection can be automatic, as in the orienting elicited by a novel stimulus, or active, as in the search for a designated target in a set of stimuli during a selective attention task. In addition to selection, individuals must be alert (or exhibit at least some minimal level of arousal) and must be able to sustain an attentional focus for effective information processing and optimal learning. These four components of attention: arousal, orienting, selective attention, and sustained attention, are important to most models of attention (for example, 2-5) and will be used to organize our discussion of the development of attention.Attention has been studied extensively in infants and adults, as evidenced by the number of recent books on the subject (for example, 2, 5-12). However, attention

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“…Temporal principal components (PCs) accounting for a cumulative variance of 99% were included in the rotation (Kayser & Tenke, 2003). The PCs occurring at the latencies (approximately 100-200 ms) typically reported in the literature for MMN in school-aged children (e.g., Shafer, Morr, Kreuzer, & Kurtzberg, 2000) and showing comparable topographic distribution between the grand averaged CSD maps and PCA factor score maps were selected for further statistical analysis.…”

Section: Statistical Analyses 261 Group and Stimulus Comparisonsmentioning

confidence: 99%