Structural and functional organization of a developing brain and formation of cognitive functions in child ontogeny

Bezrukikh, M. M.; Machinskaya, R. I.; Farber, D. A.

doi:10.1134/s0362119709060024

Cited by 19 publications

(13 citation statements)

References 20 publications

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“…Our study showed that the alpha rhythm frequency in the occipital and frontal areas in children at the age of 6-7 years is in the range of 8-9 Hz. It is consistent with the data of other researchers (Farber et al, 2000;Bezrukikh et al, 2009).…”

Section: Discussionsupporting

confidence: 94%

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Speech Features and Electroencephalogram Parameters in 4- to 11-Year-Old Children

Lyakso

Frolova

Matveev

2020

Front. Behav. Neurosci.

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The goal of the study is to investigate a correlation between different levels of speech organization, indicating the physiological processes of maturation of the vocal tract structures and brain regions associated with speech and language, and basic electroencephalogram (EEG) rhythms, reflecting the age-related dynamics of maturation of brain structures in children aged 4-11 years. The complex method of analysis, including EEG registration, clinical and spectral analysis of EEG; dichotic listening, identifying the profile of functional lateral asymmetry (PFLA), and phonemic hearing of the child; recording, linguistic, and acoustic analysis of child speech; and identification of speech characteristics reflecting the formation of its different levels, was used. Two complementary experimental series were conducted: the correlation between EEG parameters, speech features, dichotic listening, the PFLA, and phonemic hearing of the child in the age dynamics of 4-11 years (first); the specificity of EEG patterns in children at different stages of reading skills formation (second). The result of this study showed the correlation between acoustic and linguistic features of child speech and brain activity. The analysis of EEG and acoustic features of child speech revealed the correlation between pitch and pitch range values in spontaneous speech and thetarhythm intensity in EEG. High values of pitch and its variation in younger children (4-6 years) are related to the intensity of theta rhythm in the EEG pattern, as this rhythm is most expressed in younger children. It was revealed that the alpha rhythm is asymmetrically localized in children with clear pronunciation of words (which determines the intelligibility of their speech) that is typical for 6.5-to 11-year-old children. The formation of reading skills in a child is associated with a change in the characteristics of the alpha rhythm-from irregular, unstable, low frequency, and low amplitude in children at the beginning of reading skills mastering to medium and low amplitude, regular, asymmetrically localized in children reading words and phrases. The specifics of the relation between brain activity and different levels of speech formation at different child's age periods are discussed.

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Section: Discussionsupporting

confidence: 94%

“…For 6-to 7-year-old children, organized parieto-occipital alpha, which reflects the maturation of corresponding brain structures, is one of the indicators of the child's readiness for learning and implementing cognitive tasks (Farber et al, 2000;Bezrukikh et al, 2009). Alpha rhythm is dominant after the age of 8 years.…”

Section: Introductionmentioning

confidence: 99%

Speech Features and Electroencephalogram Parameters in 4- to 11-Year-Old Children

Lyakso

Frolova

Matveev

2020

Front. Behav. Neurosci.

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“…Frontal lobes with zones of regulation of eye movements, but also of all level of programming of movements, guarantee this process. Essential participation of the anterior frontal (orbital) regions guarantees connections with the limbic circuit and thalamic system, which also provides relations of anterior cortex with all posterior brain zones and zones of processing of sensorial modalities ( Bezrukikh and Farber, 2000 ; Bezrukikh et al, 2009 ).…”

Section: Communicative Activity and Its Brain Organization In The First Year Of Lifementioning

confidence: 99%

The First Year Developmental Crisis: Origin of Cultural Action

Solovieva

Rojas

2021

Front. Psychol.

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According to the conception of cultural historical psychology, introduced by L. S. Vigotsky, the first year of a child’s life represents a specific period of development or the first psychological age. Psychological development should be differentiated from biological development and have proper objective indicators. Psychological development starts with the possibility of initial cultural communication between an adult and child, within a unique kind of social situation of development. The goal of the article is to describe the content of the crisis of the first year of life as a psychological phenomenon and to propose psychological and neuropsychological indicators for qualitative assessment of the progress of psychological development at the end of the first year of life. The article opens the discussion about guiding the activity of the first age, new psychological formations of the crisis of the first year, and qualitative changes in the social situation of development. The content of the first psychological age and crisis is presented in the article, according to proposals of cultural historical psychology. Future interdisciplinary research should be continued in order to establish optimal strategies for adult and child interaction during a stable period of development and the crisis of the first year.

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“…From the point of view of brain mechanisms of such activity, it is important to stress essential activation of anterior frontal (orbital) region. This area guarantees connections with limbic structures and thalamic system, which provides relations of anterior cortex with all posterior sensory multimodalities [34]. Some neurobiological studies indicate that these relations are responsible for the process of emotional social relations [35,36].…”

Section: The Original System Of Assessment and Care Within The Context Of Cultural Paradigm Of Developmentmentioning

confidence: 99%

Care and Assessment of Early Development According to Cultural Paradigm

Solovieva¹,

Pelayo-González²,

Quintanar³

2018

AJESS

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Organization of assessment and care during first years of life requires of theoretical psychological argumentation. Conception of historical and cultural psychology, introduced by L.S. Vygotsky is one of possible backgrounds for such argumentation. Early childhood should be understood as a specific period of development or specific psychological age. Ways of care and assessment depends on the level of professional knowledge and preparation of specialists. The article offers an opportunity of inclusion of early development into general neuropsychological conception of child' development. Developmental procedures and organization of life should be taken into account by parents, teachers and other specialists. Original conception and proposals of the authors in relation to attendance of newborns by Master Program in Neuropsychology in Mexico are presented. Organization of emotional and personal communication between adult and child in specific kinds of joint actions is the basic method for care and assessment. The authors discuss the possibility of establishment of methodological relation between understanding of systems of care of newborns and fundamental concepts of neuropsychological theory within historical and cultural paradigm of development.

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Structural and functional organization of a developing brain and formation of cognitive functions in child ontogeny

Cited by 19 publications

References 20 publications

Speech Features and Electroencephalogram Parameters in 4- to 11-Year-Old Children

Speech Features and Electroencephalogram Parameters in 4- to 11-Year-Old Children

The First Year Developmental Crisis: Origin of Cultural Action

Care and Assessment of Early Development According to Cultural Paradigm

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