Teaching others rule-use improves executive function and prefrontal activations in young children

Moriguchi, Yusuke; Sakata, Yoko; Ishibashi, Masataka; Ishikawa, Yusuke

doi:10.3389/fpsyg.2015.00894

Cited by 37 publications

(30 citation statements)

References 54 publications

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“…These behavioral changes were accompanied by predictable changes in children's brain activity, specifically attenuated amplitude of the N2 component in the event-related potential, a marker of conflict detection. Similar findings were reported by Moriguchi, Sakata, Ishibashi, and Ishikawa [2015], who also provided 3-to 5-year-old children with practice on the DCCS, but then had chil-dren teach the rules to a puppet, which demands consideration and reconsideration of what is being taught. Compared to controls, trained children showed considerable improvement in performance on the DCCS along with increased brain activity (oxygenated hemoglobin) in the left lateral parts of the prefrontal cortex.…”

Section: Improvements In Reflection Support the Transfer Of Trained Ssupporting

confidence: 67%

Abstracting and Aligning Essential Features of Cognitive Development

Zelazo¹

2018

Human Development

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Over the course of several decades, Demetriou and colleagues have constructed and refined a comprehensive theory of cognitive development that resembles, in many ways, earlier constructivist theories (e.g., Piaget, Bruner, Case, Fischer) while also integrating ideas from the psychometric tradition and generating testable hypotheses that have received empirical support. The theory is notable not only for its broad scope, but also because it addresses the importance of reflection, or "cognizance," taking account of Piaget's [2001Piaget's [ /1977 later work on reflecting abstraction as well as more recent research on metacognition, theory of mind, and the role of reflective reprocessing in executive function, or the conscious cognitive control of behavior.According to Demetriou, Makris, Spanoudis, Kazi, Shayer, and Kazali [2018, this issue], the core aspects of human cognition are captured by developmental g (psychometric g × age), which is comprised of attentional control, cognitive flexibility, working memory, cognizance, and inference. From infancy through adolescence, these core aspects work together via an iterative process to abstract common properties of representations, align them, and then reflect upon them, bringing them under conscious control, thereby transforming representations from episodic to realistic to rule-based to principle-based representations. Demetriou et al. [2018, this issue] state that "cognizance allows feedback loops where cycles of abstraction and alignment can become the object of further abstraction and alignment that are represented into new mental units." This results in systematic changes in the contribution of core processes to g.

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Section: Improvements In Reflection Support the Transfer Of Trained Ssupporting

confidence: 67%

Abstracting and Aligning Essential Features of Cognitive Development

Zelazo¹

2018

Human Development

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“…To assess effects on behavior, children were asked to perform the DCCS task. We used a modified version of the NIH tool box (Zelazo et al., ) that adapted the material and procedures to allow for brain activity acquisition during assessment, as described in previous studies using NIRS (Moriguchi, Sakata, Ishibashi, & Ishikawa, ). Laminated cards (3.5 cm × 7.0 cm) that had two dimensions (shape and color) were used as stimuli (Figure a).…”

Section: Methodsmentioning

confidence: 99%

“…The region of interest (ROI) was located near F3/4 of the International 10/20 system, corresponding to Brodmann areas (BA) 9/46. This decision was based on previous studies that show these areas to be activated during DCCS tests (Moriguchi et al., ; Morton et al., ). The spatial resolution of the NIRS is relatively low, and therefore, channels 2, 4, and 5 and channels 11, 13, and 14 were defined as corresponding to the right and left lateral prefrontal regions, respectively (Figure b).…”

Section: Methodsmentioning

confidence: 99%

“…These probes were placed on the lateral prefrontal areas of each hemisphere.The region of interest (ROI) was located near F3/4 of the International 10/20 system, corresponding to Brodmann areas (BA) 9/46. This decision was based on previous studies that show these areas to be activated during DCCS tests(Moriguchi et al, 2015;Morton et al, 2009). The spatial resolution of the NIRS is relatively low, and therefore, channels 2, 4, and 5 and channels 11, 13, and 14…”

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confidence: 99%

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Effect of the COMT Val158Met genotype on lateral prefrontal activations in young children

Moriguchi

Shinohara

2018

Developmental Science

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Low executive function (EF) during early childhood is a major risk factor for developmental delay, academic failure, and social withdrawal. Susceptible genes may affect the molecular and biological mechanisms underpinning EF. More specifically, genes associated with the regulation of prefrontal dopamine may modulate the response of prefrontal neurons during executive control. Several studies with adults and older children have shown that variants of the catechol‐O‐methyltransferase (COMT) gene are associated with behavioral performance and prefrontal activations in EF tasks. However, the effect of the COMT genotype on prefrontal activations during EF tasks on young children is still unknown. The present study examined whether a common functional polymorphism (Val158Met) in the COMT gene was associated with prefrontal activations and cognitive shifting in 3‐ to 6‐year‐old children. The study revealed that, compared with children with at least one Met allele (Met/Met and Met/Val), children who were Val homozygous (i) were more able to flexibly switch rules in cognitive shifting tasks and (ii) exhibited increased activations in lateral prefrontal regions during these tasks. This is the first evidence that demonstrates the relationship between a gene polymorphism and prefrontal activations in young children. It also indicates that COMT Val homozygosity may be advantageous for cognitive shifting and prefrontal functions, at least during early childhood, and children who possess this variant may have a lower risk of developing future cognitive and social development issues.

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“…Furthermore, regardless of culture, young children tend to attribute mental states to non-living entities. For example, many children treat stuffed animals as their friends (Moriguchi et al, 2015). Moreover, some children have invisible friends called “imaginary companions” and communicate with them much like with actual human friends (Moriguchi and Shinohara, 2012).…”

Section: Discussionmentioning

confidence: 99%

Semantic Differential Scale Method Can Reveal Multi-Dimensional Aspects of Mind Perception

2016

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As humans, we tend to perceive minds in both living and non-living entities, such as robots. From a questionnaire developed in a previous mind perception study, authors found that perceived minds could be located on two dimensions “experience” and “agency.” This questionnaire allowed the assessment of how we perceive minds of various entities from a multi-dimensional point of view. In this questionnaire, subjects had to evaluate explicit mental capacities of target characters (e.g., capacity to feel hunger). However, we sometimes perceive minds in non-living entities, even though we cannot attribute these evidently biological capacities to the entity. In this study, we performed a large-scale web survey to assess mind perception by using the semantic differential scale method. We revealed that two mind dimensions “emotion” and “intelligence,” respectively, corresponded to the two mind dimensions (experience and agency) proposed in a previous mind perception study. We did this without having to ask about specific mental capacities. We believe that the semantic differential scale is a useful method to assess the dimensions of mind perception especially for non-living entities that are hard to be attributed to biological capacities.

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Teaching others rule-use improves executive function and prefrontal activations in young children

Cited by 37 publications

References 54 publications

Abstracting and Aligning Essential Features of Cognitive Development

Abstracting and Aligning Essential Features of Cognitive Development

Effect of the COMT Val158Met genotype on lateral prefrontal activations in young children

Semantic Differential Scale Method Can Reveal Multi-Dimensional Aspects of Mind Perception

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