The functional emergence of prefrontally-guided working memory systems in four- to eight-year-old children

Luciana, Mónica; Nelson, Charles A.

doi:10.1016/s0028-3932(97)00109-7

Cited by 556 publications

(512 citation statements)

References 67 publications

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“…However, contrary to previous findings, this study suggests that visual-motor integration is not necessarily a core cognitive impairment in 22q11DS but rather that impairments in visual-motor abilities are mediated by task type, the presence of other cognitive or executive demands, such as attention and working memory, and perhaps even motivational factors such as the game-like appearance of the tests (e.g., Luciana & Nelson, 1998. Further investigation with larger numbers of participants and a more homogeneous low-IQ control group is required to further investigate the extent of the influence of task effects and executive demands on visual motor abilities in 22q11DS.…”

Section: Discussioncontrasting

confidence: 99%

“…Furthermore, all computerised tests were relatively short in duration (2-10 minutes) and were presented in a game-like format, which tended to appeal to participants and may have increased motivation, compliance and interest (e.g. Luciana & Nelson, 1998. Therefore, the lack of statistically significant differences between the groups on most of the computerised visual motor tests may be due to the reduction in (or control of) other cognitive demands, such as verbal comprehension and sustained attention.…”

Section: Discussionmentioning

confidence: 99%

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Relationship between reaction time, fine motor control, and visual–spatial perception on vigilance and visual-motor tasks in 22q11.2 Deletion Syndrome

Howley

Prasad

Pender

et al. 2012

Research in Developmental Disabilities

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CitationRelationship between reaction time, fine motor control, and visual-spatial perception on vigilance and visual-motor tasks in 22q11. low-IQ community controls. Statistically significant deficits were observed in the 22q11DS group compared to both low-IQ and TD control groups on a timed fine motor control and accuracy task. The 22q11DS group performed significantly better than the low-IQ control group on an untimed drawing task and were equivalent to the TD control group on point accuracy and simple reaction time tests. Results suggest that visual motor deficits in 22q11DS are primarily attributable to deficits in psychomotor speed which becomes apparent when tasks are timed versus untimed. Moreover, the integration of visual and motor information may be intact and, indeed, represent a relative strength in 22q11DS when there are no time constraints imposed. While this may have significant implications for cognitive remediation strategies for children with 22q11DS, the relationship between reaction time, visual reasoning, cognitive complexity, fine motor speed and accuracy, and graphomotor ability on visual-motor tasks is still unclear.

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Section: Discussioncontrasting

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Relationship between reaction time, fine motor control, and visual–spatial perception on vigilance and visual-motor tasks in 22q11.2 Deletion Syndrome

Howley

Prasad

Pender

et al. 2012

Research in Developmental Disabilities

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“…Previous studies have found differences in frontal EEG asymmetry among young children or adolescent offspring (Tomarken, et al, 2004) of parents with a history of depression. Finally, stability of frontal EEG asymmetry among youngsters may be influenced by the ongoing structural and functional brain development across the childhood years (Kanemura et al, 2003;Luciana & Nelson, 1998;Creutzfeld, 1995). Given increasing brain maturity, older children could be expected to evidence greater stability in indices of EEG than younger children.…”

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

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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.

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“…Extensive behavioral research has supported the assumption. For example, some researchers developed a neuropsychological battery for prefrontal function that is derived from animal lesion and neurologically impaired patients' studies and showed that young children improved their performance on the battery during preschool age (16). In addition, there is some anatomical evidence (17, 18) and electrophysiological evidence (19) stating that the prefrontal cortex develops during preschool years.…”

mentioning

confidence: 99%

Neural origin of cognitive shifting in young children

Moriguchi

Hiraki

2009

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

167

192

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Cognitive shifting is the ability to adapt to changes in the environment. Extensive research has revealed that the prefrontal cortex plays an important role in cognitive shifting. Adult neuroimaging studies have shown that the inferior prefrontal cortex is activated during cognitive shifting tasks. Developmental studies have shown that cognitive shifting changes significantly during preschool years. It is known that 3-year-old children often perseverate to previous mental sets, whereas 5-year-old children do not. Developmental psychologists assume that maturation of the prefrontal cortex plays an essential role in the development of shifting; however, direct supporting evidence is lacking. We used near-infrared spectroscopy and showed that inferior prefrontal activation is associated with successful shifting in young children. We also showed that even preschool children display adult-like inferior prefrontal activation during a simple cognitive shifting task. This report demonstrates the neural origins of cognitive shifting in young children. These results have the potential to contribute to our understanding of cognitive and brain development in both typically and atypically developed children.cognitive development ͉ inferior prefrontal cortex ͉ near-infrared spectroscopy ͉ preschool children ͉ executive function

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The functional emergence of prefrontally-guided working memory systems in four- to eight-year-old children

Cited by 556 publications

References 67 publications

Relationship between reaction time, fine motor control, and visual–spatial perception on vigilance and visual-motor tasks in 22q11.2 Deletion Syndrome

Relationship between reaction time, fine motor control, and visual–spatial perception on vigilance and visual-motor tasks in 22q11.2 Deletion Syndrome

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

Neural origin of cognitive shifting in young children

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