Developmental cognitive neuroscience

Developmental cognitive neuroscience is an interdisciplinary scientific field devoted to understanding psychological processes and their neurological bases in the developing organism. It examines how the mind changes as children grow up, interrelations between that and how the brain is changing, and environmental and biological influences on the developing mind and brain.

Developmental cognitive neuroscience is at the boundaries of neuroscience (behavioral, systems, & cognitive neuroscience), psychology (developmental, cognitive, & biobehavioral/ physiological psychology), developmental science (which includes sociology, anthropology, & biology in addition to psychology & neuroscience), cognitive science (which includes computer science, philosophy, dynamical systems, & linguistics in addition to psychology), and even includes socio-emotional development and developmental aspects of social neuroscience and affective neuroscience.

The scientific interface between cognitive neuroscience and human development has evoked considerable interest in recent years, as technological advances make it possible to map in detail the changes in brain structure that take place during development. Developmental cognitive neuroscience overlaps somewhat with fields such as developmental psychology, developmental neuropsychology, developmental psychopathology, and developmental neuroscience, but is distinct from each of them as well. Developmental cognitive neuroscience is concerned with the brain bases of the phenomena that developmental psychologists study. Developmental neuropsychology and developmental psychopathology are both devoted primarily to studying patients, whereas developmental cognitive neuroscience is concerned with studying both typical and atypical development. Developmental neuroscience is devoted entirely to the study of developmental processes in the brain, and primarily during the prenatal period. Developmental cognitive neuroscience, on the other hand, is concerned with interrelations between psychological and biological development. Developmental cognitive neuroscientists study brain development and cognitive, social, and emotional development from the prenatal period through adulthood.[1][2][3][4][5][6][7][8][9]

More recently, developmental cognitive neuroscience is interested in the role of genes in development and cognition.[10][11][12][13] Thus, developmental cognitive neuroscience may shed light on nature versus nurture debates as well as constructivism and neuroconstructivism theories. Developmental cognitive neuroscience research provides data that alternately blends together, clarifies, challenges, and causes revisions in developmental, cognitive, and neuroscientific theories.[14][15][16][17][18][19][20][21][22][23][24][25]

Origins of the discipline

Participants at The Development and Neural Bases of Higher Cognitive Functions, Sugarloaf Conference Center, Philadelphia, Pennsylvania, 20–24 May 1989.
Participants as seen in the photo above: 1. Susan Rose, 2. Judy DeLoache, 3. William Overman, 4. Nathan Fox, 5. Kathryn Boyer, 6. Gerry Stefanatos, 7. Arthur Shimamura, 8. Nora Newcombe, 9. Stuart Zola-Morgan, 10. Judy Chasin, 11. Teresa Pantzer, 12. Barbara Malamut, 13. Adele Diamond, 14. Norman Krasnegor, 15. Marie Perri, 16. Jim Cummings, 17. Linda Acredolo, 18. Keith Nelson, 19. Barry Stein, 20. Rachel Clifton, 21. Richard Nakaniura, 22. Jackson Beatty, 23. Joseph Fagan III, 24. Suzanne Craft, 25. Lewis Lipsitt, 26. Eric Knudsen, 27. Wendell Jeffrey, 28. Jonathan Cohen, 29. Joaquin Fuster, 30. Andrew Meltzoff, 31. Daniel Schacter, 32. Phillip Best, 33. Mark Stanton, 34. Douglas Frost, 35. Carolyn Rovee-Collier, 36. Paul Solomon, 37. Claire Kopp, 38. Lynn Nadel, 39. Helen Neville, 40. Emilie Marcus, 41. Richard Thompson, 42. Paula Tallal, 43. Robbie Case, 44. Henry Roediger III, 45. James Ranck Jr., 46. Ruth Colwill, 47. H. G. J. M. Kuypers, 48. Jocelyne Bachevalier, 49. Michael Noetzel, 50. Janet Werker, 51. Mike Richardson, 52. W. Stuart Millar, 53. Steven Keele, 54. Jean Mandler

The origin of the discipline of developmental cognitive neuroscience can be traced back to conference held in Philadelphia in 1989 co-funded by NICHD & NIMH, organized by Adele Diamond, that started the process of developmental psychologists, cognitive scientists, and neuroscientists talking with one another. To bridge the communication gaps, researchers were invited from different fields who were either using the same experimental paradigms to study the same behaviors or were investigating related scientific questions in complementary ways—though they were unaware of one another’s work. They used different words to talk about their work and had different ways of thinking about it, but the concrete, observable behaviors, and the precise experimental conditions under which those behaviors occurred, served to make translation possible. Participants were a small Who’s Who of leaders in developmental science, behavioral neuroscience, and cognitive science. Several new cross-disciplinary collaborations resulted from it, and it is a testament to the value of what came out of the meeting that Oxford University Press tried to acquire the rights to re-issue the book of the meeting’s proceedings 10 years later—The Development and Neural Basis of Higher Cognitive Functions. (The original printing sold out faster than any other New York Academy of Science Annals issue has before or since.)[26]

Developmental psychologists and neuroscientists used to know little of one another’s work. There was so little communication between those fields that for 50 years scientists in both fields were using essentially the same behavioral assay but they did not know it. (Developmental psychologists called the measure the A-not-B task but neuroscientists called it the delayed response task.) In the early 1980s, Diamond not only showed these two tasks showed the identical developmental progression and rely on the same region of prefrontal cortex but through a systematic series of studies in human infants, and infant and adult monkeys with and without lesions to different brain regions.[27][28] That work was absolutely pivotal in launching the field of developmental cognitive neuroscience because it established the very first strong link between early cognitive development and the functions of a specific brain region. That gave encouragement to others that rigorous experimental work addressing brain-behavior relations was possible in infants. It also fundamentally altered the scientific understanding of prefrontal cortex early in development; clearly it was not silent as accepted wisdom had held.

Mark Johnson's 1997 text Developmental Cognitive Neuroscience[9] was seminal in coining the field's name.

Tools and techniques employed

Absolutely critical to being able to understand brain function in children have been neuroimaging techniques,[29][30][31][32][33] first EEG & ERPs,[34][35][36] then fMRI,[37][38] and more recently NIRS,[39][40] MEG,[41][42] & TMS[43][44] that look at function and MRI, DTI, & MRS that look at structure, connectivity, and metabolism. Before functional neuroimaging techniques scientists were constrained to trying to understand function from dysfunction (i.e., trying to understand how the brain works from seeing what deficits occur when the brain is damaged or impaired). It is difficult to understate how important technological advances have been to the emerging field of developmental cognitive neuroscience.

Major contributors to the field

Ground-breaking pioneers

Early trailblazers

Younger leaders

See also

Further reading

References

  1. ↑ Cantlon, Jessica F.; Elizabeth M. Brannon (2006). "Shared system for ordering small and large numbers in monkeys and humans.". Psychol. Sci. 17 (5): 401–406. doi:10.1111/j.1467-9280.2006.01719.x.
  2. ↑ Egan, Louisa C.; Paul Bloom; Laurie R. Santos (2010). "Choice-induced preferences in the absence of choice: Evidence from a blind two choice paradigm with young children and capuchin monkeys". J. Exp. Soc. Psychol. 46 (1): 204–207. doi:10.1016/j.jesp.2009.08.014.
  3. ↑ Warneken, Felix; Michael Tomasello (2006). "Altruistic helping in human infants and young chimpanzees". Science. 311 (5765): 1301–1303. doi:10.1126/science.1121448.
  4. ↑ Zeamer, Alyson; Eric Heuer; Jocelyne Bachevalier (2010). "Developmental trajectory of object recognition memory in infant rhesus macaques with and without neonatal hippocampal lesions". J. Neurosci. 30 (27): 9157–9165. doi:10.1523/JNEUROSCI.0022-10.2010.
  5. 1 2 Nelson, Charles A.; Monica Luciana (2001). Handbook of Developmental Cognitive Neuroscience (2 ed.). The MIT Press. ISBN 978-0262140737.
  6. ↑ Nelson, Charles A.; Monica Luciana (2001). Handbook of Developmental Cognitive Neuroscience (1 ed.). The MIT Press. ISBN 978-0262141048.
  7. ↑ Johnson, Mark H.; Yuko Munakata; Rick O. Gilmore (2002). Brain Development and Cognition: A Reader (2 ed.). Wiley-Blackwell. ISBN 978-0631217374.
  8. ↑ Munakata, Yuko; B. J. Casey; Adele Diamond (2004). "Developmental cognitive neuroscience: Progress and potential". Trends in Cognitive Sciences. 8 (3): 122–128. doi:10.1016/j.tics.2004.01.005.
  9. 1 2 3 Johnson, Mark H.; Michelle de Haan (2010). Developmental Cognitive Neuroscience (3 ed.). Wiley-Blackwell. ISBN 978-1444330861.
  10. ↑ Diamond, Adele; Lisa Briand; John Fossella; Lorrie Gehlbach (2004). "Genetic and neurochemical modulation of prefrontal cognitive functions in children". American Journal of Psychiatry. 161 (1): 125–132. doi:10.1176/appi.ajp.161.1.125.
  11. ↑ Dumontheil, Iroise; Chantal Roggeman; Tim Ziermans; Myriam Peyrard-Janvid; Hans Matsson; Juha Kere; Torkel Klingberg (2011). "Influence of the COMT genotype on working memory and brain activity changes during development". Biological Psychiatry. 70 (3): 222–229. doi:10.1016/j.biopsych.2011.02.027.
  12. ↑ Rothbart, Mary K.; Brad E. Sheese; Michael I. Posner (2007). "Executive attention and effortful control: Linking temperament, brain networks, and genes". Child Development Perspectives. 1 (1): 2–7. doi:10.1111/j.1750-8606.2007.00002.x.
  13. ↑ Scerif, Gaia; Annette Karmiloff-Smith (2005). "The dawn of cognitive genetics? Crucial developmental caveats". Trends in Cognitive Sciences. 9 (3): 126–135. doi:10.1016/j.tics.2005.01.008.
  14. ↑ Dehaene, Stanislas; Felipe Pegado; Lucia W. Braga; Paulo Ventura; Gilberto Nunes Filho; Antoinette Jobert; Ghislaine Dehaene-Lambertz; Régine Kolinsky; José Morais; Laurent Cohen (2010). "How learning to read changes the cortical networks for vision and language". Science. 330 (6009): 1359–1364. doi:10.1126/science.1194140. PMID 21071632.
  15. ↑ Dehaene, Stanislas (2011). Space, time and number in the brain: Searching for the foundations of mathematical thought. Academic Press. ISBN 978-0123859488.
  16. ↑ Diamond, Adele (2011). "Biological and social influences on cognitive control processes dependent on prefrontal cortex". Progress in brain research. 189: 319–339. doi:10.1016/b978-0-444-53884-0.00032-4.
  17. ↑ Elman, Jeffrey L; Elizabeth A. Bates; Mark H. Johnson; Annette Karmiloff-Smith (1998). Rethinking innateness: A connectionist perspective on development. The MIT press. ISBN 978-0262550307.
  18. ↑ Johnson, Mark H. (1999). "Cortical plasticity in normal and abnormal cognitive development: Evidence and working hypotheses". Development and Psychopathology. 11 (3): 419–437. doi:10.1017/s0954579499002138.
  19. ↑ Johnson, Mark H. (2000). "Functional brain development in infants: Elements of an interactive specialization framework". Child Development. 71 (1): 75–81. doi:10.1111/1467-8624.00120. PMID 10836560.
  20. ↑ Karmiloff-Smith, Annette (2013). "Challenging the use of adult neuropsychological models for explaining neurodevelopmental disorders: Developed versus developing brains". The Quarterly Journal of Experimental Psychology. 66 (1): 1–14. doi:10.1080/17470218.2012.744424. PMID 23173948.
  21. ↑ Karmiloff-Smith, Annette (2009). "Nativism versus neuroconstructivism: rethinking the study of developmental disorders". Developmental Psychology. 45 (1): 56–63. doi:10.1037/a0014506. PMID 19209990.
  22. ↑ Kuhl, Patricia K. (2000). "Language, mind, and brain: Experience alters perception". The new cognitive neurosciences. 2: 99–115.
  23. ↑ Meltzoff, Andrew N.; Patricia K. Kuhl; Javier Movellan; Terrence J. Sejnowski (2009). "Foundations for a new science of learning". Science. 325: 284–288. doi:10.1126/science.1175626. PMC 2776823Freely accessible. PMID 19608908.
  24. ↑ Neville, Helen J.; Daphne Bavelier (2000). "Specificity and plasticity in neurocognitive development in humans". The New Cognitive Neurosciences. 2: 83–98.
  25. ↑ Stevens, Courtney; Helen Neville (2006). "Neuroplasticity as a double-edged sword: Deaf enhancements and dyslexic deficits in motion processing". Journal of Cognitive Neuroscience. 18 (5): 701–714. doi:10.1162/jocn.2006.18.5.701.
  26. ↑ Diamond, Adele (1990). "Development and neural bases of higher cognitive functions". New York Academy of Sciences.
  27. ↑ Diamond, Adele (1991). "Frontal lobe involvement in cognitive changes during the first year of life". Brain maturation and cognitive development: Comparative and cross-cultural perspectives: 127–180.
  28. ↑ Diamond, Adele (1991). "Neuropsychological insights into the meaning of object concept development". The epigenesis of mind: Essays on biology and knowledge: 67–110.
  29. ↑ Casey, B. J.; Yuko Munakata (2002). "Converging methods in developmental science: An introduction". Developmental psychobiology. 40 (3): 197–199. doi:10.1002/dev.10026.
  30. ↑ Casey, B. J.; Nim Tottenham; Conor Liston; Sarah Durston (2005). "Imaging the developing brain: what have we learned about cognitive development?". Trends in Cognitive Sciences. 9 (3): 104–110. doi:10.1016/j.tics.2005.01.011.
  31. ↑ Dubois, J.; G. Dehaene-Lambertz; S. Kulikova; C. Poupon; P. S. Hüppi; L. Hertz-Pannier (2013). "The early development of brain white matter: A review of imaging studies in fetuses, newborns and infants". Neuroscience. 276: 48–71. doi:10.1016/j.neuroscience.2013.12.044.
  32. ↑ Neville, Helen J.; Debra L. Mills; Donald S. Lawson (1992). "Fractionating language: Different neural subsystems with different sensitive periods". Cerebral Cortex. 2 (3): 244–58. doi:10.1093/cercor/2.3.244. PMID 1511223.
  33. ↑ Raschle, Nora; Jennifer Zuk; Silvia Ortiz‐Mantilla; Danielle D. Sliva; Angela Franceschi; P. Ellen Grant; April A. Benasich; Nadine Gaab (2012). "Pediatric neuroimaging in early childhood and infancy: challenges and practical guidelines". Annals of the New York Academy of Sciences. 1252 (1): 43–50. doi:10.1111/j.1749-6632.2012.06457.x.
  34. ↑ Csibra, Gergely; Leslie A. Tucker; Mark H. Johnson (1998). "Neural correlates of saccade planning in infants: A high-density ERP study". International Journal of Psychophysiology. 29 (2): 201–215. doi:10.1016/s0167-8760(98)00016-6.
  35. ↑ Nelson, Charles A; Philip Salapatek (1986). "Electrophysiological correlates of infant recognition memory". Child Development. 57: 1486–1497. doi:10.1111/j.1467-8624.1986.tb00473.x.
  36. ↑ Rueda, M. Rosario; Michael I. Posner; Mary K. Rothbart; Clintin P. Davis-Stober (2004). "Development of the time course for processing conflict: an event-related potentials study with 4 year olds and adults". BMC Neuroscience. 5 (1).
  37. ↑ Klingberg, Torkel; Hans Forssberg; Helena Westerberg (2002). "Increased brain activity in frontal and parietal cortex underlies the development of visuospatial working memory capacity during childhood". Journal of Cognitive Neuroscience. 14 (1): 1–10. doi:10.1162/089892902317205276.
  38. ↑ Nelson, Charles A.; Christopher S. Monk; Joseph Lin; Leslie J. Carver; Kathleen M. Thomas; Charles L. Truwit (2000). "Functional neuroanatomy of spatial working memory in children". Developmental Psychology. 36 (1): 109–116. doi:10.1037/0012-1649.36.1.109.
  39. ↑ Sakatani, Kaoru; Saying Chen; Wemara Lichty; Huancong Zuo; Yu-ping Wang (1999). "Cerebral blood oxygenation changes induced by auditory stimulation in newborn infants measured by near infrared spectroscopy". Early human development. 55 (3): 229–236. doi:10.1016/s0378-3782(99)00019-5.
  40. ↑ Schroeter, Matthias L.; Stefan Zysset; Margarethe Wahl; D. Yves von Cramon (2004). "Prefrontal activation due to Stroop interference increases during development—an event-related fNIRS study". NeuroImage. 23 (4): 1317–1325. doi:10.1016/j.neuroimage.2004.08.001.
  41. ↑ Ciesielski, Kristina T.; Seppo P. Ahlfors; Edward J. Bedrick; Audra A. Kerwin; Matti S. Hämäläinen (2010). "Top-down control of MEG alpha-band activity in children performing Categorical N-Back Task". Neuropsychologia. 48 (12): 3573–3579. doi:10.1016/j.neuropsychologia.2010.08.006.
  42. ↑ Taylor, M. J.; E. J. Donner; E. W. Pang (2012). "fMRI and MEG in the study of typical and atypical cognitive development". Neurophysiologie Clinique/Clinical Neurophysiology. 42 (1): 19–25. doi:10.1016/j.neucli.2011.08.002.
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  44. ↑ Vry, Julia; Michaela Linder-Lucht; Steffen Berweck; Ulrike Bonati; Maike Hodapp; Markus Uhl; Michael Faist; Volker Mall (2008). "Altered cortical inhibitory function in children with spastic diplegia: a TMS study". Experimental Brain Research. 186 (4): 611–618. doi:10.1007/s00221-007-1267-7.
  45. ↑ Karmiloff-Smith, Annette (1996). Beyond Modularity: A Developmental Perspective on Cognitive Science. Cambridge, MA: MIT Press. ISBN 0-262-61114-7.
  46. ↑ Elman, Jeffrey; et al. (1996). Rethinking Innateness: A Connectionist Perspective on Development. Cambridge, MA: MIT Press. ISBN 0-262-55030-X.
  47. ↑ The Scopus Citation Tracker
  48. ↑ http://www.cogsci.umn.edu/OLD/calendar/past_events/millennium/lista.html
  49. ↑ Mareschal, Denis; et al. (2007). Neuroconstructivism: Volumes I & II (Developmental Cognitive Neuroscience). Oxford, UK: Oxford University Press. ISBN 0-19-921482-4.

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