Infant Auditory Processing and Event-related Brain Oscillations

Rapid auditory processing and acoustic change detection abilities play a critical role in allowing human infants to efficiently process the fine spectral ...

Rutgers University, State University of New Jersey, Newark

Very-low-birth-weight infants are at much higher risk for cognitive and language delays but the nature of such deficits is not clearly understood. Given increasing rates of prematurity and infants born very-low-birth-weight, examination of mechanisms that underlie poorer developmental outcome is essential. We investigated language and cognitive abilities in very-low and normal birth-weight infants to determine whether performance differences were due to poorer global cognitive performance or to deficits in specific processing abilities. Thirty-two very-low and 32 normal birth-weight infants received visual and auditory-visual habituation recognition-memory tasks, and standardized language and cognitive assessments. Very-low-birth-weight infants performed more poorly on visual and auditory-visual habituation tasks and scored lower than controls on cognitive and language measures. These findings suggest that differences in language abilities in very-low-birth-weight children may be part of a global deficit that impacts many areas of cognitive functioning rather than a specific impairment in rapid auditory processing.

Understanding language and cognitive deficits in very low birth weight children.

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Recently, structural MRI studies in children have been used to examine relations between brain volume and behavioral measures. However, most of these studies have been done in children older than 2 years of age. Obtaining volumetric measures in infants is considerably more difficult, as structures are less well defined and largely unmyelinated, making segmentation challenging. Moreover, it is still unclear whether individual anatomic variation across development, in healthy, normally developing infants, is reflected in the configuration and function of the mature brain and, as importantly, whether variation in infant brain structure might be related to later cognitive and linguistic abilities. In this longitudinal study, using T1 structural MRI, we identified links between amygdala volume in normally developing, naturally sleeping, 6-month infants and their subsequent language abilities at 2, 3 and 4 years. The images were processed and manually segmented using Cardviews to extract volumetric measures. Intra-rater reliability for repeated segmentation was 87.73% of common voxel agreement. Standardized language assessments were administered at 6 and 12 months and at 2, 3 and 4 years. Significant and consistent correlations were found between amygdala size and language abilities. Children with larger right amygdalae at 6 months had lower scores on expressive and receptive language measures at 2, 3, and 4 years. Associations between amygdala size and language outcomes have been reported in children with autism. The findings presented here extend this association to normally developing children, supporting the idea that the amygdalae might play an important but as yet unspecified role in mediating language acquisition.

Associations between the size of the amygdala in infancy and language abilities during the preschool years in normally developing children.

R&eacute;cemment, &eacute;tudes d&#39;IRM structurelles chez les enfants ont &eacute;t&eacute; utilis&eacute;s pour examiner les relations entre le volume du cerveau et des mesures comportementales. Cependant, la plupart de ces &eacute;tudes a &eacute;t&eacute; men&eacute;e chez les enfants &acirc;g&eacute;s de 2 ans. Obtention de mesures volum&eacute;triques chez le nourrisson est beaucoup plus difficile, car les structures sont moins bien d&eacute;finis et en grande partie amy&eacute;linis&eacute;s, rendant la segmentation difficile. En outre, on ignore encore si la variation anatomique individuelle dans l&#39;ensemble de d&eacute;veloppement, chez les nourrissons en bonne sant&eacute;s, normalement en d&eacute;veloppement, se refl&egrave;te dans la configuration et le fonctionnement du cerveau mature et, aussi important, si la variation de la structure c&eacute;r&eacute;brale infantile pourrait &ecirc;tre li&eacute;e &agrave; plus tard les capacit&eacute;s cognitives et linguistiques. Dans cette &eacute;tude longitudinale, &agrave; l&#39;aide de T1 IRM structurelle, nous avons identifi&eacute; des liens entre le volume de l&#39;amygdale en d&eacute;veloppant normalement, dormir naturellement, les b&eacute;b&eacute;s de 6 mois et leur capacit&eacute; de langue ult&eacute;rieurs &agrave; 2, 3 et 4 ans. Les images ont &eacute;t&eacute; trait&eacute;es et segment&eacute; manuellement &agrave; l&#39;aide de Cardviews pour extraire les mesures volum&eacute;triques. Fiabilit&eacute; intra-&eacute;valuateur pour segmentation r&eacute;p&eacute;t&eacute;e &eacute;tait 87,73 % de commun accord de voxel. &Eacute;valuations linguistiques normalis&eacute;es ont &eacute;t&eacute; administr&eacute;es &agrave; 6 et 12 mois et &agrave; 2, 3 et 4 ans. Des corr&eacute;lations significatives et coh&eacute;rentes trouv&eacute;es entre capacit&eacute;s de taille et de la langue amygdale. Enfants avec la plus grande amygdalae droit &agrave; 6 mois avaient des scores plus faibles concernant les mesures de langage expressif et r&eacute;ceptif &agrave; 2, 3 et 4 ans. Les associations entre les r&eacute;sultats de taille et de la langue amygdale ont &eacute;t&eacute; signal&eacute;es chez les enfants atteints d&#39;autisme. Les constatations pr&eacute;sent&eacute;es ici s&#39;&eacute;tendent cette association au d&eacute;veloppement normalement les enfants, en soutenant l&#39;id&eacute;e que l&#39;amygdalae pourrait jouer un r&ocirc;le important mais encore non pr&eacute;cis&eacute; dans la m&eacute;diation acquisition du langage.

Associations entre la taille de l&#39;amygdale en petite enfance et la langue des capacit&eacute;s pendant les ann&eacute;es pr&eacute;scolaires dans les enfants en d&eacute;veloppement normalement.

Recentemente, gli studi di MRI strutturali nei bambini sono stati usati per esaminare le relazioni tra volume del cervello e misure comportamentali. Tuttavia, la maggior parte di questi studi sono stati fatti in bambini con pi&ugrave; di 2 anni di et&agrave;. Ottenere misure volumetriche nei neonati &egrave; molto pi&ugrave; difficile, come strutture sono meno ben definiti e in gran parte unmyelinated, rendendo difficile segmentazione. Inoltre, non &egrave; ancora chiaro se variazione anatomica individuale attraverso lo sviluppo, nei neonati sani, normalmente in via di sviluppo, si riflette nella configurazione e funzione del cervello maturo e, soprattutto, se variazione nella struttura del cervello infantile potrebbe essere legata al pi&ugrave; tardi le abilit&agrave; cognitive e linguistiche. In questo studio longitudinale, usando MRI strutturali T1, abbiamo identificato collegamenti tra volume amigdala nello sviluppo normalmente, naturalmente dormire, neonati di 6 mesi e le loro abilit&agrave; di lingua successive a 2, 3 e 4 anni. Le immagini sono state elaborate e segmentato manualmente utilizzando Cardviews per estrarre misure volumetriche. Intra-rater affidabilit&agrave; per ripetute segmentazione era 87.73% di comune accordo di voxel. Lingua standardizzata valutazioni sono state somministrate a 6 e 12 mesi e a 2, 3 e 4 anni. Tra le abilit&agrave; di lingua e dimensione amigdala sono state trovate correlazioni significative e coerenti. Bambini con amigdala destra pi&ugrave; grande a 6 mesi hanno avuto punteggi inferiori sulle misure di linguaggio espressivo e ricettivo a 2, 3 e 4 anni. Associazioni tra amigdala dimensione e lingua risultati sono state segnalate in bambini con autismo. I risultati presentati qui estendono questa associazione normalmente nello sviluppo di bambini, sostenendo l&#39;idea che l&#39;amigdala potrebbe giocare un ruolo importante ma non ancora specificato nella mediazione di aquisizione di lingua.

Associazioni tra le dimensioni dell&#39;amigdala nell&#39;infanzia e lingua abilit&agrave; durante gli anni prescolari normalmente lo sviluppo di bambini.

&#x6700;&#x8FD1;&#x3067;&#x306F;&#x3001;&#x69CB;&#x9020;&#x306E; MRI &#x7814;&#x7A76;&#x5B50;&#x4F9B;&#x306E;&#x8133;&#x306E;&#x5BB9;&#x7A4D;&#x3068;&#x884C;&#x52D5;&#x6307;&#x6A19;&#x3068;&#x306E;&#x95A2;&#x4FC2;&#x3092;&#x8ABF;&#x3079;&#x308B;&#x305F;&#x3081;&#x306B;&#x4F7F;&#x7528;&#x3055;&#x308C;&#x3066;&#x3044;&#x307E;&#x3059;&#x3002;&#x305F;&#x3060;&#x3057;&#x3001;&#x3053;&#x308C;&#x3089;&#x306E;&#x7814;&#x7A76;&#x306E;&#x307B;&#x3068;&#x3093;&#x3069;&#x306F;&#x3001;2 &#x6B73;&#x672A;&#x6E80;&#x306E;&#x304A;&#x5B50;&#x69D8;&#x3067;&#x884C;&#x308F;&#x308C;&#x3066;&#x3044;&#x307E;&#x3059;&#x3002;&#x69CB;&#x9020;&#x306F;&#x3088;&#x308A;&#x3088;&#x304F;&#x5B9A;&#x7FA9;&#x3055;&#x308C;&#x4E3B;&#x7121;&#x9AC4;&#x3001;&#x30BB;&#x30B0;&#x30E1;&#x30F3;&#x30C6;&#x30FC;&#x30B7;&#x30E7;&#x30F3;&#x306B;&#x6311;&#x6226;&#x3092;&#x4F5C;&#x308B;&#x304C;&#x3001;&#x4E73;&#x5150;&#x306E;&#x4F53;&#x7A4D;&#x6E2C;&#x5B9A;&#x306E;&#x53D6;&#x5F97;&#x306F;&#x304B;&#x306A;&#x308A;&#x96E3;&#x3057;&#x3044;&#x3067;&#x3059;&#x3002;&#x4E73;&#x5150;&#x306E;&#x8133;&#x306E;&#x69CB;&#x9020;&#x306E;&#x5909;&#x5316;&#x5F8C;&#x306E;&#x8A8D;&#x77E5;&#x30FB;&#x8A00;&#x8A9E;&#x80FD;&#x529B;&#x306B;&#x95A2;&#x9023;&#x3057;&#x3066;&#x3044;&#x308B;&#x53EF;&#x80FD;&#x6027;&#x304B;&#x3069;&#x3046;&#x304B;&#x307E;&#x305F;&#x3001;&#x305D;&#x308C;&#x958B;&#x767A;&#x3001;&#x5065;&#x5EB7;&#x3001;&#x901A;&#x5E38;&#x958B;&#x767A;&#x9014;&#x4E0A;&#x306E;&#x5E7C;&#x5150;&#x306E;&#x500B;&#x3005; &#x306E;&#x89E3;&#x5256;&#x5B66;&#x7684;&#x5909;&#x5316;&#x3092;&#x53CD;&#x6620;&#x3057;&#x3066;&#x306E;&#x69CB;&#x6210;&#x3068;&#x6A5F;&#x80FD;&#x306E;&#x6210;&#x719F;&#x8133;&#x306E;&#x3068;&#x3057;&#x3066;&#x91CD;&#x8981;&#x306A;&#x306F;&#x3001;&#x304B;&#x3069;&#x3046;&#x304B;&#x5B9A;&#x304B;&#x3067;&#x306F;&#x306A;&#x3044;&#x3067;&#x3059;&#x3002;&#x3053;&#x306E;&#x7E26;&#x306E;&#x7814;&#x7A76;&#x3067;&#x306F;, T1 &#x69CB;&#x9020; MRI &#x3092;&#x4F7F;&#x7528;&#x3057;&#x3066;&#x6B63;&#x5E38;&#x306B;&#x767A;&#x9054;&#x3057;&#x3066;&#x3001;&#x5F53;&#x7136;&#x306E;&#x3053;&#x3068;&#x306A;&#x304C;&#x3089;&#x5BDD;&#x3066;&#x3001;6 &#x30F6;&#x6708;&#x5150;&#x3068;&#x305D;&#x306E;&#x5F8C;&#x7D9A;&#x8A00;&#x8A9E;&#x80FD;&#x529B; 2&#x3001;3&#x3001;4 &#x5E74;&#x3067;&#x6241;&#x6843;&#x4F53;&#x30DC;&#x30EA;&#x30E5;&#x30FC;&#x30E0;&#x9593;&#x306E;&#x30EA;&#x30F3;&#x30AF;&#x3092;&#x8B58;&#x5225;&#x3057;&#x307E;&#x3057;&#x305F;&#x3002;&#x753B;&#x50CF;&#x51E6;&#x7406;&#x3055;&#x308C;&#x305F;&#x3001;&#x4F53;&#x7A4D;&#x6E2C;&#x5B9A;&#x3092;&#x62BD;&#x51FA;&#x3059;&#x308B; Cardviews &#x3092;&#x4F7F;&#x7528;&#x3057;&#x3066;&#x624B;&#x52D5;&#x3067;&#x5206;&#x5272;&#x3057;&#x307E;&#x3059;&#x3002;&#x7E70;&#x308A;&#x8FD4;&#x3057;&#x5206;&#x5272;&#x306E;&#x305F;&#x3081;&#x306E;&#x691C;&#x8005;&#x5185;&#x4FE1;&#x983C;&#x6027; 87.73% &#x4E00;&#x822C;&#x7684;&#x306A;&#x30DC;&#x30AF;&#x30BB;&#x30EB;&#x5951;&#x7D04;&#x306E;&#x3067;&#x3042;&#x3063;&#x305F;&#x3002;&#x6A19;&#x6E96;&#x5316;&#x3055;&#x308C;&#x305F;&#x8A00;&#x8A9E;&#x8A55;&#x4FA1; 6 &#x3068; 12 &#x30F6;&#x6708;&#x3067; 2&#x3001;3&#x3001;4 &#x5E74;&#x3067;&#x6295;&#x4E0E;&#x3057;&#x307E;&#x3057;&#x305F;&#x3002;&#x6241;&#x6843;&#x4F53;&#x30B5;&#x30A4;&#x30BA;&#x3068;&#x8A00;&#x8A9E;&#x80FD;&#x529B;&#x306E;&#x9593;&#x306F;&#x3001;&#x91CD;&#x8981;&#x304B;&#x3064;&#x4E00;&#x8CAB;&#x6027;&#x306E;&#x3042;&#x308B;&#x76F8;&#x95A2;&#x304C;&#x8A8D;&#x3081;&#x3089;&#x308C;&#x307E;&#x3057;&#x305F;&#x3002;&#x5B50;&#x4F9B; 6 &#x30F6;&#x6708;&#x3067;&#x5927;&#x304D;&#x304F;&#x53F3;&#x6241;&#x3067;&#x4F4E;&#x3044;&#x8A00;&#x8A9E;&#x63AA;&#x7F6E;&#x306B;&#x95A2;&#x3059;&#x308B; 2&#x3001;3&#x3001;&#x304A;&#x3088;&#x3073; 4 &#x6B73;&#x3060;&#x3063;&#x305F;&#x3002;&#x6241;&#x6843;&#x4F53;&#x306E;&#x30B5;&#x30A4;&#x30BA;&#x3068;&#x8A00;&#x8A9E;&#x306E;&#x7D50;&#x679C;&#x306E;&#x9593;&#x306E;&#x95A2;&#x9023;&#x4ED8;&#x3051;&#x306F;&#x3001;&#x81EA;&#x9589;&#x75C7;&#x306E;&#x5B50;&#x4F9B;&#x3067;&#x5831;&#x544A;&#x3055;&#x308C;&#x3066;&#x3044;&#x307E;&#x3059;&#x3002;&#x3053;&#x3053;&#x306B;&#x793A;&#x3055;&#x308C;&#x305F;&#x767A;&#x898B;&#x901A;&#x5E38;&#x3001;&#x6241;&#x8A00;&#x8A9E;&#x7FD2;&#x5F97;&#x3092;&#x4EF2;&#x4ECB;&#x3059;&#x308B;&#x3001;&#x91CD;&#x8981;&#x3067;&#x3059;&#x304C;&#x3001;&#x307E;&#x3060;&#x6307;&#x5B9A;&#x3055;&#x308C;&#x3066;&#x3044;&#x306A;&#x3044;&#x5F79;&#x5272;&#x3092;&#x679C;&#x305F;&#x3059;&#x53EF;&#x80FD;&#x6027;&#x304C;&#x3042;&#x308A;&#x307E;&#x3059;&#x30A2;&#x30A4;&#x30C7;&#x30A2;&#x3092;&#x30B5;&#x30DD;&#x30FC;&#x30C8;&#x3059;&#x308B;&#x5B50;&#x4F9B;&#x3092;&#x958B;&#x767A;&#x3059;&#x308B;&#x306B;&#x306F;&#x3001;&#x3053;&#x306E;&#x95A2;&#x9023;&#x4ED8;&#x3051;&#x3092;&#x62E1;&#x5F35;&#x3057;&#x307E;&#x3059;&#x3002;

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&#xCD5C;&#xADFC;, &#xC5B4;&#xB9B0;&#xC774; &#xAD6C;&#xC870; MRI &#xC5F0;&#xAD6C; &#xB1CC; &#xBCFC;&#xB968;&#xACFC; &#xD589;&#xB3D9; &#xC870;&#xCE58; &#xC0AC;&#xC774;&#xC758; &#xAD00;&#xACC4;&#xB97C; &#xAC80;&#xC0AC; &#xC0AC;&#xC6A9; &#xB418;&#xC5C8;&#xC2B5;&#xB2C8;&#xB2E4;. &#xADF8;&#xB7EC;&#xB098;, &#xC774;&#xB7EC;&#xD55C; &#xC5F0;&#xAD6C;&#xC758; &#xB300;&#xBD80;&#xBD84; 2 &#xC138; &#xC774;&#xC0C1;&#xC758; &#xC5B4;&#xB9B0;&#xC774;&#xC5D0;&#xC11C; &#xC218;&#xD589; &#xB418;&#xC5C8;&#xC2B5;&#xB2C8;&#xB2E4;. &#xAD6C;&#xC870;&#xB294; &#xB35C; &#xC798; &#xC815;&#xC758; &#xB418;&#xC5B4; &#xC788;&#xACE0; &#xC8FC;&#xB85C; unmyelinated, &#xC138;&#xBD84;&#xD654;&#xB97C; &#xB3C4;&#xC804; &#xD558; &#xC5BB;&#xB294; &#xC720;&#xC544;&#xC758; &#xCCB4;&#xC801; &#xCE21;&#xC815; &#xD558;&#xB294; &#xAC83;&#xC740; &#xC0C1;&#xB2F9;&#xD788; &#xC5B4;&#xB835;&#xC2B5;&#xB2C8;&#xB2E4;. &#xB610;&#xD55C;, &#xADF8;&#xAC83;&#xC740; &#xC544;&#xC9C1; &#xBD88;&#xBD84;&#xBA85; &#xAD6C;&#xC131; &#xBC0F; &#xAE30;&#xB2A5;&#xC73C;&#xB85C; &#xC911;&#xC694; &#xD55C; &#xAC83;&#xC740;, &#xACE0; &#xC131;&#xC219; &#xB1CC;&#xC758; &#xAC1C;&#xBC1C;, &#xAC74;&#xAC15; &#xD558; &#xACE0;, &#xC77C;&#xBC18;&#xC801;&#xC73C;&#xB85C; &#xAC1C;&#xBC1C; &#xC720;&#xC544;&#xC5D0; &#xAC78;&#xCCD0; &#xAC1C;&#xBCC4; &#xD574;&#xBD80;&#xD559; &#xBCC0;&#xD615; &#xBC18;&#xC601; &#xC5EC;&#xBD80; &#xBCC0;&#xD654; &#xC720;&#xC544; &#xB450;&#xB1CC; &#xAD6C;&#xC870;&#xC5D0; &#xC778;&#xC9C0; &#xBC0F; &#xC5B8;&#xC5B4; &#xB2A5;&#xB825;&#xC744; &#xB098;&#xC911;&#xC5D0; &#xAD00;&#xB828;&#xC774; &#xC788;&#xC744; &#xC218; &#xC788;&#xB294;&#xC9C0;. &#xC774; &#xC885; &#xC801; &#xC5F0;&#xAD6C;&#xC5D0;&#xC11C; &#xD3B8;&#xB3C4; &#xBCFC;&#xB968; &#xC77C;&#xBC18;&#xC801;&#xC73C;&#xB85C; &#xAC1C;&#xBC1C;, &#xC790;&#xC5F0;&#xC2A4;&#xB7FD; &#xAC8C; &#xC790; &#xACE0;, 6 &#xAC1C;&#xC6D4; &#xC720;&#xC544;&#xC640; &#xADF8;&#xB4E4;&#xC758; &#xD6C4;&#xC18D; &#xC5B8;&#xC5B4; &#xB2A5;&#xB825; 2, 3, 4 &#xB144; &#xAC04;&#xC758; &#xB9C1;&#xD06C; &#xC2DD;&#xBCC4; T1 &#xAD6C;&#xC870; MRI&#xB97C; &#xC0AC;&#xC6A9; &#xD558; &#xC5EC;. &#xC774;&#xBBF8;&#xC9C0; &#xCC98;&#xB9AC; &#xBC0F; &#xC218;&#xB3D9;&#xC73C;&#xB85C; &#xCD94;&#xCD9C; &#xD574;&#xC57C; &#xCCB4;&#xC801; &#xCE21;&#xC815; Cardviews&#xB97C; &#xC0AC;&#xC6A9; &#xD558; &#xC5EC; &#xC138;&#xADF8;&#xBA3C;&#xD2B8;. &#xBC18;&#xBCF5; &#xB41C; &#xC138;&#xADF8;&#xBA3C;&#xD2B8;&#xC5D0; &#xB300; &#xD55C; &#xB0B4;&#xBD80; &#xCE21;&#xC815; &#xC790; &#xC2E0;&#xB8B0;&#xC131; &#xC77C;&#xBC18;&#xC801;&#xC778; voxel &#xACC4;&#xC57D;&#xC758; 87.73% &#xC774;&#xC5C8;&#xB2E4;. &#xD45C;&#xC900;&#xD654; &#xB41C; &#xC5B8;&#xC5B4; &#xD3C9;&#xAC00; &#xAC1C;&#xC6D4; &#xD558; &#xACE0; 2, 3, 4 &#xB144;&#xC5D0;&#xC11C; 6, 12&#xC5D0; &#xC2DC;&#xD589; &#xB418;&#xC5C8;&#xC2B5;&#xB2C8;&#xB2E4;. &#xC911;&#xC694; &#xD558; &#xACE0; &#xC77C;&#xAD00; &#xB41C; &#xC0C1;&#xAD00; &#xAD00;&#xACC4;&#xB294; &#xD3B8;&#xB3C4; &#xCCB4; &#xD06C;&#xAE30;&#xC640; &#xC5B8;&#xC5B4; &#xB2A5;&#xB825; &#xC0AC;&#xC774; &#xBC1C;&#xACAC; &#xB410;&#xB2E4;. &#xC5B4;&#xB9B0;&#xC774; 6 &#xAC1C;&#xC6D4; &#xB354; &#xD070; &#xC624;&#xB978;&#xCABD; amygdalae&#xC640; 2, 3, 4 &#xC138;&#xC5D0; &#xC5B8;&#xC5B4; &#xD45C;&#xD604; &#xBC0F; &#xC218;&#xC6A9; &#xC870;&#xCE58;&#xC5D0; &#xB0AE;&#xC740; &#xC810;&#xC218;&#xB97C; &#xD588;&#xB2E4;. &#xD3B8;&#xB3C4; &#xCCB4; &#xD06C;&#xAE30;&#xC640; &#xC5B8;&#xC5B4; &#xACB0;&#xACFC; &#xAC04;&#xC758; &#xC5F0;&#xACB0; &#xC790;&#xD3D0;&#xC99D;&#xC744; &#xAC00;&#xC9C4; &#xC544;&#xC774; &#xB4E4;&#xC5D0;&#xC11C; &#xBCF4;&#xACE0; &#xB418;&#xC5C8;&#xC2B5;&#xB2C8;&#xB2E4;. &#xC5EC;&#xAE30;&#xC5D0; &#xC81C;&#xC2DC; &#xB41C; &#xC5F0;&#xAD6C; &#xACB0;&#xACFC; &#xD655;&#xC7A5;&#xC774; &#xC5F0;&#xACB0;&#xC744; &#xC77C;&#xBC18;&#xC801;&#xC73C;&#xB85C; &#xAC1C;&#xBC1C; &#xD558;&#xB294; amygdalae &#xC911;&#xC7AC; &#xC5B8;&#xC5B4; &#xC2B5;&#xB4DD;&#xC5D0; &#xC911;&#xC694; &#xD558;&#xC9C0;&#xB9CC; &#xC544;&#xC9C1; &#xC9C0;&#xC815; &#xB418;&#xC9C0; &#xC54A;&#xC740; &#xC5ED;&#xD560;&#xC744; &#xD55C;&#xB2E4;&#xACE0; &#xD558;&#xB294; &#xC544;&#xC774;&#xB514;&#xC5B4;&#xB97C; &#xC9C0; &#xC6D0;&#xD558;&#xB294; &#xC544;&#xC774; &#xB4E4;.

&#xC77C;&#xBC18;&#xC801;&#xC73C;&#xB85C; &#xC5B4;&#xB9B0;&#xC774; &#xAC1C;&#xBC1C; &#xC720;&#xCE58;&#xC6D0; &#xB144; &#xB3D9;&#xC548; &#xCD08;&#xAE30;&#xC640; &#xC5B8;&#xC5B4; &#xB2A5;&#xB825;&#xC5D0;&#xC11C; &#xD3B8;&#xB3C4;&#xC758; &#xD06C;&#xAE30; &#xC0AC;&#xC774; &#xC5F0;&#xACB0; &#xD569;&#xB2C8;&#xB2E4;.

Recientemente, estudios estructurales de MRI en ni&ntilde;os se han utilizado para examinar las relaciones entre el volumen del cerebro y comportamiento medidas. Sin embargo, la mayor&iacute;a de estos estudios se han realizado en ni&ntilde;os mayores de 2 a&ntilde;os de edad. Obtener medidas volum&eacute;tricas en reci&eacute;n nacidos es considerablemente m&aacute;s dif&iacute;cil, ya que las estructuras son menos definidas y en gran parte unmyelinated, haciendo dif&iacute;cil la segmentaci&oacute;n. Por otra parte, se desconoce todav&iacute;a si la variaci&oacute;n anat&oacute;mica individual a trav&eacute;s del desarrollo, en ni&ntilde;os sanos, normalmente en desarrollo, se refleja en la configuraci&oacute;n y la funci&oacute;n del cerebro maduro y, como lo que es importante, si la variaci&oacute;n en la estructura cerebral infantil pudo relacionar m&aacute;s tarde habilidades cognitivas y ling&uuml;&iacute;sticas. En este estudio longitudinal, usando MRI estructural de T1, identificamos v&iacute;nculos entre el volumen de la am&iacute;gdala en desarrollar normalmente, naturalmente para dormir, los beb&eacute;s de 6 meses y sus habilidades de lenguaje posterior en 2, 3 y 4 a&ntilde;os. Las im&aacute;genes fueron procesadas y segmentadas manualmente usando Cardviews para extraer las medidas volum&eacute;tricas. Fiabilidad intra-evaluador de segmentaci&oacute;n repetido era 87.73% de com&uacute;n acuerdo voxel. Evaluaciones de lenguaje estandarizado se administraron a los 6 y 12 meses y en 2, 3 y 4 a&ntilde;os. Se encontraron correlaciones significativas y coherentes entre capacidades de tama&ntilde;o y lengua am&iacute;gdala. Ni&ntilde;os con mayor amygdalae derecha en 6 meses ten&iacute;an puntuaciones m&aacute;s bajas en medidas de lenguaje expresivo y receptivo a 2, 3 y 4 a&ntilde;os. Asociaciones entre los resultados de tama&ntilde;o y lengua am&iacute;gdala se han divulgado en los ni&ntilde;os con autismo. Los trabajos presentados aqu&iacute; ampl&iacute;an esta asociaci&oacute;n a desarrollar normalmente ni&ntilde;os, apoyando la idea de que el amygdalae podr&iacute;a desempe&ntilde;ar un papel importante, pero todav&iacute;a no especificado en la mediaci&oacute;n de la adquisici&oacute;n del lenguaje.

Asociaciones entre el tama&ntilde;o de la am&iacute;gdala en infancia y lenguaje habilidades durante los a&ntilde;os preescolares en desarrollar normalmente ni&ntilde;os.

Most research with bilinguals has used speech stimuli to demonstrate differences in auditory processing abilities. Two main factors have been identified as modulators of such differences: proficiency and age of acquisition of the second language (L2). However, whether the bilingual brain differs from the monolingual in the efficient processing of non-verbal auditory events (known to be critical to the acoustic analysis of the speech stream) remains unclear. In this EEG/ERP study, using the mismatch negativity (MMN), P3a, and late negativity (LN), we examined differences in discrimination, involuntary switching of attention and reorienting of attention between monolinguals and bilinguals as they processed complex tones. Further, we examined the role that age of acquisition plays in modulating such responses. A group of English monolinguals and a group of proficient Spanish-English bilinguals were presented with a multiple-deviant oddball paradigm with four deviant conditions (duration, frequency, silent gap, and frequency modulation). Late bilinguals, who learned English after age 10, exhibited larger MMN and P3a responses than early bilinguals, across all deviant conditions. Significant associations were found between amplitude of the responses and both age of L2 acquisition and years of L2 experience. Individuals who acquired English at later ages and had fewer years of L2 experience had larger MMN, P3a, and LN responses than those who learned it earlier. These findings demonstrate that age of L2 acquisition is an important modulator of auditory responses in bilinguals even when processing non-speech signals. Involuntary attention switching is suggested as the main factor driving these differences.

Involuntary switching of attention mediates differences in event-related responses to complex tones between early and late Spanish-English bilinguals.

Auditory event-related potentials (ERPs) have been used to understand how the brain processes auditory input, and to track developmental change in sensory systems. Localizing ERP generators can provide invaluable insights into how and where auditory information is processed. However, age-appropriate infant brain templates have not been available to aid such developmental mapping. In this study, auditory change detection responses of brain ERPs were examined in 6-month-old infants using discrete and distributed source localization methods mapped onto age-appropriate magnetic resonance images. Infants received a passive oddball paradigm using fast-rate non-linguistic auditory stimuli (tone doublets) with the deviant incorporating a pitch change for the second tone. Data was processed using two different high-pass filters. When a 0.5 Hz filter was used, the response to the pitch change was a large frontocentral positive component. When a 3 Hz filter was applied, two temporally consecutive components associated with change detection were seen: one with negative voltage, and another with positive voltage over frontocentral areas. Both components were localized close to the auditory cortex with an additional source near to the anterior cingulate cortex. The sources for the negative response had a more tangential orientation relative to the supratemporal plane compared to the positive response, which showed a more lateral, oblique orientation. The results described here suggest that at 6 months of age infants generate similar response patterns and use analogous cortical areas to that of adults to detect changes in the auditory environment. Moreover, the source locations and orientations, together with waveform topography and morphology provide evidence in infants for feature-specific change detection followed by involuntary switching of attention.

Source localization of event-related potentials to pitch change mapped onto age-appropriate MRIs at 6 months of age.

Event-related potentials (ERPs) have become an important tool in the quest to understand how infants process perceptual information. Identification of the activation loci of the ERP generators is a technique that provides an opportunity to explore the neural substrates that underlie auditory processing. Nevertheless, as infant brain templates from healthy, non-clinical samples have not been available, the majority of source localization studies in infants have used non-realistic head models, or brain templates derived from older children or adults. Given the dramatic structural changes seen across infancy, all of which profoundly affect the electrical fields measured with EEG, it is important to use individual MRIs or age-appropriate brain templates and parameters to explore the localization and time course of auditory ERP sources. In this study 6-month-old infants were presented with a passive oddball paradigm using consonant-vowel (CV) syllables that differed in voice onset time. Dense-array EEG/ERPs were collected while the infants were awake and alert. In addition, MRIs were acquired during natural non-sedated sleep for a subset of the sample. Discrete dipole and distributed source models were mapped onto individual and averaged infant MRIs. The CV syllables elicited a positive deflection at about 200 ms followed by a negative deflection that peaked around 400 ms. The source models generated placed the dipoles at temporal areas close to auditory cortex for both positive and negative responses. Notably, an additional dipole for the positive peak was localized at the frontal area, at the anterior cingulate cortex (ACC) level. ACC activation has been reported in adults, but has not, to date, been reported in infants during processing of speech-related signals. The frontal ACC activation was earlier but smaller in amplitude than the left and right auditory temporal activations. These results demonstrate that in infancy the ERP generators to CV syllables are localized in cortical areas similar to that reported in adults, but exhibit a notably different temporal course. Specifically, ACC activation in infants significantly precedes auditory temporal activation, whereas in adults ACC activation follows that of temporal cortex. We suggest that these timing differences could be related to current maturational changes, to the ongoing construction of language-specific phonetic maps, and/or to more sensitive attentional switching as a response to speech signals in infancy.

Time course of ERP generators to syllables in infants: a source localization study using age-appropriate brain templates.

Structural and functional magnetic resonance imaging (fMRI) has been used increasingly to investigate typical and atypical brain development. However, in contrast to studies in school-aged children and adults, MRI research in young pediatric age groups is less common. Practical and technical challenges occur when imaging infants and children, which presents clinicians and research teams with a unique set of problems. These include procedural difficulties (e.g., participant anxiety or movement restrictions), technical obstacles (e.g., availability of child-appropriate equipment or pediatric MR head coils), and the challenge of choosing the most appropriate analysis methods for pediatric imaging data. Here, we summarize and review pediatric imaging and analysis tools and present neuroimaging protocols for young nonsedated children and infants, including guidelines and procedures that have been successfully implemented in research protocols across several research sites.

Pediatric neuroimaging in early childhood and infancy: challenges and practical guidelines.

&#x7ED3;&#x6784;&#x6027;&#x548C;&#x529F;&#x80FD;&#x6027;&#x78C1;&#x5171;&#x632F;&#x6210;&#x50CF; &#xFF08;fMRI&#xFF09; &#x8D8A;&#x6765;&#x8D8A;&#x591A;&#x5730;&#x4F7F;&#x7528;&#x8C03;&#x67E5;&#x5178;&#x578B;&#x4E0E;&#x975E;&#x5178;&#x578B;&#x7684;&#x8111;&#x53D1;&#x80B2;&#x3002;&#x7136;&#x800C;&#xFF0C;&#x5728;&#x5B66;&#x9F84;&#x671F;&#x513F;&#x7AE5;&#x548C;&#x6210;&#x4EBA;&#x7684;&#x7814;&#x7A76;&#xFF0C;&#x4E0E;&#x78C1;&#x5171;&#x632F;&#x6210;&#x50CF;&#x7814;&#x7A76;&#x5E74;&#x8F7B;&#x513F;&#x79D1;&#x5E74;&#x9F84;&#x7EC4;&#x4E2D;&#x7684;&#x5E76;&#x4E0D;&#x5E38;&#x89C1;&#x3002;&#x5B9E;&#x9645;&#x7684;&#x548C;&#x6280;&#x672F;&#x7684;&#x6311;&#x6218;&#x51FA;&#x73B0;&#x65F6;&#x6210;&#x50CF;&#x5A74;&#x513F;&#x548C;&#x513F;&#x7AE5;&#xFF0C;&#x5176;&#x4E2D;&#x4ECB;&#x7ECD;&#x4E86;&#x4E34;&#x5E8A;&#x533B;&#x5E08;&#x548C;&#x79D1;&#x7814;&#x56E2;&#x961F;&#x4E0E;&#x4E00;&#x5957;&#x72EC;&#x7279;&#x7684;&#x95EE;&#x9898;&#x3002;&#x8FD9;&#x4E9B;&#x5305;&#x62EC;&#x7A0B;&#x5E8F;&#x4E0A;&#x7684;&#x56F0;&#x96BE; &#xFF08;&#x4F8B;&#x5982;&#xFF0C;&#x53C2;&#x4E0E;&#x8005;&#x7126;&#x8651;&#x6216;&#x8FD0;&#x52A8;&#x9650;&#x5236;&#xFF09;&#x3001; &#x6280;&#x672F;&#x969C;&#x788D; &#xFF08;&#x4F8B;&#x5982;&#xFF0C;&#x513F;&#x7AE5;&#x9002;&#x5F53;&#x8BBE;&#x5907;&#x6216;&#x513F;&#x79D1;&#x5148;&#x751F;&#x5934;&#x7EBF;&#x5708;&#x7684;&#x53EF;&#x7528;&#x6027;&#xFF09;&#xFF0C;&#x5E76;&#x9009;&#x62E9;&#x6700;&#x9002;&#x5F53;&#x7684;&#x5206;&#x6790;&#x65B9;&#x6CD5;&#x4E3A;&#x513F;&#x79D1;&#x6210;&#x50CF;&#x6570;&#x636E;&#x7684;&#x6311;&#x6218;&#x3002;&#x5728;&#x8FD9;&#x91CC;&#xFF0C;&#x6211;&#x4EEC;&#x603B;&#x7ED3;&#x548C;&#x5BA1;&#x67E5;&#x513F;&#x79D1;&#x6210;&#x50CF;&#x4E0E;&#x5206;&#x6790;&#x5DE5;&#x5177;&#x548C;&#x795E;&#x7ECF;&#x5F71;&#x50CF;&#x5B66;&#x672C;&#x8BAE;&#x5B9A;&#x4E66;&#x7684;&#x5E74;&#x8F7B; nonsedated &#x513F;&#x7AE5;&#x548C;&#x5A74;&#x513F;&#xFF0C;&#x5305;&#x62EC;&#x51C6;&#x5219;&#x548C;&#x5DF2;&#x6210;&#x529F;&#x6267;&#x884C;&#x4E2D;&#x7684;&#x7A0B;&#x5E8F;&#x8DE8;&#x51E0;&#x4E2A;&#x7814;&#x7A76;&#x7AD9;&#x70B9;&#x7814;&#x7A76;&#x534F;&#x8BAE;&#x3002;

&#x513F;&#x79D1;&#x795E;&#x7ECF;&#x5F71;&#x50CF;&#x5B66;&#x5E7C;&#x513F;&#x671F;&#x4E0E;&#x5A74;&#x513F;&#x671F;&#xFF1A; &#x6311;&#x6218;&#x548C;&#x5B9E;&#x9645;&#x7684;&#x6307;&#x5BFC;&#x65B9;&#x9488;&#x3002;

Structurelle et fonctionnelle imagerie par r&eacute;sonance magn&eacute;tique (IRMf) a &eacute;t&eacute; utilis&eacute; de plus en plus pour &eacute;tudier le d&eacute;veloppement du cerveau typiques et atypiques. Cependant, contrairement aux &eacute;tudes in school-aged children and adults, recherche de MRI dans les jeunes classes d&#39;&acirc;ge p&eacute;diatriques est moins fr&eacute;quente. Les d&eacute;fis pratiques et techniques se produisent lorsque l&#39;imagerie des nourrissons et des enfants, qui pr&eacute;sente des cliniciens et &eacute;quipes avec un ensemble unique de probl&egrave;mes de recherche. Il s&#39;agit de probl&egrave;mes de proc&eacute;dure (par exemple, restrictions d&#39;anxi&eacute;t&eacute; ou de mouvement participantes), des obstacles techniques (p. ex., la disponibilit&eacute; de mat&eacute;riel adapt&eacute;e &agrave; l&#39;enfant ou des bobines p&eacute;diatrique M. head) et le d&eacute;fi de choisir des m&eacute;thodes d&#39;analyse les plus appropri&eacute;es pour les donn&eacute;es d&#39;imagerie p&eacute;diatriques. Ici, nous r&eacute;sumons et examen des outils d&#39;analyse et de l&#39;imagerie p&eacute;diatriques et des protocoles de neuroimagerie pr&eacute;sents pour les jeunes nonsedated enfants et nourrissons, y compris les lignes directrices et proc&eacute;dures qui ont &eacute;t&eacute; appliqu&eacute;es avec succ&egrave;s dans des protocoles de recherche sur plusieurs sites de recherche.

Neuro-imagerie p&eacute;diatrique dans la petite enfance et de la petite enfance : enjeux et orientations pratiques.

Strutturale e funzionali risonanza magnetica per immagini (fMRI) &egrave; stato utilizzato sempre pi&ugrave; per indagare lo sviluppo tipico e atipico del cervello. Tuttavia, in contrasto con gli studi in et&agrave; scolare e gli adulti, ricerca MRI in giovane et&agrave; pediatrica &egrave; meno comune. Sfide pratiche e tecniche si verificano quando i neonati e i bambini, che presenta ai medici di imaging e ricerca squadre con un unico set di problemi. Questi includono difficolt&agrave; procedurali (ad es., partecipante ansia o movimento restrizioni), ostacoli tecnici (ad esempio, disponibilit&agrave; di attrezzature adeguate bambino o bobine pediatrica Signor testa) e la sfida di scegliere i metodi di analisi pi&ugrave; appropriati per i dati di imaging pediatrici. Qui, abbiamo riassumere ed esaminare presenti neuroimaging protocolli e strumenti di imaging e analisi pediatrici per nonsedated bambini e neonati, comprese le linee guida e procedure che sono state attuate con successo in protocolli di ricerca in diversi siti di ricerca.

Neuroimaging pediatrica nella prima infanzia e prima infanzia: sfide e pratiche linee guida.

&#x69CB;&#x9020;&#x7684;&#x30FB;&#x6A5F;&#x80FD;&#x7684;&#x78C1;&#x6C17;&#x5171;&#x9CF4;&#x753B;&#x50CF; (fMRI) &#x306F;&#x3001;&#x5178;&#x578B;&#x7684;&#x306A;&#x975E;&#x5B9A;&#x578B;&#x306E;&#x8133;&#x306E;&#x767A;&#x9054;&#x3092;&#x8ABF;&#x67FB;&#x3059;&#x308B;&#x305F;&#x3081;&#x306B;&#x307E;&#x3059;&#x307E;&#x3059;&#x4F7F;&#x7528;&#x3055;&#x308C;&#x3066;&#x3044;&#x307E;&#x3059;&#x3002;&#x305F;&#x3060;&#x3057;&#x3001;&#x5B50;&#x4F9B;&#x3068;&#x5927;&#x4EBA;&#x306E;&#x7814;&#x7A76;&#x3068;&#x306F;&#x5BFE;&#x7167;&#x7684; MRI &#x7814;&#x7A76;&#x82E5;&#x3044;&#x5C0F;&#x5150;&#x5E74;&#x9F62;&#x7FA4;&#x3067;&#x306F;&#x4E00;&#x822C;&#x7684;&#x3067;&#x3059;&#x3002;&#x5B9F;&#x7528;&#x7684;&#x306A;&#x304A;&#x3088;&#x3073;&#x6280;&#x8853;&#x7684;&#x8AB2;&#x984C;&#x81E8;&#x5E8A;&#x533B;&#x3092;&#x63D0;&#x6848;&#x3059;&#x308B;&#x5C0F;&#x5150;&#x3092;&#x8A3A;&#x65AD;&#x3059;&#x308B;&#x5834;&#x5408;&#x306B;&#x767A;&#x751F;&#x3059;&#x308B;&#x3001;&#x554F;&#x984C;&#x306E;&#x4E00;&#x610F;&#x306E;&#x30BB;&#x30C3;&#x30C8;&#x3092;&#x30C1;&#x30FC;&#x30E0;&#x3092;&#x7814;&#x7A76;&#x3057;&#x307E;&#x3059;&#x3002;&#x3053;&#x308C;&#x3089;&#x624B;&#x7D9A;&#x304D;&#x306E;&#x554F;&#x984C; &#xFF08;&#x4F8B;&#x3048;&#x3070;&#x3001;&#x53C2;&#x52A0;&#x8005;&#x4E0D;&#x5B89;&#x3084;&#x904B;&#x52D5;&#x306E;&#x5236;&#x9650;&#xFF09;&#x3001;&#x6280;&#x8853;&#x4E0A;&#x306E;&#x969C;&#x5BB3; &#xFF08;&#x4F8B;&#x3048;&#x3070;&#x3001;&#x5B50;&#x306B;&#x9069;&#x5207;&#x306A;&#x6A5F;&#x5668;&#x3084;&#x5C0F;&#x5150; MR &#x982D;&#x90E8;&#x30B3;&#x30A4;&#x30EB;&#x306E;&#x53EF;&#x7528;&#x6027;&#xFF09; &#x5C0F;&#x5150;&#x306E;&#x753B;&#x50CF;&#x30C7;&#x30FC;&#x30BF;&#x306E;&#x6700;&#x3082;&#x9069;&#x5207;&#x306A;&#x89E3;&#x6790;&#x624B;&#x6CD5;&#x3092;&#x9078;&#x629E;&#x3059;&#x308B;&#x3068;&#x3044;&#x3046;&#x8AB2;&#x984C;&#x304C;&#x3042;&#x308A;&#x307E;&#x3059;&#x3002;&#x3053;&#x3053;&#x3067;&#x306F;&#x3001;&#x6211;&#x3005; &#x3092;&#x8981;&#x7D04;&#x3057;&#x3001;&#x5C0F;&#x5150;&#x306E;&#x30A4;&#x30E1;&#x30FC;&#x30B8;&#x30F3;&#x30B0; &#x30C4;&#x30FC;&#x30EB;&#x3068;&#x73FE;&#x5728;&#x306E;&#x30CB;&#x30E5;&#x30FC;&#x30ED; &#x30A4;&#x30E1;&#x30FC;&#x30B8;&#x30F3;&#x30B0; &#x30D7;&#x30ED;&#x30C8;&#x30B3;&#x30EB;&#x82E5;&#x3044; nonsedated &#x5B50;&#x4F9B;&#x3001;&#x5E7C;&#x5150;&#x3001;&#x30AC;&#x30A4;&#x30C9;&#x30E9;&#x30A4;&#x30F3;&#x3092;&#x542B;&#x3080;&#x3092;&#x78BA;&#x8A8D;&#x3057;&#x3001;&#x3044;&#x304F;&#x3064;&#x304B;&#x306E;&#x7814;&#x7A76;&#x30B5;&#x30A4;&#x30C8;&#x9593;&#x3067;&#x30D7;&#x30ED;&#x30C8;&#x30B3;&#x30EB;&#x304C;&#x6B63;&#x5E38;&#x306B;&#x5B9F;&#x88C5;&#x3055;&#x308C;&#x3066;&#x3044;&#x308B;&#x30D7;&#x30ED;&#x30B7;&#x30FC;&#x30B8;&#x30E3;&#x3092;&#x7814;&#x7A76;&#x3057;&#x307E;&#x3059;&#x3002;

&#x5E7C;&#x5150;&#x3068;&#x4E73;&#x5150;&#x671F;&#x306E;&#x5C0F;&#x5150;&#x795E;&#x7D4C;&#x30A4;&#x30E1;&#x30FC;&#x30B8;&#x30F3;&#x30B0;&#x7814;&#x7A76;: &#x8AB2;&#x984C;&#x3068;&#x5B9F;&#x8DF5;&#x7684;&#x306A;&#x30AC;&#x30A4;&#x30C9;&#x30E9;&#x30A4;&#x30F3;&#x3002;

&#xAD6C;&#xC870; &#xBC0F; &#xAE30;&#xB2A5;&#xC801; &#xC790;&#xAE30; &#xACF5;&#xBA85; &#xC601;&#xC0C1; (fMRI) &#xC77C;&#xBC18;&#xC801;&#xC778; &#xC6CC;&#xD06C;&#xD50C;&#xB85C; &#xC9C4;&#xD589;&#xACFC; &#xC774;&#xB840;&#xC801;&#xC778; &#xB450;&#xB1CC; &#xAC1C;&#xBC1C; &#xC870;&#xC0AC;&#xC5D0; &#xC810;&#xC810; &#xB354; &#xC0AC;&#xC6A9; &#xB418;&#xC5C8;&#xC2B5;&#xB2C8;&#xB2E4;. &#xADF8;&#xB7EC;&#xB098;, &#xC5F0;&#xAD6C; &#xD559;&#xAD50; &#xC138; &#xC5B4;&#xB9B0;&#xC774;&#xC640; &#xC131;&#xC778;, &#xB2EC;&#xB9AC; MRI &#xC5F0;&#xAD6C; &#xC5B4;&#xB9B0; &#xC18C;&#xC544; &#xC5F0;&#xB839; &#xADF8;&#xB8F9;&#xC5D0; &#xB35C; &#xC77C;&#xBC18;&#xC801;&#xC785;&#xB2C8;&#xB2E4;. &#xC2E4;&#xC6A9;&#xC801;&#xC774; &#xACE0; &#xAE30;&#xC220;&#xC801;&#xC778; &#xB3C4;&#xC804; &#xC720;&#xC544;&#xC640; &#xC5B4;&#xB9B0;&#xC774; &#xC784;&#xC0C1;&#xC744; &#xC120;&#xBB3C; &#xD558;&#xB294; &#xC774;&#xBBF8;&#xC9D5; &#xD558;&#xB294; &#xACBD;&#xC6B0; &#xBC1C;&#xC0DD;&#xD560; &#xBC0F; &#xACE0;&#xC720;&#xD55C; &#xBB38;&#xC81C; &#xC9D1;&#xD569; &#xD300; &#xC5F0;&#xAD6C;. &#xC774;&#xB7EC;&#xD55C; &#xC808;&#xCC28; &#xC0C1;&#xC758; &#xC5B4;&#xB824;&#xC6C0; (&#xC608;&#xB97C; &#xB4E4;&#xC5B4;, &#xCC38;&#xAC00;&#xC790; &#xBD88;&#xC548; &#xB610;&#xB294; &#xC6B4;&#xB3D9; &#xC81C;&#xD55C;), &#xAE30;&#xC220;&#xC801; &#xC7A5;&#xC560;&#xBB3C; (&#xC608;&#xB97C; &#xB4E4;&#xC5B4;, &#xAC00;&#xC6A9;&#xC131; &#xC5B4;&#xB9B0;&#xC774; &#xC801;&#xD569; &#xD55C; &#xC7A5;&#xBE44; &#xB610;&#xB294; &#xC18C;&#xC544; &#xC528; &#xBA38;&#xB9AC; &#xCF54;&#xC77C;), &#xC18C;&#xC544; &#xC601;&#xC0C1; &#xB370;&#xC774;&#xD130;&#xC5D0; &#xB300; &#xD55C; &#xAC00;&#xC7A5; &#xC801;&#xC808; &#xD55C; &#xBD84;&#xC11D; &#xBC29;&#xBC95; &#xC120;&#xD0DD;&#xC758; &#xB3C4;&#xC804; &#xB4F1;. &#xC5EC;&#xAE30;, &#xC694;&#xC57D; &#xD558; &#xACE0; &#xC18C;&#xC544; &#xC601;&#xC0C1; &#xBC0F; &#xBD84;&#xC11D; &#xB3C4;&#xAD6C;&#xC640; &#xD604;&#xC7AC;&#xC758; neuroimaging &#xD504;&#xB85C;&#xD1A0;&#xCF5C; nonsedated &#xC5B4;&#xB9B0;&#xC774; &#xC720;&#xC544;, &#xC9C0;&#xCE68; &#xB4F1;&#xC744; &#xAC80;&#xD1A0; &#xD558; &#xACE0; &#xC808;&#xCC28;&#xC5D0; &#xC131;&#xACF5;&#xC801;&#xC73C;&#xB85C; &#xAD6C;&#xD604; &#xB41C; &#xC5EC;&#xB7EC; &#xC5F0;&#xAD6C; &#xC0AC;&#xC774;&#xD2B8;&#xC5D0;&#xC11C; &#xD504;&#xB85C;&#xD1A0;&#xCF5C; &#xC5F0;&#xAD6C;.

&#xC720;&#xC544; &#xAE30; &#xBC0F; &#xC720;&#xB144;&#xAE30;&#xC5D0; &#xC18C;&#xC544; neuroimaging: &#xB3C4;&#xC804;&#xACFC; &#xC2E4;&#xC9C8;&#xC801;&#xC778; &#xC9C0;&#xCE68;.

Imagen estructural y funcional por resonancia magn&eacute;tica (fMRI) se ha utilizado cada vez m&aacute;s para investigar el desarrollo del cerebro t&iacute;picos y at&iacute;picos. Sin embargo, a diferencia de estudios en ni&ntilde;os en edad escolar y adultos, investigaci&oacute;n de MRI en peque&ntilde;os grupos de edades pedi&aacute;tricas es menos com&uacute;n. Desaf&iacute;os pr&aacute;cticos y t&eacute;cnicos ocurren cuando los beb&eacute;s y ni&ntilde;os, que presenta a los cl&iacute;nicos de la proyecci&oacute;n de imagen y equipos con un &uacute;nico conjunto de problemas de investigaci&oacute;n. Estos incluyen dificultades procesales (por ejemplo, participantes ansiedad o movimiento restricciones), obst&aacute;culos t&eacute;cnicos (por ejemplo, disponibilidad de equipos apropiados para ni&ntilde;os o pedi&aacute;trico Se&ntilde;or cabeza bobinas) y el reto de elegir los m&eacute;todos de an&aacute;lisis m&aacute;s apropiados para datos de im&aacute;genes pedi&aacute;tricos. Aqu&iacute; resumimos y revisi&oacute;n pedi&aacute;tricas herramientas de an&aacute;lisis y proyecci&oacute;n de imagen y protocolos de neuroimagen presente para nonsedated ni&ntilde;os y lactantes, incluidas las directrices y procedimientos que han sido implementados exitosamente en protocolos de investigaci&oacute;n en distintos sitios de investigaci&oacute;n.

Neuroimagen pedi&aacute;trica en la primera infancia e infancia: desaf&iacute;os y directrices pr&aacute;cticas.

&#x6F84;&#x6E05;&#x7684;&#x5A74;&#x513F;&#x7684;&#x8111;&#x53D1;&#x80B2;&#x662F;&#x6781;&#x5176;&#x91CD;&#x8981;&#x7684;&#x76EE;&#x6807;&#xFF0C;&#x5305;&#x62EC;&#x4EE5;&#x540E;&#x7684;&#x8BA4;&#x77E5;&#x548C;&#x8BED;&#x8A00;&#x7684;&#x4E0D;&#x540C;&#x57DF;&#x4E0A;&#x56E0;&#x4E3A;&#x8FD9;&#x4E9B;&#x65E9;&#x671F;&#x7684;&#x8FDB;&#x7A0B;&#x7684;&#x6301;&#x4E45;&#x5F71;&#x54CD;&#x3002;&#x867D;&#x7136;&#x5A74;&#x5E7C;&#x513F;&#x5168;&#x8111;&#x589E;&#x957F;&#x7387;&#x957F;&#x671F;&#x4EE5;&#x6765;&#x4E00;&#x76F4;&#x53EF;&#x7528;&#xFF0C;&#x533A;&#x57DF;&#x589E;&#x957F;&#x901F;&#x5EA6;&#x6709;&#x6CA1;&#x6709;&#x7CFB;&#x7EDF;&#x5730;&#x62A5;&#x544A;&#x3002;&#x56E0;&#x6B64;&#xFF0C;&#x76F8;&#x5BF9;&#x8F83;&#x5C11;&#x4E86;&#x89E3;&#x7684;&#x52A8;&#x529B;&#x5B66;&#x548C;&#x901A;&#x5E38;&#x5F00;&#x53D1;&#x5A74;&#x513F;&#x7684;&#x5927;&#x8111;&#x7EC4;&#x7EC7;&#x3002;&#x5728;&#x8FD9;&#x91CC;&#x6211;&#x4EEC;&#x62A5;&#x544A;&#x5168;&#x7403;&#x548C;&#x533A;&#x57DF;&#x7684;&#x4F53;&#x79EF;&#x589E;&#x957F;&#xFF0C;&#x5927;&#x8111;&#x3001; &#x5C0F;&#x8111;&#x3001; &#x8111;&#x5E72;&#x4E0E;&#x4E24;&#x6027;&#x5F02;&#x5F62;&#xFF0C;33 &#x6A2A;&#x65AD;&#x9762;&#x626B;&#x63CF;&#xFF0C;&#x8D85;&#x8FC7; 3 &#x81F3; 13 &#x4E2A;&#x6708;&#x5185;&#xFF0C;&#x5728;&#x4F7F;&#x7528; T (1)-&#x52A0;&#x6743; 3 &#x7EF4;&#x88AB;&#x5BA0;&#x574F;&#x4E86;&#x7684;&#x68AF;&#x5EA6;&#x56DE;&#x6CE2;&#x56FE;&#x50CF;&#x548C;&#x8BE6;&#x7EC6;&#x7684;&#x534A;&#x81EA;&#x52A8;&#x5316;&#x7684;&#x5927;&#x8111;&#x5206;&#x5272;&#x3002;&#x9664;&#x4E86;&#x4E2D;&#x8111;&#x548C;&#x4FA7;&#x8111;&#x5BA4;&#xFF0C;&#x8111;&#x533A;&#x7684;&#x6240;&#x6709;&#x7EDD;&#x5BF9;&#x5377;&#x6709;&#x5927;&#x5E45;&#x5EA6;&#x7684;&#x589E;&#x957F;&#xFF0C;&#x4E0E; 6 &#x7684;&#x4F53;&#x79EF;&#x53D8;&#x5316;&#x7684;&#x4E0D;&#x540C;&#x6A21;&#x5F0F;&#x3002;&#x5F53;&#x89C4;&#x8303;&#x5316;&#x7684;&#x6574;&#x4E2A;&#x5927;&#x8111;&#xFF0C;5 &#x5FAE;&#x5206;&#x6A21;&#x5F0F;&#x7684;&#x7279;&#x70B9;&#x662F;&#x533A;&#x57DF;&#x589E;&#x52A0;&#x3002;&#x58F3;&#x6838;&#x3001; &#x5C0F;&#x8111;&#x534A;&#x7403;&#x548C;&#x603B;&#x5C0F;&#x8111;&#x90FD;&#x5F52;&#x4E00;&#x5316;&#x5927;&#x8111;&#x4E2D;&#x663E;&#x793A;&#x79EF;&#x6781;&#x589E;&#x957F;&#x7684;&#x552F;&#x4E00;&#x5730;&#x533A;&#x3002;&#x6211;&#x4EEC;&#x7684;&#x7814;&#x7A76;&#x7ED3;&#x679C;&#x663E;&#x793A;&#x7279;&#x5B9A;&#x533A;&#x57DF;&#x7684;&#x4F53;&#x79EF;&#x53D8;&#x5316;&#x6A21;&#x5F0F;&#x5E76;&#x4FC3;&#x8FDB;&#x5A74;&#x513F;&#x5927;&#x8111;&#x53D1;&#x80B2;&#x7684;&#x7CFB;&#x7EDF;&#x7684;&#x4E86;&#x89E3;&#x3002;&#x8FD9;&#x9879;&#x7814;&#x7A76;&#x5927;&#x5927;&#x6269;&#x5C55;&#x4E86;&#x6211;&#x4EEC;&#x7684;&#x6B63;&#x5E38;&#x53D1;&#x5C55;&#x7684;&#x77E5;&#x8BC6;&#xFF0C;&#x5E76;&#x5728;&#x5C06;&#x6765;&#x53EF;&#x80FD;&#x4F1A;&#x4E3A;&#x67E5;&#x660E;&#x65E9;&#x671F;&#x504F;&#x5DEE;&#x8D85;&#x51FA;&#x4FE1;&#x53F7;&#x53EF;&#x80FD;&#x4F1A;&#x5BF9;&#x795E;&#x7ECF;&#x7CFB;&#x7EDF;&#x75BE;&#x75C5;&#x7684;&#x98CE;&#x9669;&#x8F83;&#x9AD8;&#x7684;&#x89C4;&#x8303;&#x6027;&#x53D8;&#x5316;&#x63D0;&#x4F9B;&#x4E86;&#x57FA;&#x7840;&#x3002;

&#x533A;&#x57DF;&#x5A74;&#x513F;&#x5927;&#x8111;&#x53D1;&#x80B2;&#xFF1A; &#x57FA;&#x4E8E; MRI &#x7684;&#x5F62;&#x6001;&#x8BA1;&#x91CF;&#x5B66;&#x5206;&#x6790;&#x5728;&#x6BCF;&#x6708; 3 &#x81F3; 13 &#x5C81;&#x7684;&#x5B69;&#x5B50;&#x3002;

Elucidation of infant brain development is a critically important goal given the enduring impact of these early processes on various domains including later cognition and language. Although infants' whole-brain growth rates have long been available, regional growth rates have not been reported systematically. Accordingly, relatively less is known about the dynamics and organization of typically developing infant brains. Here we report global and regional volumetric growth of cerebrum, cerebellum, and brainstem with gender dimorphism, in 33 cross-sectional scans, over 3 to 13 months, using T(1)-weighted 3-dimensional spoiled gradient echo images and detailed semi-automated brain segmentation. Except for the midbrain and lateral ventricles, all absolute volumes of brain regions showed significant growth, with 6 different patterns of volumetric change. When normalized to the whole brain, the regional increase was characterized by 5 differential patterns. The putamen, cerebellar hemispheres, and total cerebellum were the only regions that showed positive growth in the normalized brain. Our results show region-specific patterns of volumetric change and contribute to the systematic understanding of infant brain development. This study greatly expands our knowledge of normal development and in future may provide a basis for identifying early deviation above and beyond normative variation that might signal higher risk for neurological disorders.

Regional Infant Brain Development: An MRI-Based Morphometric Analysis in 3 to 13 Month Olds.

&Eacute;lucidation du d&eacute;veloppement du cerveau de b&eacute;b&eacute; est un objectif crucial compte tenu de l&#39;impact durable de ces processus au d&eacute;but sur divers domaines, y compris plus tard cognition et langage. Bien que les taux de croissance de l&#39;ensemble du cerveau des nourrissons sont depuis longtemps disponibles, les taux de croissance r&eacute;gionaux n&#39;ont pas &eacute;t&eacute; signal&eacute;es syst&eacute;matiquement. Par cons&eacute;quent, relativement on conna&icirc;t moins la dynamique et l&#39;organisation de d&eacute;veloppement typiquement cerveau infantile. Nous rapportons ici la croissance volum&eacute;trique mondiale et r&eacute;gionale du cerveau, cervelet et tronc c&eacute;r&eacute;bral avec dimorphisme entre les sexes, dans les 33 analyses transversales, plus de 3 &agrave; 13 mois, &agrave; l&#39;aide de T (1)-pond&eacute;r&eacute; des images d&#39;&eacute;cho de gradient g&acirc;t&eacute; tridimensionnel et segmentation d&eacute;taill&eacute;e cerveau semi-automatis&eacute;. Sauf pour le m&eacute;senc&eacute;phale et les ventricules lat&eacute;raux, tous les volumes absolus des r&eacute;gions du cerveau a montr&eacute; une croissance significative, avec 6 mod&egrave;les diff&eacute;rents de changement volum&eacute;trique. Lors de leur normalisation &agrave; tout le cerveau, la hausse a &eacute;t&eacute; caract&eacute;ris&eacute;e par 5 mod&egrave;les diff&eacute;rentiels. Le putamen, des h&eacute;misph&egrave;res c&eacute;r&eacute;belleuses et cervelet total &eacute;taient les seules r&eacute;gions qui a montr&eacute; une croissance positive du cerveau normalis&eacute;e. Nos r&eacute;sultats montrent des profils sp&eacute;cifiques &agrave; une r&eacute;gion de changement volum&eacute;trique et contribuent &agrave; la compr&eacute;hension syst&eacute;matique du d&eacute;veloppement du cerveau infantile. Cette &eacute;tude &eacute;largit consid&eacute;rablement notre connaissance du d&eacute;veloppement normal et &agrave; l&#39;avenir peut fournir une base pour l&#39;identification pr&eacute;coce d&eacute;viation au-del&agrave; des variations normatives qui pourraient signaler un risque plus &eacute;lev&eacute; de troubles neurologiques.

D&eacute;veloppement de r&eacute;gions c&eacute;r&eacute;brales infantiles : Une IRM bas&eacute;e sur analyse morphom&eacute;trique &agrave; mois de 3 &agrave; 13 ans.

Delucidazione dello sviluppo del cervello infantile &egrave; un obiettivo criticamente importante dato il forte impatto di questi primi processi su diversi domini tra cui successiva cognizione e linguaggio. Sebbene i tassi di crescita del intero-cervello neonati sono stati a lungo disponibili, tassi di crescita regionali non sono stati segnalati sistematicamente. Di conseguenza, relativamente meno &egrave; conosciuto circa la dinamica e l&#39;organizzazione di sviluppo tipicamente infantili cervelli. Qui riportiamo la crescita volumetrica globale e regionale del cervello, cervelletto e tronco encefalico con dimorfismo di genere, in 33 scansioni trasversali, oltre 3 a 13 mesi, usando T (1)-ponderata immagini di eco di pendenza viziati 3-dimensionale e segmentazione dettagliata cervello semiautomatica. Ad eccezione del mesencefalo e ventricoli laterali, tutti i volumi assoluti di regioni del cervello ha mostrato una crescita significativa, con 6 diversi modelli di cambiamento volumetrico. Quando normalizzata per l&#39;intero cervello, l&#39;aumento regionale &egrave; stata caratterizzata da 5 modelli differenziali. Il putamen, emisferi cerebellari e il cervelletto totale erano sola regioni che hanno mostrato una crescita positiva nel cervello normalizzato. I nostri risultati mostrano specifici modelli di cambiamento volumetrico e contribuiscono alla comprensione sistematica dello sviluppo del cervello infantile. Questo studio espande notevolmente la nostra conoscenza dello sviluppo normale e in futuro potrebbe fornire una base per l&#39;identificazione precoce deviazione di l&agrave; di variazione normativa che potrebbe segnalare pi&ugrave; alto rischio di disordini neurologici.

Lo sviluppo del cervello infantile regionale: Un MRI morfometrici analisi basata in bambini dai 3 ai 13 mesi.

&#x4E73;&#x5150;&#x306E;&#x8133;&#x306E;&#x767A;&#x9054;&#x306E;&#x89E3;&#x660E;&#x306F;&#x5F8C;&#x306E;&#x8A8D;&#x77E5;&#x30FB;&#x8A00;&#x8A9E;&#x3092;&#x542B;&#x3080;&#x3055;&#x307E;&#x3056;&#x307E;&#x306A;&#x30C9;&#x30E1;&#x30A4;&#x30F3;&#x306B;&#x3053;&#x308C;&#x3089;&#x306E;&#x521D;&#x671F;&#x306E;&#x30D7;&#x30ED;&#x30BB;&#x30B9;&#x306E;&#x6C38;&#x7D9A;&#x7684;&#x306A;&#x5F71;&#x97FF;&#x3092;&#x4E0E;&#x3048;&#x3001;&#x975E;&#x5E38;&#x306B;&#x91CD;&#x8981;&#x306A;&#x76EE;&#x6A19;&#x3067;&#x3059;&#x3002;&#x4E73;&#x5150;&#x306E;&#x8133;&#x5168;&#x4F53;&#x306E;&#x6210;&#x9577;&#x7387;&#x306F;&#x3001;&#x9577;&#x3044;&#x9593;&#x5229;&#x7528;&#x3055;&#x308C;&#x3066;&#x3044;&#x308B;&#x304C;&#x3001;&#x5730;&#x57DF;&#x306E;&#x6210;&#x9577;&#x7387;&#x4F53;&#x7CFB;&#x7684;&#x306B;&#x5831;&#x544A;&#x3055;&#x308C;&#x3066;&#x3044;&#x307E;&#x305B;&#x3093;&#x3002;&#x3057;&#x305F;&#x304C;&#x3063;&#x3066;&#x3001;&#x6BD4;&#x8F03;&#x7684;&#x5C11;&#x306A;&#x3044;&#x30C0;&#x30A4;&#x30CA;&#x30DF;&#x30AF;&#x30B9;&#x3068;&#x901A;&#x5E38;&#x4E73;&#x5150;&#x306E;&#x8133;&#x306E;&#x958B;&#x767A;&#x306E;&#x7D44;&#x7E54;&#x306B;&#x3064;&#x3044;&#x3066;&#x3067;&#x3059;&#x3002;&#x3053;&#x3053;&#x3067;&#x306F; T (1) &#x3092;&#x4F7F;&#x7528;&#x3057;&#x3066;&#x30B0;&#x30ED;&#x30FC;&#x30D0;&#x30EB;&#x304A;&#x3088;&#x3073;&#x5730;&#x57DF;&#x306E;&#x4F53;&#x7A4D;&#x6210;&#x9577;&#x5927;&#x8133;&#x3001;&#x5C0F;&#x8133;&#x3001;&#x8133;&#x5E79;&#x4E8C;&#x5F62; 33 &#x65AD;&#x9762;&#x30B9;&#x30AD;&#x30E3;&#x30F3;&#x3001;3 &#x306B; 13 &#x30F6;&#x6708;&#x4EE5;&#x4E0A;&#x306E;&#x3067;&#x306E;&#x5831;&#x544A;-&#x52A0;&#x91CD; 3 &#x6B21;&#x5143;&#x306E;&#x7518;&#x3084;&#x304B;&#x3055;&#x308C;&#x3066;&#x80B2;&#x3063;&#x305F;&#x52FE;&#x914D;&#x306E;&#x30A8;&#x30B3;&#x30FC;&#x753B;&#x50CF;&#x3068;&#x8A73;&#x7D30;&#x306A;&#x534A;&#x81EA;&#x52D5;&#x8133;&#x9818;&#x57DF;&#x5206;&#x5272;&#x3002;&#x4E2D;&#x8133;&#x3068;&#x5074;&#x8133;&#x5BA4;&#x3092;&#x9664;&#x3044;&#x3066;&#x3001;&#x8133;&#x5185;&#x306E;&#x3059;&#x3079;&#x3066;&#x306E;&#x7D76;&#x5BFE;&#x30DC;&#x30EA;&#x30E5;&#x30FC;&#x30E0; 6 &#x306E;&#x7570;&#x306A;&#x308B;&#x30D1;&#x30BF;&#x30FC;&#x30F3;&#x306E;&#x4F53;&#x7A4D;&#x5909;&#x5316;&#x306E;&#x91CD;&#x8981;&#x306A;&#x6210;&#x9577;&#x3092;&#x793A;&#x3057;&#x305F;&#x3002;&#x5168;&#x4F53;&#x306E;&#x8133;&#x306B;&#x6B63;&#x898F;&#x5316;&#x3059;&#x308B;&#x3068;&#x3001;&#x5730;&#x57DF;&#x306E;&#x5897;&#x52A0; 5 &#x306E;&#x5DEE;&#x5206;&#x30D1;&#x30BF;&#x30FC;&#x30F3;&#x306B;&#x3088;&#x3063;&#x3066;&#x7279;&#x5FB4;&#x3065;&#x3051;&#x3089;&#x308C;&#x307E;&#x3057;&#x305F;&#x3002;&#x88AB;&#x6BBB;, &#x5C0F;&#x8133;&#x534A;&#x7403;&#x3068;&#x5408;&#x8A08;&#x5C0F;&#x8133;&#x6B63;&#x898F;&#x5316;&#x3055;&#x308C;&#x305F;&#x8133;&#x306E;&#x30D7;&#x30E9;&#x30B9;&#x6210;&#x9577;&#x3092;&#x793A;&#x3057;&#x305F;&#x552F;&#x4E00;&#x306E;&#x5730;&#x57DF;.&#x6211;&#x3005; &#x306E;&#x7D50;&#x679C;&#x306F;&#x3001;&#x4F53;&#x7A4D;&#x5909;&#x5316;&#x306E;&#x5730;&#x57DF;&#x56FA;&#x6709;&#x306E;&#x30D1;&#x30BF;&#x30FC;&#x30F3;&#x3092;&#x793A;&#x3059;&#x3057;&#x3001;&#x4E73;&#x5150;&#x306E;&#x8133;&#x306E;&#x767A;&#x9054;&#x306E;&#x4F53;&#x7CFB;&#x7684;&#x306A;&#x7406;&#x89E3;&#x306B;&#x8CA2;&#x732E;&#x3002;&#x672C;&#x7814;&#x7A76;&#x306F;&#x3001;&#x901A;&#x5E38;&#x306E;&#x958B;&#x767A;&#x306E;&#x79C1;&#x9054;&#x306E;&#x77E5;&#x8B58;&#x3092;&#x5927;&#x5E45;&#x306B;&#x62E1;&#x5F35;&#x3057;&#x3001;&#x5C06;&#x6765;&#x306E;&#x795E;&#x7D4C;&#x75BE;&#x60A3;&#x306E;&#x30EA;&#x30B9;&#x30AF;&#x304C;&#x9AD8;&#x3044;&#x4FE1;&#x53F7;&#x304C;&#x3042;&#x308A;&#x307E;&#x3059;&#x898F;&#x7BC4;&#x306E;&#x5909;&#x5316;&#x3092;&#x8D85;&#x3048;&#x3066;&#x521D;&#x671F;&#x504F;&#x5DEE;&#x3092;&#x8B58;&#x5225;&#x3059;&#x308B;&#x305F;&#x3081;&#x306E;&#x57FA;&#x790E;&#x3092;&#x63D0;&#x4F9B;&#x53EF;&#x80FD;&#x6027;&#x304C;&#x3042;&#x308A;&#x307E;&#x3059;&#x3002;

&#x5730;&#x57DF;&#x306E;&#x4E73;&#x5150;&#x306E;&#x8133;&#x306E;&#x767A;&#x9054;: MRI &#x306B;&#x3088;&#x308B;&#x5F62;&#x614B;&#x5206;&#x6790; 3 &#x306B; 13 &#x30F6;&#x6708;&#x5150;&#x306E;&#x3002;

&#xC720;&#xC544; &#xB450;&#xB1CC; &#xAC1C;&#xBC1C;&#xC758; &#xB098;&#xC911;&#xC5D0; &#xC778;&#xC2DD; &#xBC0F; &#xC5B8;&#xC5B4;&#xB97C; &#xD3EC;&#xD568; &#xD558; &#xC5EC; &#xB2E4;&#xC591; &#xD55C; &#xB3C4;&#xBA54;&#xC778;&#xC5D0; &#xC774;&#xB7EC;&#xD55C; &#xCD08;&#xAE30; &#xD504;&#xB85C;&#xC138;&#xC2A4;&#xC758; &#xC9C0;&#xC18D;&#xC801;&#xC778; &#xC601;&#xD5A5;&#xC744; &#xAC10;&#xC548;&#xD560; &#xB54C; &#xB9E4;&#xC6B0; &#xC911;&#xC694; &#xD55C; &#xBAA9;&#xD45C; &#xC774;&#xB2E4;. &#xC720;&#xC544;&#xC758; &#xBAA8;&#xB4E0; &#xB450;&#xB1CC; &#xC131;&#xC7A5; &#xC18D;&#xB3C4; &#xC624;&#xB7AB;&#xB3D9;&#xC548; &#xC0AC;&#xC6A9;&#xD560; &#xC218; &#xC788;&#xB2E4;, &#xBE44;&#xB85D; &#xC9C0;&#xC5ED; &#xC131;&#xC7A5;&#xB960; &#xCCB4;&#xACC4;&#xC801;&#xC73C;&#xB85C; &#xBCF4;&#xACE0; &#xB418;&#xC9C0; &#xC788;&#xB2E4;. &#xC774; &#xB530;&#xB77C; &#xC0C1;&#xB300;&#xC801;&#xC73C;&#xB85C; &#xC801;&#xC740; &#xC5ED;&#xD559; &#xC77C;&#xBC18;&#xC801;&#xC73C;&#xB85C; &#xC720;&#xC544; &#xB450;&#xB1CC; &#xAC1C;&#xBC1C; &#xC870;&#xC9C1;&#xC5D0; &#xB300;&#xD574; &#xC54C;&#xB824;&#xC838; &#xC788;&#xC2B5;&#xB2C8;&#xB2E4;. &#xC5EC;&#xAE30; &#xC6B0;&#xB9AC;&#xAC00; T (1)&#xB97C; &#xC0AC;&#xC6A9; &#xD558; &#xC5EC; &#xB1CC;, &#xC18C; &#xB1CC;, &#xC131;&#xBCC4; &#xB3D9;&#xC885;&#xC774; &#xD615;, 3 ~ 13 &#xAC1C;&#xC6D4; &#xB3D9;&#xC548; 33 &#xD6A1;&#xB2E8;&#xBA74; &#xAC80;&#xC0AC;&#xC640; brainstem&#xC758; &#xAE00;&#xB85C;&#xBC8C; &#xBC0F; &#xC9C0;&#xC5ED; &#xCCB4;&#xC801; &#xC99D;&#xAC00; &#xBCF4;&#xACE0;-3 &#xCC28;&#xC6D0; &#xBC84; &#xB987;&#xB41C; &#xADF8;&#xB77C;&#xB370;&#xC774;&#xC158; &#xC5D0;&#xCF54; &#xC774;&#xBBF8;&#xC9C0;&#xC640; &#xC0C1;&#xC138;&#xD55C; &#xBC18;&#xC790;&#xB3D9;&#xB41C; &#xB1CC; &#xC138;&#xBD84;&#xD654;&#xAC00; &#xC911;. Midbrain &#xBC0F; &#xCE21;&#xBA74; &#xC2EC; &#xC81C;&#xC678;&#xD55C; &#xB1CC; &#xC601;&#xC5ED;&#xC758; &#xBAA8;&#xB4E0; &#xC808;&#xB300; &#xBCFC;&#xB968; &#xCCB4;&#xC801; &#xBCC0;&#xD654;&#xC758; 6 &#xAC00;&#xC9C0; &#xD328;&#xD134;&#xC73C;&#xB85C; &#xC0C1;&#xB2F9;&#xD55C; &#xC131;&#xC7A5;&#xC744; &#xBCF4;&#xC600;&#xB2E4;. &#xC804;&#xCCB4; &#xB450;&#xB1CC;&#xB97C; &#xC815;&#xADDC;&#xD654; &#xD558;&#xB294; &#xACBD;&#xC6B0; &#xC9C0;&#xC5ED; &#xC99D;&#xAC00; 5 &#xCC28;&#xB3D9; &#xD328;&#xD134; &#xD2B9;&#xC9D5; &#xC774;&#xC5C8;&#xB2E4;. Putamen, &#xC18C; &#xB1CC; &#xBC18;&#xAD6C; &#xBC0F; &#xCD1D; &#xC18C; &#xB1CC; &#xC815;&#xADDC;&#xD654; &#xB41C; &#xB1CC;&#xC5D0; &#xAE0D;&#xC815;&#xC801;&#xC778; &#xC131;&#xC7A5;&#xC744; &#xBCF4;&#xC5EC;&#xC900; &#xC720;&#xC77C;&#xD55C; &#xC9C0;&#xC5ED; &#xC774;&#xC5C8;&#xB2E4;. &#xC6B0;&#xB9AC;&#xC758; &#xACB0;&#xACFC; &#xCCB4;&#xC801; &#xBCC0;&#xD654;&#xC758; &#xBCF8;&#xC744; &#xC9C0;&#xC5ED;&#xBCC4; &#xBC0F; &#xC720;&#xC544; &#xB450;&#xB1CC; &#xAC1C;&#xBC1C;&#xC758; &#xCCB4;&#xACC4;&#xC801;&#xC778; &#xC774;&#xD574;&#xC5D0; &#xAE30;&#xC5EC;. &#xC774; &#xC5F0;&#xAD6C; &#xACB0;&#xACFC; &#xD06C;&#xAC8C; &#xC815;&#xC0C1;&#xC801;&#xC778; &#xBC1C;&#xC804;&#xC758; &#xC6B0;&#xB9AC;&#xC758; &#xC9C0;&#xC2DD;&#xC744; &#xD655;&#xC7A5; &#xD558; &#xACE0; &#xBBF8;&#xB798;&#xC5D0; &#xC2E0;&#xACBD; &#xC131; &#xC9C8;&#xD658;&#xC5D0; &#xB300; &#xD55C; &#xB192;&#xC740; &#xC704;&#xD5D8;&#xC744; &#xC2E0;&#xD638; &#xC218; &#xC788;&#xC2B5;&#xB2C8;&#xB2E4; &#xADDC;&#xBC94;&#xC801;&#xC778; &#xBCC0;&#xD615; &#xB118;&#xC5B4; &#xCD08;&#xAE30; &#xD3B8;&#xCC28;&#xB97C; &#xC2DD;&#xBCC4; &#xD558;&#xAE30; &#xC704;&#xD55C; &#xAE30;&#xCD08;&#xB97C; &#xC81C;&#xACF5;&#xD560; &#xC218; &#xC788;&#xC2B5;&#xB2C8;&#xB2E4;.

&#xC9C0;&#xC5ED; &#xC720;&#xC544; &#xB450;&#xB1CC; &#xAC1C;&#xBC1C;: MRI &#xAE30;&#xBC18; &#xD615;&#xD0DC;&#xD559; &#xBD84;&#xC11D; 3 ~ 13 &#xB2EC; &#xC61C; &#xB0A0;&#xC5D0;.

Aclaraci&oacute;n del desarrollo del cerebro infantil es una meta muy importante dada el impacto duradero de estos procesos tempranos en varios dominios, como m&aacute;s adelante cognici&oacute;n y lenguaje. Aunque las tasas de crecimiento de todo el cerebro de los beb&eacute;s han sido disponibles, no se han divulgado sistem&aacute;ticamente a las tasas de crecimiento regional. En consecuencia, relativamente poco se sabe sobre la din&aacute;mica y la organizaci&oacute;n de desarrollo t&iacute;picamente cerebro infantil. Aqu&iacute; divulgamos crecimiento volum&eacute;trico global y regional de cerebro, cerebelo y tronco encef&aacute;lico con dimorfismo de g&eacute;nero, en 33 An&aacute;lisis transversales, m&aacute;s de 3 a 13 meses, usando T (1)-cargado im&aacute;genes tridimensionales del eco del gradiente estropeado y segmentaci&oacute;n detallada cerebro semiautom&aacute;tico. Excepci&oacute;n del mesenc&eacute;falo y ventr&iacute;culos laterales, todos los vol&uacute;menes absolutos de las regiones del cerebro demostraron un crecimiento significativo, con 6 diferentes patrones de cambio volum&eacute;trico. Cuando se normaliz&oacute; a todo el cerebro, el aumento regional se caracteriz&oacute; por 5 patrones diferenciales. El putamen, hemisferios cerebelosos y cerebelo total fueron las &uacute;nicas regiones que mostraron un crecimiento positivo en el cerebro normalizado. Nuestros resultados muestran patrones espec&iacute;ficos de cambio volum&eacute;trico y contribuyan a la comprensi&oacute;n sistem&aacute;tica del desarrollo del cerebro infantil. Este estudio ampl&iacute;a enormemente nuestro conocimiento del desarrollo normal y en el futuro puede proporcionar una base para la identificaci&oacute;n temprana desviaci&oacute;n por encima de la variaci&oacute;n normativa que podr&iacute;a indicar un mayor riesgo de trastornos neurol&oacute;gicos.

El desarrollo del cerebro infantil regional: Una basada en MRI an&aacute;lisis morfom&eacute;trico en ni&ntilde;os de 3 a 13 meses.

Neonatal electrophysiological predictors of cognitive and language development.

Rapid auditory processing and auditory change detection abilities are crucial aspects of speech and language development, particularly in the first year of life. Animal models and adult studies suggest that oscillatory synchrony, and in particular low-frequency oscillations play key roles in this process. We hypothesize that infant perception of rapid pitch and timing changes is mediated, at least in part, by oscillatory mechanisms. Using event-related potentials (ERPs), source localization and time-frequency analysis of event-related oscillations (EROs), we examined the neural substrates of rapid auditory processing in 4-month-olds. During a standard oddball paradigm, infants listened to tone pairs with invariant standard (STD, 800-800 Hz) and variant deviant (DEV, 800-1200 Hz) pitch. STD and DEV tone pairs were first presented in a block with a short inter-stimulus interval (ISI) (Rapid Rate: 70 ms ISI), followed by a block of stimuli with a longer ISI (Control Rate: 300 ms ISI). Results showed greater ERP peak amplitude in response to the DEV tone in both conditions and later and larger peaks during Rapid Rate presentation, compared to the Control condition. Sources of neural activity, localized to right and left auditory regions, showed larger and faster activation in the right hemisphere for both rate conditions. Time-frequency analysis of the source activity revealed clusters of theta band enhancement to the DEV tone in right auditory cortex for both conditions. Left auditory activity was enhanced only during Rapid Rate presentation. These data suggest that local low-frequency oscillatory synchrony underlies rapid processing and can robustly index auditory perception in young infants. Furthermore, left hemisphere recruitment during rapid frequency change discrimination suggests a difference in the spectral and temporal resolution of right and left hemispheres at a very young age.

Oscillatory support for rapid frequency change processing in infants.

Young infants discriminate phonetically relevant speech contrasts in a universal manner, that is, similarly across languages. This ability fades by 12 months of age as the brain builds language-specific phonemic maps and increasingly responds preferentially to the infant's native language. However, the neural mechanisms that underlie the development of infant preference for native over non-native phonemes remain unclear. Since gamma-band power is known to signal infants' preference for native language rhythm, we hypothesized that it might also indicate preference for native phonemes. Using high-density electroencephalogram/event-related potential (EEG/ERP) recordings and source-localization techniques to identify and locate the ERP generators, we examined changes in brain oscillations while 6-month-old human infants from monolingual English settings listened to English and Spanish syllable contrasts. Neural dynamics were investigated via single-trial analysis of the temporal-spectral composition of brain responses at source level. Increases in 4-6 Hz (theta) power and in phase synchronization at 2-4 Hz (delta/theta) were found to characterize infants' evoked responses to discrimination of native/non-native syllable contrasts mostly in the left auditory source. However, selective enhancement of induced gamma oscillations in the area of anterior cingulate cortex was seen only during native contrast discrimination. These results suggest that gamma oscillations support syllable discrimination in the earliest stages of language acquisition, particularly during the period in which infants begin to develop preferential processing for linguistically relevant phonemic features in their environment. Our results also suggest that by 6 months of age, infants already treat native phonemic contrasts differently from non-native, implying that perceptual specialization and establishment of enduring phonemic memory representations have been initiated.

Silvia Ortiz-Mantilla

Center for Molecular & Behavioral Neuroscience

Rutgers University, State University of New Jersey, Newark

Infant Auditory Processing and Event-related Brain Oscillations

Silvia Ortiz-Mantilla

.css-o250i3{font-size:18px;font-family:Open Sans,sans-serif;line-height:21.6px;}Center for Molecular & Behavioral Neuroscience

Rutgers University, State University of New Jersey, Newark

Infant Auditory Processing and Event-related Brain Oscillations

Center for Molecular & Behavioral Neuroscience