Name: a within-subjects experimental protocol to assess the effects of social input on infant eeg
Uploaded: 2017-05-03T15:00:00
Description: Watch this Scientific Journal Video about A Within-subjects Experimental Protocol to Assess the Effects of Social Input on Infant EEG at JoVE.com

We thank Ryan Johnson and Leah Miller for their assistance in collecting the data.

All procedures were approved by the Boston University Institutional Review Board (IRB).
1. Recruitment
<ol>
	<li>Identify potential participants through participant databases (if available), through publicly available state birth records, through online advertising, and through face-to-face recruitment events.</li>
	<li>Call potential participants and invite them to participate in the study.
	<ol>
		<li>Explain that the study is looking at social experiences and how they relate to brain deve...

<ol>
	<li>Marshall, P. J., Reeb, B. C., Fox, N. A., Nelson, C. A. I., Zeanah, C. H. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Effects+of+early+intervention+on+EEG+power+and+coherence+in+previously+institutionalized+children+in+Romania.">Effects of early intervention on EEG power and coherence in previously institutionalized children in Romania.</a> Dev. Psychopathol. 20 (03), 861-880 (2008).</li><li>Tarullo, A. R., Garvin, M. C., Gunnar, M. R. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Atypical+EEG+power+correlates+with+indiscriminately+friendly+behavior+in+internationally+adopted+children.">Atypical EEG power correlates with indiscriminately friendly behavior in internationally adopted children.</a> Dev Psychol. 47 (2), 417-431 (2011).</li><li>Adolphs, R. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Cognitive+neuroscience+of+human+social+behaviour.">Cognitive neuroscience of human social behaviour.</a> Nat. Rev. Neurosci. 4 (3), 165-178 (2003).</li><li>Grossmann, T. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=The+Development+of+Social+Brain+Functions+in+Infancy.">The Development of Social Brain Functions in Infancy.</a> Psychol Bull. , (2015).</li><li>Fox, N. A., Henderson, H. A., Rubin, K. H., Calkins, S. D., Schmidt, L. A. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Continuity+and+discontinuity+of+behavioral+inhibition+and+exuberance:+Psychophysiological+and+behavioral+influences+across+the+first+four+years+of+life.">Continuity and discontinuity of behavioral inhibition and exuberance: Psychophysiological and behavioral influences across the first four years of life.</a> Child Dev. 72 (1), 1-21 (2001).</li><li>Mundy, P., Card, J., Fox, N. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=EEG+correlates+of+the+development+of+infant+joint+attention+skills.">EEG correlates of the development of infant joint attention skills.</a> Dev Psychobiol. 36 (4), 325-338 (2000).</li><li>Nichols, K. E., Martin, J. N., Fox, N. A. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Individual+differences+in+the+development+of+social+communication:+Joint+attention+and+temperament.">Individual differences in the development of social communication: Joint attention and temperament.</a> Cogni&#355;ie Creier Comportament. 9 (2), 317-328 (2005).</li><li>Mize, K. D., Jones, N. A. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Infant+physiological+and+behavioral+responses+to+loss+of+maternal+attention+to+a+social-rival.">Infant physiological and behavioral responses to loss of maternal attention to a social-rival.</a> Int J Psychophysiol. 83 (1), 16-23 (2012).</li><li>Field, T., Fox, N. A., Pickens, J., Nawrocki, T. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Relative+right+frontal+EEG+activation+in+3-+to+6-month-old+infants+of+&amp;#34;depressed&amp;#34;+mothers.">Relative right frontal EEG activation in 3- to 6-month-old infants of &amp;#34;depressed&amp;#34; mothers.</a> Dev Psychol. 31 (3), 358-363 (1995).</li><li>Jones, N. A., Field, T., Fox, N. A., Lundy, B., Davalos, M. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=EEG+activation+in+1-month-old+infants+of+depressed+mothers.">EEG activation in 1-month-old infants of depressed mothers.</a> Dev. Psychopathol. (03), 491-505 (1997).</li><li>Jones, E. J. H., Venema, K., Lowy, R., Earl, R. K., Webb, S. J. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Developmental+changes+in+infant+brain+activity+during+naturalistic+social+experiences.">Developmental changes in infant brain activity during naturalistic social experiences.</a> Dev Psychobiol. 57 (7), 842-853 (2015).</li><li>Mundy, P., Jarrold, W. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Infant+joint+attention,+neural+networks+and+social+cognition.">Infant joint attention, neural networks and social cognition.</a> Neural Netw. 23 (8-9), 985-997 (2010).</li><li>Markus, J., Mundy, P., Morales, M., Delgado, C. E. F., Yale, M. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Individual+Differences+in+Infant+Skills+as+Predictors+of+Child-Caregiver+Joint+Attention+and+Language.">Individual Differences in Infant Skills as Predictors of Child-Caregiver Joint Attention and Language.</a> Soc Dev. 9 (3), 302-315 (2000).</li><li>Mundy, P., Block, J., Delgado, C., Pomares, Y., Van Hecke, A. V., Parlade, M. V. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Individual+Differences+and+the+Development+of+Joint+Attention+in+Infancy.">Individual Differences and the Development of Joint Attention in Infancy.</a> Child Dev. 78 (3), 938-954 (2007).</li><li>Welch, M. G., Myers, M. M., et al. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Electroencephalographic+activity+of+preterm+infants+is+increased+by+Family+Nurture+Intervention:+A+randomized+controlled+trial+in+the+NICU.">Electroencephalographic activity of preterm infants is increased by Family Nurture Intervention: A randomized controlled trial in the NICU.</a> Clin Neurophysiol. 125 (4), 675-684 (2014).</li><li>John, A. M., Kao, K., Choksi, M., Liederman, J., Grieve, P. G., Tarullo, A. R. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Variation+in+infant+EEG+power+across+social+and+nonsocial+contexts.">Variation in infant EEG power across social and nonsocial contexts.</a> J Exp Child Psychol. 152, 106-122 (2016).</li><li>Gartstein, M. A., Rothbart, M. K. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Studying+infant+temperament+via+the+Revised+Infant+Behavior+Questionnaire.">Studying infant temperament via the Revised Infant Behavior Questionnaire.</a> Infant Behav Dev. 26 (1), 64-86 (2003).</li><li>Calkins, S. D., Fox, N. A., Marshall, T. R. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Behavioral+and+Physiological+Antecedents+of+Inhibited+and+Uninhibited.">Behavioral and Physiological Antecedents of Inhibited and Uninhibited.</a> Child Dev. 67 (2), 523-540 (1996).</li><li>Henderson, L. M., Yoder, P. J., Yale, M. E., McDuffie, A. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Getting+the+point:+electrophysiological+correlates+of+protodeclarative+pointing.">Getting the point: electrophysiological correlates of protodeclarative pointing.</a> Int. J. of Dev. Neurosci. 20 (3-5), 449-458 (2002).</li><li>Marshall, P. J., Bar-Haim, Y., Fox, N. A. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Development+of+the+EEG+from+5+months+to+4+years+of+age.">Development of the EEG from 5 months to 4 years of age.</a> Clin Neurophysiol. 113 (8), 1199-1208 (2002).</li><li>Allen, J. J. B., Coan, J. A., Nazarian, M. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Issues+and+assumptions+on+the+road+from+raw+signals+to+metrics+of+frontal+EEG+asymmetry+in+emotion.">Issues and assumptions on the road from raw signals to metrics of frontal EEG asymmetry in emotion.</a> Bio Psychol. 67 (1-2), 183-218 (2004).</li><li>Davidson, R. J. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=EEG+Measures+of+Cerebral+Asymmetry:+Conceptual+and+Methodological+Issues.">EEG Measures of Cerebral Asymmetry: Conceptual and Methodological Issues.</a> Int. J. Neurosci. 39 (1-2), 71-89 (1988).</li><li>Petersen, S. E., Posner, M. I. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=The+Attention+System+of+the+Human+Brain:+20+Years+After.">The Attention System of the Human Brain: 20 Years After.</a> Annu. Rev. Neurosci. 35, 73-89 (2012).</li><li>Williams, J. H. G., Waiter, G. D., Perra, O., Perrett, D. I., Whiten, A. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=An+fMRI+study+of+joint+attention+experience.">An fMRI study of joint attention experience.</a> NeuroImage. 25 (1), 133-140 (2005).</li><li>Lachat, F., Hugueville, L., Lemar&#233;chal, J. -. D., Conty, L., George, N. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Oscillatory+brain+correlates+of+live+joint+attention:+A+dual-EEG+study.">Oscillatory brain correlates of live joint attention: A dual-EEG study.</a> Front Hum Neurosci. 6, (2012).</li><li>Emery, N. J. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=The+eyes+have+it:+the+neuroethology,+function+and+evolution+of+social+gaze.">The eyes have it: the neuroethology, function and evolution of social gaze.</a> Neurosci Biobehav Rev. 24 (6), 581-604 (2000).</li><li>Redcay, E., Kleiner, M., Saxe, R. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Look+at+this:+the+neural+correlates+of+initiating+and+responding+to+bids+for+joint+attention.">Look at this: the neural correlates of initiating and responding to bids for joint attention.</a> Front. Hum. Neurosci. 6, (2012).</li><li>Tierney, A. L., Gabard-Durnam, L., Vogel-Farley, V., Tager-Flusberg, H., Nelson, C. A. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Developmental+Trajectories+of+Resting+EEG+Power:+An+Endophenotype+of+Autism+Spectrum+Disorder.">Developmental Trajectories of Resting EEG Power: An Endophenotype of Autism Spectrum Disorder.</a> PLoS ONE. 7 (6), e39127 (2012).</li><li>Morales, M., Mundy, P., Delgado, C. E. F., Yale, M., Neal, R., Schwartz, H. K. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Gaze+following,+temperament,+and+language+development+in+6-month-olds:+A+replication+and+extension.">Gaze following, temperament, and language development in 6-month-olds: A replication and extension.</a> Infant Behav Dev. 23 (2), 231-236 (2000).</li><li>Schilbach, L., Wilms, M., et al. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Minds+Made+for+Sharing:+Initiating+Joint+Attention+Recruits+Reward-related+Neurocircuitry.">Minds Made for Sharing: Initiating Joint Attention Recruits Reward-related Neurocircuitry.</a> J Cogn Neurosci. 22 (12), 2702-2715 (2009).</li><li>Gonzalez, S. L., Reeb-Sutherland, B. C., Nelson, E. L. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Quantifying+Motor+Experience+in+the+Infant+Brain+EEG+Power,+Coherence,+and+Mu+Desynchronization.">Quantifying Motor Experience in the Infant Brain EEG Power, Coherence, and Mu Desynchronization.</a> Front Psychol. 7, (2016).</li></ol>

First, it is critical that the net application is correct and that impedances are lowered. Second, it is important to explain to the parent what the EEG net application and paradigm will entail and how the parent can help calm the infant if they become fussy without speaking to or making eye contact with the infant, which would blur the lines between the social and non-social conditions. Further, instruct parents to keep infants from pulling on the net, which can affect the EEG data and cause damage to the net. Third, co...

Social interactions are crucial for infant neural development 1,2. Although recent research has begun to focus on the development of the social brain 3,4, the neural processes involved in social engagement are not well understood. The goal of the reported method was to assess how infant electroencephalography (EEG) power, a measure of voltage released from neuronal communication, varies across controlled social and nonsocial contexts. This method allows for assessment of how specific aspects of social input differentially relate to neural activation and has implications for future studies to consider the role of recording context when assessing functional neural activation.
EEG is a well-suited method to measure infant brain activity, as it is noninvasive and robust to infant movement. A cap composed of electrodes is placed on the infant&#39;s head to record electrical activity from the cerebral cortex released during neuronal communication. EEG power is a measure of voltage at each electrode site over a period of time. EEG is a functional measure of neural activity and thus reflects in part the immediate context under which EEG is recorded. Due to its functional nature, EEG power has the potential to be compared across contexts using a within-subjects design and thus to index context-specific activation. Therefore, EEG can be used to assess both the neural underpinnings of social interactions specifically and of context-specific activation more generally. However, this potential has not been fully realized as infant EEG is often recorded during only one condition.
Many studies have recorded infant EEG power during a &#34;resting state&#34; or baseline, which does not always clearly differentiate between social and nonsocial input. In some cases, EEG is recorded as infants watch an experimenter spin a bingo wheel 5,6,7, watch an experimenter blow bubbles 8 or watch an experimenter shake a rattle 9,10. However, infants can attend to either the experimenter or the object, and infant characteristics could influence how they direct their attention. Thus, for some infants the baseline could be social if they are attending to the experimenter and for other infants the baseline could be nonsocial if they attend primarily to the object. As EEG reflects the recording context, observed individual differences in baseline EEG that researchers might interpret as stable or developmentally meaningful could simply be due to differences in what the infants were attending to at the time of recording. Indeed, one study recorded EEG while infants watched a woman singing while holding an object 11. Infant EEG power varied depending on whether the infant paid attention to the woman or the object. This demonstrates both the functional nature of infant EEG power to assess the neural bases of social interaction and also the methodological importance of using controlled conditions during EEG recording.
Social interaction is complex and multi-faceted. Therefore, if EEG was recorded during a naturalistic interaction, it could be difficult to tease apart the neural processing of different aspects of the interaction (e.g., hearing language, interacting face-to-face, or engaging in joint attention). A strategy to address this issue involves including different conditions that each involve a certain aspect of social interaction. Thus, this paradigm is designed to systematically compare how EEG power varies according to the specific type of social input.
The reported within-subjects paradigm involves recording infant EEG during 4 conditions. The conditions were designed both to examine the functional nature of infant EEG power &#8212; how it varies depending on recording context &#8212; and to assess the roles of specific types of social inputs. First, a nonsocial condition was included where the infant saw objects on two computer screens. By presenting objects on computer screens instead of having an experimenter manipulate an object, this condition is clearly nonsocial and involves no form of social input. Next, a joint attention condition was included where the experimenter directed the infant&#39;s attention to pictures and talked about the pictures. The joint attention condition thus involves three types of social input: face-to-face interaction, language input, and the added component of joint attention. Therefore, the nonsocial and joint attention conditions differ on three dimensions (face-to-face interaction, language input, and the presence of joint attention). Thus any differences in EEG power between the nonsocial and joint attention conditions could be attributable to any of these three social inputs. Therefore, 2 additional conditions were included to tease apart which aspect of social input explained any observed differences in neural activity between the nonsocial and joint attention conditions. To assess the effect of language, a language-only condition was included where the infant could hear the experimenter comment on the pictures on the computers, but could not see the experimenter. Thus, if EEG power was similar during the joint attention and language-only conditions compared to the nonsocial condition, this effect could be attributed to language. Lastly, to assess the effect of face-to-face interaction, a social engagement condition was included where the experimenter was face-to-face with the infant and contingently engaged with the infant. If EEG power was similar during the joint attention and social engagement conditions compared to the nonsocial condition, the difference between the joint attention and nonsocial conditions could be attributed to face-to-face interaction. If the difference between the joint attention and nonsocial conditions was not explained by the language-only and social engagement conditions, this would suggest that the presence of joint attention specifically was explaining differences in EEG power. This paradigm was piloted with 12-month old infants, as this is an age when the capacity for joint attention is well established12. In addition, joint attention during this time is particularly important for language development in the 2nd year of life 13,14, so neural activation in this context was of particular interest at this age.
The paradigm is designed to maintain infants&#39; interest while also ensuring that the conditions are standardized and only differ in the type of social input. Each of the four conditions is repeated once for a total of eight blocks, which alternate between experimenter being present (joint attention and social engagement conditions) or absent (nonsocial and language-only conditions). To maintain consistency, photographs of objects are presented in all conditions and the same utterances are used across blocks. During each block, 10 photographs of nonsocial objects appear sequentially on computer screens. There are 10 categories of objects (e.g., flower, glove) and four colors of each object. Thus, the same 10 categories of objects are presented in each block with the color of the objects varying across blocks. The stimuli were selected to be interesting for the infants. During the joint-attention and language-only conditions, the experimenter makes a scripted utterance as each object appears on the screen. There are 10 specific utterances (with specified directions to point to the left or right computer screen in the joint attention condition). Utterances are the same for the joint attention and language-only conditions but are said in a variable order to maintain infant interest and to prevent associating particular categories of object with particular utterances. The order of utterances is the same for the first joint attention block and first language-only block. The order then changes for the second joint attention and language-only blocks. Lastly, the direction of pointing varies for each joint attention block and is pseudo-randomized so that infants cannot anticipate the direction.

<table>
	<tbody>
		<tr>
			<td>EEG Amplifier</td>
			<td>EGI</td>
			<td>N/A</td>
			<td>We used a net amps 300 system. Contact EGI for more information or to purchase. https://www.egi.com/</td>
		</tr>
		<tr>
			<td>EEG Sensor Nets</td>
			<td>EGI</td>
			<td>N/A</td>
			<td>We used HDGSN 130 nets with 128 channels in pediatric sizes. Contact EGI for more information or to purchase. https://www.egi.com/clinical-division/geodesic-sensor-nets</td>
		</tr>
		<tr>
			<td>EEG Recording Software</td>
			<td>Netstation</td>
			<td>N/A</td>
			<td>Contact EGI for more information or to purchase. https://www.egi.com/clinical-division/net-station</td>
		</tr>
		<tr>
			<td>EEG Recording Computer</td>
			<td>Apple</td>
			<td>N/A</td>
			<td>An apple computer is required to run the Netstation software. The operating system just has to match the version of Netstation used.</td>
		</tr>
		<tr>
			<td>Stimulus Presentation Computer</td>
			<td>Dell</td>
			<td>N/A</td>
			<td>E-Prime 2.0 is compatible with PCs running Microsoft Windows 
			XP SP3, Vista SP1, 7 SP1, 8/8.1 and 10</td>
		</tr>
		<tr>
			<td>Stimulus Presentation Software - E-Prime 2.0 Professional Edition</td>
			<td>Psychology Software Tools, Inc.</td>
			<td>http://www.psychology-software-tools.mybigcommerce.com/e-prime-2-0-professional/</td>
			<td></td>
		</tr>
		<tr>
			<td>Stimulus Presentation Monitors</td>
			<td>Dell</td>
			<td>N/A</td>
			<td>LCD monitors are appropriate.</td>
		</tr>
		<tr>
			<td>Potassium Chloride</td>
			<td>Sigma-Aldrich</td>
			<td>http://www.sigmaaldrich.com/catalog/product/sigma/p9541?lang=en&#38;region=US</td>
			<td></td>
		</tr>
		<tr>
			<td>Pipettes</td>
			<td>Karter Scientific Labware Manufacturing Co.</td>
			<td>http://www.kartersci.com/7ml_Volume_3ml_Graduated_Transfer_Pipette_Karter_p/206h2.htm</td>
			<td></td>
		</tr>
		<tr>
			<td>Disinfectant-Control 3 Disinfectent Germicide</td>
			<td>Maril Products Inc</td>
			<td>https://www.amazon.com/Control-Disinfectant-Germicide-Cntrl3-Concntr/dp/B007AZ37VC</td>
			<td></td>
		</tr>
		<tr>
			<td>EEG Processing Software</td>
			<td>MATLAB</td>
			<td>https://www.mathworks.com/products/matlab/</td>
			<td></td>
		</tr>
		<tr>
			<td>Data Analysis Software</td>
			<td>SPSS</td>
			<td>https://www.ibm.com/marketplace/cloud/statistical-analysis-and-reporting/purchase/us/en-us#product-header-top</td>
			<td></td>
		</tr>
		<tr>
			<td>Coding Software - The Observer XT</td>
			<td>Noldus</td>
			<td>http://www.noldus.com/</td>
			<td></td>
		</tr>
		<tr>
			<td></td>
			<td></td>
			<td></td>
			<td>General Note: This equipment list includes what was used in the presented study, however other systems and products with the same capabilities are also appropriate.</td>
		</tr>
	</tbody>
</table>

a within-subjects experimental protocol to assess the effects of social input on infant eeg

Despite the importance of social interactions for infant brain development, little research has assessed functional neural activation while infants socially interact. Electroencephalography (EEG) power is an advantageous technique to assess infant functional neural activation. However, many studies record infant EEG only during one baseline condition. This protocol describes a paradigm that is designed to comprehensively assess infant EEG activity in both social and nonsocial contexts as well as tease apart how different types of social inputs differentially relate to infant EEG. The within-subjects paradigm includes four controlled conditions. In the nonsocial condition, infants view objects on computer screens. The joint attention condition involves an experimenter directing the infant's attention to pictures. The joint attention condition includes three types of social input: language, face-to-face interaction, and the presence of joint attention. Differences in infant EEG between the nonsocial and joint attention conditions could be due to any of these three types of input. Therefore, two additional conditions (one with language input while the experimenter is hidden behind a screen and one with face-to-face interaction) were included to assess the driving contextual factors in patterns of infant neural activation. Representative results demonstrate that infant EEG power varied by condition, both overall and differentially by brain region, supporting the functional nature of infant EEG power. This technique is advantageous in that it includes conditions that are clearly social or nonsocial and allows for examination of how specific types of social input relate to EEG power. This paradigm can be used to assess how individual differences in age, affect, socioeconomic status, and parent-infant interaction quality relate to the development of the social brain. Based on the demonstrated functional nature of infant EEG power, future studies should consider the role of EEG recording context and design conditions that are clearly social or nonsocial.

Infant Looking Behavior
Representative results are from 73 x 12-month old infants 12. Conditions were effective in changing infants&#39; looking behavior 16. In the social engagement condition, infants spent the majority of the time looking at the experimenter, as intended (on average, 60.06% of the time during the social engagement condition). Further, every infant looked at the expe...

Watch this Scientific Journal Video about A Within-subjects Experimental Protocol to Assess the Effects of Social Input on Infant EEG at JoVE.com

A Within-subjects Experimental Protocol to Assess the Effects of Social Input on Infant EEG

This novel protocol is designed to assess the neural bases of social interaction in infants. The paradigm is designed to tease apart how various social inputs such as language, joint attention, and face-to-face interaction relate to infant neural activation. Infant EEG power is recorded during both social and nonsocial conditions.

Despite the importance of social interactions for infant brain development, little research has assessed functional neural activation while infants ...

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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 ...

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The HoneyComb Paradigm for Research on Collective Human Behavior

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