Links for Keyword: Development of the Brain

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CHICAGO, ILLINOIS—Chances are, your baby won’t respond to questions like, “How was your day, honey?” Or, “What do you want to be when you grow up?” But just because infants can’t form sentences until toddlerhood doesn’t mean that they don’t benefit from early conversations with their parents. It’s long been observed that the better children perform in school and the more successful their careers, the higher the socioeconomic status (SES) of their family—and, according to Stanford University’s Anne Fernald, this has a lot to do with how parents of different SES speak to their babies. Those babies that are spoken to frequently in an engaging and nurturing way—generally from a higher SES—tend to develop faster word-processing skills, or the ability to follow a sentence from one object or setting to another. This word processing speed, in turn, directly relates to the development not just of vocabulary and language skills, but also memory and nonverbal cognitive abilities. In a new study, Fernald and colleagues measured parent-baby banter from round-the-clock recordings in babies’ homes, then tested those babies’ word-processing speed using retinal-following experiments that tracked how long it took them to follow a prompt to an image like a dog or juice. The researchers found that the differences in word-processing speed between high and low SES were stark: By 2 years of age, high SES children were 6 months ahead of their low SES counterparts; and by age 3, the differences in processing abilities were highly predictive of later performance in and out of school, the team reported here today at the annual meeting of AAAS, which publishes Science. Fernald hopes that this research will lead to interventions that help to shrink the language gap between kids on either side of the income gap. © 2014 American Association for the Advancement of Science

Related chapters from BP7e: Chapter 7: Life-Span Development of the Brain and Behavior; Chapter 19: Language and Hemispheric Asymmetry
Related chapters from MM:Chapter 13: Memory, Learning, and Development; Chapter 15: Language and Our Divided Brain
Link ID: 19249 - Posted: 02.15.2014

by Laura Sanders Some of the human brain’s wrinkles are forged by the behavior of a single gene, scientists report in the Feb. 14 Science. By scanning more than 1,000 people’s brains, researchers identified five with malformed wrinkles in a specific region. The abnormalities — numerous shallow dips surrounding an unusually wide brain furrow called the Sylvian fissure — were linked with intellectual and language disabilities and seizures in these people. All five people had mutations that dampened the behavior of a gene named GPR56. Curbing this gene’s behavior results in diminished production of cells that eventually become neurons in the affected brain region, mouse experiments revealed. Boosting the gene’s behavior had the opposite effect. The results might clarify how wrinkles allow human brains to cram lots of neurons into a small space, Christopher Walsh of Boston Children’s Hospital and colleagues suggest. © Society for Science & the Public 2000 - 2013

Related chapters from BP7e: Chapter 7: Life-Span Development of the Brain and Behavior
Related chapters from MM:Chapter 13: Memory, Learning, and Development
Link ID: 19248 - Posted: 02.15.2014

By NICHOLAS BAKALAR There are many well established risk factors for cardiovascular death, but researchers may have found one more: slower reaction time. In the late 1980s and early ’90s, researchers measured the reaction times of 5,134 adults ages 20 to 59, having them press a button as quickly as possible after a light flashed on a computer screen. Then they followed them to see how many would still be alive after 15 years. The study is in the January issue of PLOS One. Unsurprisingly, men, smokers, heavy drinkers and the physically inactive were more likely to die. But after controlling for these and other factors, they found that those with slower reaction times were 25 percent more likely to die of any cause, and 36 percent more likely to die of cardiovascular disease, than those with faster reactions. Reaction time made no difference in cancer mortality. The reasons for the connection are unclear, but the lead author, Gareth Hagger-Johnson, a senior research associate at University College London, said it may reflect problems with the brain or nervous system. He stressed, though, that “a single test of reaction time is not going to tell you when you’re going to die. There’s a link at a population level. We didn’t look at individual people.” © 2014 The New York Times Company

Related chapters from BP7e: Chapter 7: Life-Span Development of the Brain and Behavior
Related chapters from MM:Chapter 13: Memory, Learning, and Development
Link ID: 19210 - Posted: 02.06.2014

by Laura Sanders Despite seeming like a bystander, your baby is attuned to your social life (assuming you have one, which, with a baby, would be amazing). Every time you interact with someone, your wee babe is watching, eagerly slurping up social conventions. Scientists already know that babies expect some social graces: They expect people in a conversation to look at each other and talk to other people, not objects, and are eager to see good guys rewarded and bad guys punished, scientists have found. Now, a new study shows that babies are also attuned to other people’s relationships, even when those relationships have nothing to do with them. Babies are pretty good at figuring out who they want to interact with. The answer in most cases: Nice people. And that makes sense. The helpless wailers need someone reliable around to feed, change and entertain them. So to find out how good babies are at reading other people’s social relationships, University of Chicago psychologists showed 64 9-month-old babies a video of two women eating. Sometimes the women ate from the same bowl and agreed that the food was delicious, or agreed that it was gross. Sometimes the women disagreed. Later, the women interacted again, either warmly greeting each other and smiling, or giving each other the cold shoulder, arms crossed with a “hmph.” Researchers then timed how long the babies spent looking at this last scene, with the idea that the longer the baby spent looking, the more surprising the scene was. © Society for Science & the Public 2000 - 2014.

Related chapters from BP7e: Chapter 7: Life-Span Development of the Brain and Behavior; Chapter 15: Emotions, Aggression, and Stress
Related chapters from MM:Chapter 13: Memory, Learning, and Development; Chapter 11: Emotions, Aggression, and Stress
Link ID: 19195 - Posted: 02.01.2014

Madhusree Mukerjee By displaying images on an iPad, researchers tested patients' ability to detect contrast after their vision was restored by cataract surgery. In a study of congenitally blind children who underwent surgery to restore vision, researchers have found that the brain can still learn to use the newly acquired sense much later in life than previously thought. Healthy infants start learning to discern objects, typically by their form and colour, from the moment they open their eyes. By the time a baby is a year old vision development is more or less complete, although refinements continue through childhood. But as the brain grows older, it becomes less adaptable, neuroscientists generally believe. "The dogma is that after a certain age the brain is unable to process visual inputs it has never received before," explains cognitive scientist Amy Kalia of the Massachusetts Institute of Technology (MIT) in Cambridge. Consequently, eye surgeons in India often refuse to treat children blinded by cataracts since infancy if they are over the age of seven. Such children are not usually found in wealthier countries such as the United States — where cataracts are treated as early as possible — but are tragically plentiful in India. In the study, which was published last week in Proceedings of the National Academy of Sciences1, Kalia and her collaborators followed 11 children enrolled in Project Prakash2, a humanitarian and scientific effort in India that provides corrective surgery to children with treatable cataracts and subsequently studies their visual abilities. ('Prakash' is Sanskrit for light.) © 2014 Nature Publishing Group

Related chapters from BP7e: Chapter 7: Life-Span Development of the Brain and Behavior; Chapter 10: Vision: From Eye to Brain
Related chapters from MM:Chapter 13: Memory, Learning, and Development; Chapter 7: Vision: From Eye to Brain
Link ID: 19190 - Posted: 01.30.2014

by Helen Thomson A drug for perfect pitch is just the start: mastering new skills could become easy if we can restore the brain's youthful ability to create new circuits WANNABE maestros, listen up. A mood-stabilising drug can help you achieve perfect pitch – the ability to identify any note you hear without inferring it from a reference note. Since this is a skill that is usually acquired only early in life, the discovery is the first evidence that it may be possible to revert the human brain to a childlike state, enabling us to treat disorders and unlock skills that are difficult, if not impossible, to acquire beyond a certain age. From bilingualism to sporting prowess, many abilities rely on neural circuits that are laid down by our early experiences. Until the age of 7 or so, the brain goes through several "critical periods" during which it can be radically changed by the environment. During these times, the brain is said to have increased plasticity. In order to take advantage of these critical periods, the brain needs to be stimulated appropriately so it lays down the neuronal circuitry needed for a particular ability. For example, young children with poor sight in one eye may develop lazy eye, or amblyopia. It can be treated by covering the better eye, forcing the child to use the lazy eye – but this strategy only works during the critical period. These windows of opportunity are fleeting, but now researchers are beginning to understand what closes them and how they might be reopened. © Copyright Reed Business Information Ltd.

Related chapters from BP7e: Chapter 17: Learning and Memory; Chapter 9: Hearing, Vestibular Perception, Taste, and Smell
Related chapters from MM:Chapter 13: Memory, Learning, and Development; Chapter 6: Hearing, Balance, Taste, and Smell
Link ID: 19115 - Posted: 01.09.2014

By CARL ZIMMER There are many things that make humans a unique species, but a couple stand out. One is our mind, the other our brain. The human mind can carry out cognitive tasks that other animals cannot, like using language, envisioning the distant future and inferring what other people are thinking. The human brain is exceptional, too. At three pounds, it is gigantic relative to our body size. Our closest living relatives, chimpanzees, have brains that are only a third as big. Scientists have long suspected that our big brain and powerful mind are intimately connected. Starting about three million years ago, fossils of our ancient relatives record a huge increase in brain size. Once that cranial growth was underway, our forerunners started leaving behind signs of increasingly sophisticated minds, like stone tools and cave paintings. But scientists have long struggled to understand how a simple increase in size could lead to the evolution of those faculties. Now, two Harvard neuroscientists, Randy L. Buckner and Fenna M. Krienen, have offered a powerful yet simple explanation. In our smaller-brained ancestors, the researchers argue, neurons were tightly tethered in a relatively simple pattern of connections. When our ancestors’ brains expanded, those tethers ripped apart, enabling our neurons to form new circuits. Dr. Buckner and Dr. Krienen call their idea the tether hypothesis, and present it in a paper in the December issue of the journal Trends in Cognitive Sciences. “I think it presents some pretty exciting ideas,” said Chet C. Sherwood, an expert on human brain evolution at George Washington University who was not involved in the research. Dr. Buckner and Dr. Krienen developed their hypothesis after making detailed maps of the connections in the human brain using f.M.R.I. scanners. When they compared their maps with those of other species’ brains, they saw some striking differences. © 2013 The New York Times Company

Related chapters from BP7e: Chapter 7: Life-Span Development of the Brain and Behavior; Chapter 6: Evolution of the Brain and Behavior
Related chapters from MM:Chapter 13: Memory, Learning, and Development
Link ID: 19072 - Posted: 12.27.2013

By Alexandra Sifferlin It’s always been conventional wisdom that girls reach maturity more quickly than boys, but now scientists have provided some proof. In new research published in the journal Cerebral Cortex, an international group of researchers led by a team from Newcastle University in England found that girls’ brains march through the reorganization and pruning typical of normal brain development earlier than boys’ brains. In the study, in which 121 people between ages 4 to 40 were scanned using MRIs, the scientists documented the ebb and flow of new neural connections, and found that some brain fibers that bridged far-flung regions of the brain tended to remain stable, while shorter connections, many of which were redundant, were edited away. And the entire reorganization seemed to occur sooner in girls’ brains than in boys’ brains. Females also tended to have more connections across the two hemispheres of the brain. The researchers believe that the earlier reorganization in girls makes the brain work more efficiently, and therefore reach a more mature state for processing the environment. What drives the gender-based difference in timing isn’t clear from the current study, but the results suggest that may be a question worth investigating. © 2013 Time Inc.

Related chapters from BP7e: Chapter 7: Life-Span Development of the Brain and Behavior; Chapter 12: Sex: Evolutionary, Hormonal, and Neural Bases
Related chapters from MM:Chapter 13: Memory, Learning, and Development; Chapter 8: Hormones and Sex
Link ID: 19062 - Posted: 12.23.2013

Smoking tobacco or marijuana, taking prescription painkillers, or using illegal drugs during pregnancy is associated with double or even triple the risk of stillbirth, according to research funded by the National Institutes of Health. Researchers based their findings on measurements of the chemical byproducts of nicotine in maternal blood samples; and cannabis, prescription painkillers and other drugs in umbilical cords. Taking direct measurements provided more precise information than did previous studies of stillbirth and substance use that relied only on women’s self-reporting. The study findings appear in the journal Obstetrics & Gynecology. “Smoking is a known risk factor for stillbirth, but this analysis gives us a much clearer picture of the risks than before,” said senior author Uma M. Reddy, M.D., MPH, of the Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD), the NIH institute that supported the study. “Additionally, results from the latest findings also showed that likely exposure to secondhand smoke can elevate the risk of stillbirth.” Dr. Reddy added, “With the legalization of marijuana in some states, it is especially important for pregnant women and health care providers to be aware that cannabis use can increase stillbirth risk.” The study enrolled women between March 2006 and September 2008 in five geographically defined areas delivering at 59 hospitals participating in the Stillbirth Collaborative Research Network External Web Site Policy. Women who experienced a stillbirth and those who gave birth to a live infant participated in the study. The researchers tested blood samples at delivery from the two groups of women and the umbilical cords from their deliveries to measure the exposure to the fetus. They also asked participants to self-report smoking and drug use during pregnancy.

Related chapters from BP7e: Chapter 4: The Chemistry of Behavior: Neurotransmitters and Neuropharmacology; Chapter 7: Life-Span Development of the Brain and Behavior
Related chapters from MM:Chapter 4: The Chemistry of Behavior: Neurotransmitters and Neuropharmacology; Chapter 13: Memory, Learning, and Development
Link ID: 19030 - Posted: 12.12.2013

by Rowan Hooper BIOENGINEERS dream of growing spare parts for our worn-out or diseased bodies. They have already succeeded with some tissues, but one has always eluded them: the brain. Now a team in Sweden has taken the first step towards this ultimate goal. Growing artificial body parts in the lab starts with a scaffold. This acts as a template on which to grow cells from the patient's body. This has been successfully used to grow lymph nodes, heart cells and voice boxes from a person's stem cells. Bioengineers have even grown and transplanted an artificial kidney in a rat. Growing nerve tissue in the lab is much more difficult, though. In the brain, new neural cells grow in a complex and specialised matrix of proteins. This matrix is so important that damaged nerve cells don't regenerate without it. But its complexity is difficult to reproduce. To try to get round this problem, Paolo Macchiarini and Silvia Baiguera at the Karolinska Institute in Stockholm, Sweden, and colleagues combined a scaffold made from gelatin with a tiny amount of rat brain tissue that had already had its cells removed. This "decellularised" tissue, they hoped, would provide enough of the crucial biochemical cues to enable seeded cells to develop as they would in the brain. When the team added mesenchymal stem cells – taken from another rat's bone marrow – to the mix, they found evidence that the stem cells had started to develop into neural cells (Biomaterials, doi.org/qfh). The method has the advantage of combining the benefits of natural tissue with the mechanical properties of an artificial matrix, says Alex Seifalian, a regenerative medicine specialist at University College London, who wasn't involved in the study. © Copyright Reed Business Information Ltd.

Related chapters from BP7e: Chapter 7: Life-Span Development of the Brain and Behavior
Related chapters from MM:Chapter 13: Memory, Learning, and Development
Link ID: 19029 - Posted: 12.12.2013

by Laura Sanders Last Sunday, the Giants battled the Redskins in our living room, and there was no bigger fan than 9-month-old Baby V. Unlike her father, she was not interested in RG3’s shortcomings. The tiny, colorful guys running around on a bright green field, the psychedelic special effects and the bursts of noise drew her in like a moth to a 42-inch high-definition flame. My friends with kids have noticed the same screen fascination in their little ones. Like adults, kids love colorful, shiny, moving screens. The problem, of course, is that watching TV probably isn’t the best way for little kids to spend their time. Long bouts in front of the tube have been linked to obesity, weaker attention spans and aggression in kids. Now, a new study of Japanese children has linked TV time with changes in the growing brains, effects that have been harder to spot. And the more television a kid watches, the more profound the brain differences, scientists report November 20 in Cerebral Cortex. Researchers studied kids between age 5 and 18 who watched between zero and four hours of television a day. On average, the kids watched TV for about two hours a day. Brain scans revealed that the more television a kid watched, the larger certain parts of the brain were. Gray matter volume was higher in regions toward the front and side of the head in kids who watched a lot of TV. Say that again? Watching television boosts brain volume? Before you rejoice and fire up Season 1 of Breaking Bad, keep in mind: Bigger isn’t always better. In this case, higher brain volume in these kids was associated with a lower verbal IQ. Study coauthor Hikaru Takeuchi Tohoku University in Japan says that these brain areas need to be pruned during childhood to operate efficiently. © Society for Science & the Public 2000 - 2013.

Related chapters from BP7e: Chapter 7: Life-Span Development of the Brain and Behavior; Chapter 17: Learning and Memory
Related chapters from MM:Chapter 13: Memory, Learning, and Development; Chapter 13: Memory, Learning, and Development
Link ID: 18995 - Posted: 12.03.2013

By Tanya Lewis 20 hours ago To understand the human brain, scientists must start small, and what better place than the mind of a worm? The roundworm Caenorhabditis elegans is one of biology's most widely studied organisms, and it's the first to have the complete wiring diagram, or connectome, of its nervous system mapped out. Knowing the structure of the animal's connectome will help explain its behavior, and could lead to insights about the brains of other organisms, scientists say. "You can't understand the brain without understanding the connectome," Scott Emmons, a molecular geneticist at Albert Einstein College of Medicine of Yeshiva University in New York, said in a talk earlier this month at the annual meeting of the Society for Neuroscience in San Diego. In 1963, South African biologist Sydney Brenner of the University of Cambridge decided to use C. elegans as a model organism for developmental biology. He chose the roundworm because it has a simple nervous system, it's easy to grow in a lab and its genetics are relatively straightforward. C. elegans was the first multicellular organism to have its genome sequenced, in 1998. Brenner knew that to understand how genes affect behavior, "you would have to know the structure of the nervous system," Emmons told LiveScience.

Related chapters from BP7e: Chapter 7: Life-Span Development of the Brain and Behavior; Chapter 17: Learning and Memory
Related chapters from MM:Chapter 13: Memory, Learning, and Development; Chapter 13: Memory, Learning, and Development
Link ID: 18981 - Posted: 11.30.2013

by Jessica Griggs, San Diego Pregnant women may pass on the effects of stress to their fetus by way of bacterial changes in their vagina, suggests a study in mice. It may affect how well their baby's brain is equipped to deal with stress in adulthood. The bacteria in our body outnumber our own cells by about 10 to 1, with most of them found in our gut. Over the last few years, it has become clear that the bacterial ecosystem in our body – our microbiome – is essential for developing and maintaining a healthy immune system. Our gut bugs also help to prevent germs from invading our bodies, and help to absorb nutrients from food. A baby gets its first major dose of bacteria in life as it passes through its mother's birth canal. En route, the baby ingests the mother's vaginal microbes, which begin to colonise the newborn's gut. Chris Howerton, then at the University of Pennsylvania in Philadelphia, and his colleagues wanted to know if this initial population of bacteria is important in shaping a baby's neurological development, and whether that population is influenced by stress during pregnancy. The first step was to figure out what features of the mother's vaginal microbiome might be altered by stress, and then see if any of those changes were transmitted to the offspring's gut. © Copyright Reed Business Information Ltd

Related chapters from BP7e: Chapter 15: Emotions, Aggression, and Stress; Chapter 7: Life-Span Development of the Brain and Behavior
Related chapters from MM:Chapter 11: Emotions, Aggression, and Stress; Chapter 13: Memory, Learning, and Development
Link ID: 18934 - Posted: 11.16.2013

by Laura Sanders SAN DIEGO — Teenagers’ brains are wired to confront a threat instead of retreating, research presented November 10 at the annual Society for Neuroscience meeting suggests. The results may help explain why criminal activity peaks during adolescence. Kristina Caudle of Weill Cornell Medical College in New York City and colleagues tested the impulse control of 83 people between ages 6 and 29. In the experiment, participants were asked to press a button when a photo of a happy face quickly flashed before them. They were told not to press the button when a face had a threatening expression. When confronted with the threatening faces, people between the ages of 13 and 17 were more likely to impulsively push the button than children and adults were, the team found. Brain scans revealed that activity in an area called the orbital frontal cortex peaked in teens when they successfully avoided pushing the button, suggesting that this region curbs the impulse to react, Caudle said. It’s not clear why children don’t have the same impulsive reaction to threatening faces. More studies could determine how the relevant brain systems grow and change, Caudle said. © Society for Science & the Public 2000 - 2013.

Related chapters from BP7e: Chapter 7: Life-Span Development of the Brain and Behavior; Chapter 18: Attention and Higher Cognition
Related chapters from MM:Chapter 13: Memory, Learning, and Development; Chapter 14: Attention and Consciousness
Link ID: 18933 - Posted: 11.16.2013

SAN DIEGO, CALIFORNIA—Why do teens—especially adolescent males—commit crimes more frequently than adults? One explanation may be that as a group, teenagers react more impulsively to threatening situations than do children or adults, likely because their brains have to work harder to reign in their behavior, a research team reported here yesterday at the Society for Neuroscience meeting. Whether it's driving too fast on a slick road or experimenting with drugs, teenagers have a reputation for courting danger that is often attributed to immaturity or poor decision-making. If immaturity or lack of judgment were the only problem, however, one would expect that children, whose brains are at an even earlier stage of development, would have an equal or greater penchant for risk-taking, says Kristina Caudle, a neuroscientist at the Weill Cornell Medical College in New York City who led the study. But younger children tend to be more cautious than teenagers, suggesting that there is something unique about adolescent brain development that lures them to danger, she says. It's hard to generalize about teenage impulsivity, because some adolescents clearly have more self-control than many adults, says principal investigator B. J. Casey, a neuroscientist. Still, a growing body of evidence suggests that, in general, teens specifically struggle to keep their cool in social situations, she says. Because many crimes committed during adolescence involve emotionally fraught social situations, such as conflict, Caudle and colleagues decided to test whether teens perform badly on a common impulsivity task when faced with social cues of threat. They recruited 83 people, ranging in age from 6 to 29, to perform a simple "Go/No-Go" task, in which they watched a series of faces making neutral or threatening facial expressions flicker past on a computer screen. Each time the participants saw a neutral face, they were instructed to hit a button. They were also told to hold back from pressing the button when they saw a threatening face. As the participants performed the task, the researchers monitored their brain activity with functional magnetic resonance imaging. © 2013 American Association for the Advancement of Science.

Related chapters from BP7e: Chapter 7: Life-Span Development of the Brain and Behavior; Chapter 18: Attention and Higher Cognition
Related chapters from MM:Chapter 13: Memory, Learning, and Development; Chapter 14: Attention and Consciousness
Link ID: 18917 - Posted: 11.12.2013

Babies born to women who exercised during pregnancy have enhanced brain development compared with babies born to moms who didn’t exercise while they were pregnant, a new Canadian study suggests. The babies of 10 women who did as little as 20 minutes of moderate exercise three times a week during pregnancy showed more advanced brain activity when they were tested at eight to 12 days old than the babies of eight women who did not exercise during pregnancy, reported University of Montreal researcher David Ellemberg and his colleagues at the Neuroscience 2013 conference in San Diego on Sunday. “We are optimistic that this will encourage women to change their health habits, given that the simple act of exercising during pregnancy could make a difference for their child's future,” Ellemberg said in a statement. The women in the study were randomly assigned to an exercise group or a sedentary group at the beginning of their second trimester. Those in the exercise group had to spend at least 20 minutes three times a week doing exercise intense enough to lead to at least a slight shortness of breath. After their babies were born, the researchers tested them by placing a cap of electrodes on the babies' heads and then playing novel sounds while they slept. They measured the electrical response of the babies' brains to see how well they could distinguish between different sounds. The researchers found that the babies in the exercise group produced signals associated with more mature brains. The researchers said they plan to test the children’s cognitive, motor and language development at age one to see if there are lasting effects. © CBC 2013

Related chapters from BP7e: Chapter 7: Life-Span Development of the Brain and Behavior; Chapter 11: Motor Control and Plasticity
Related chapters from MM:Chapter 13: Memory, Learning, and Development; Chapter 5: The Sensorimotor System
Link ID: 18916 - Posted: 11.12.2013

A mother's level of education has strong implications for a child's development. Northwestern University researchers show in a new study that low maternal education is linked to a noisier nervous system in children, which could affect their learning. "You really can think of it as static on your radio that then will get in the way of hearing the announcer’s voice," says Nina Kraus, senior author of the study and researcher at the Auditory Neuroscience Laboratory at Northwestern University. The study, published in the Journal of Neuroscience, is part of a larger initiative working with children in public high schools in inner-city Chicago. The adolescents are tracked from ninth to 12th grade. An additional group of children in the gang-reduction zones of Los Angeles are also being tracked. Kraus and colleagues are more broadly looking at how music experience, through classroom group-based musical experience, could offset certain negative effects of poverty. But first, they wanted to see what biological effects poverty may have on the adolescents' brain. In this particular study, 66 children - a small sample - in Chicago participated. Those whose mothers had a "lower education" tended to have not graduated from high school. Kraus's study did not directly track income of families, but most children in the study qualified for free lunch (to be eligible, a family of four must have income of about $29,000 or less). Researchers found "children from lower-SES (socioeconomic status) backgrounds are exposed to less complex and linguistically rich input in addition to hearing fewer words per hour from their caregivers," according to the study. © 2012 Cable News Network

Related chapters from BP7e: Chapter 7: Life-Span Development of the Brain and Behavior; Chapter 17: Learning and Memory
Related chapters from MM:Chapter 13: Memory, Learning, and Development; Chapter 13: Memory, Learning, and Development
Link ID: 18856 - Posted: 10.30.2013

Early childhood poverty has been linked to smaller brain size by U.S. researchers who are pointing to the importance of nurturing from caregivers as a protective factor. Children exposed to poverty tend to have poorer cognitive outcomes and school performance. To learn more about the biology of how, researchers started tracking the emotional and brain development of 145 preschoolers in metropolitan St. Louis for 10 years. Household poverty was measured by the income-to-needs ratio. Children were assessed each year for thee to six years before they received an MRI and questionnaires. A parent and child were also observed during a lab task that required the child (age four to seven) to wait for eight minutes before opening a brightly wrapped gift within arm's reach while the parent filled in questionnaires. "These study findings demonstrated that exposure to poverty during early childhood is associated with smaller white matter, cortical grey matter, and hippocampal and amygdala volumes," Dr. Joan Luby of the psychiatry department at Washington University School of Medicine in St. Louis and her co-authors concluded in Monday's issue of the journal JAMA Pediatrics. The findings were consistent with an earlier study by the same team that suggested supportive parenting also plays an important role in the development of the hippocampus in childhood independent of income. The brain's hippocampus is important for learning and memory and how we respond to stress. In the study, the effects of poverty on hippocampal volume was influenced by caregiving support or hospitality in the brain's light and right hemispheres and stressful life events on the left. Caregiver education was not a significant mediator. © CBC 2013

Related chapters from BP7e: Chapter 7: Life-Span Development of the Brain and Behavior; Chapter 17: Learning and Memory
Related chapters from MM:Chapter 13: Memory, Learning, and Development; Chapter 13: Memory, Learning, and Development
Link ID: 18847 - Posted: 10.29.2013

By Gary Stix The Obama administration’s neuroscience initiative highlights new technologies to better understand the workings of brain circuits on both a small and large scale. Various creatures, from roundworms to mice, will be centerpieces of that program because the human brain is too complex—and the ethical issues too intricate—to start analyzing the actual human organ in any meaningful way. But what if there were already a means to figure out how the brain wires itself up and, in turn, to use this knowledge to study what happens in various neurological disorders of early life? Reports in scientific journals have started to trickle in on the way stem cells can spontaneously organize themselves into complex brain tissue—what some researchers have dubbed mini-brains. Christopher A. Walsh, Bullard Professor of pediatrics and neurology at Harvard Medical School, talked to Scientific American about the importance of just such work for understanding brain development and neurological disease. (Also, check out the Perspective Walsh did for Science on this topic, along with Byoung-il Bae.) In order to be able to understand the way the brain solves this tremendously complex problem of wiring itself up, we need to be able to study it rigorously in the laboratory. We need some sort of model. We can’t just take humans and put them under the microscope, so we have to find some way of modeling the brain. The mouse has been tremendously useful for understanding brain wiring and how cells in the brain form. And the mouse will continue to be very useful. The mouse is particularly useful in studying cellular effects of particular genes, but, as we get smarter and smarter about what the problems are, we’re increasingly able to think, not about things that we share with mice, but the differences that distinguish us from mice. © 2013 Scientific American

Related chapters from BP7e: Chapter 7: Life-Span Development of the Brain and Behavior; Chapter 2: Functional Neuroanatomy: The Nervous System and Behavior
Related chapters from MM:Chapter 13: Memory, Learning, and Development; Chapter 2: Cells and Structures: The Anatomy of the Nervous System
Link ID: 18827 - Posted: 10.24.2013

Research indicates that indeed Americans girls and boys are going through puberty earlier than ever, though the reasons are unclear. Many believe our widespread exposure to synthetic chemicals is at least partly to blame, but it’s hard to pinpoint exactly why our bodies react in certain ways to various environmental stimuli. Researchers first noticed the earlier onset of puberty in the late 1990s, and recent studies confirm the mysterious public health trend. A 2012 analysis by the U.S. Centers for Disease Control and Prevention (CDC) found that American girls exposed to high levels of common household chemicals had their first periods seven months earlier than those with lower exposures. “This study adds to the growing body of scientific research that exposure to environmental chemicals may be associated with early puberty,” says Danielle Buttke, a researcher at CDC and lead author on the study. Buttke found that the age when a girl has her first period (menarche) has fallen over the past century from an average of age 16-17 to age 12-13. Earlier puberty isn’t just for girls. In 2012 researchers from the American Academy of Pediatrics (AAP) surveyed data on 4,100 boys from 144 pediatric practices in 41 states and found a similar trend: American boys are reaching puberty six months to two years earlier than just a few decades ago. African-American boys are starting the earliest, at around age nine, while Caucasian and Hispanics start on average at age 10. One culprit could be rising obesity rates. Researchers believe that puberty (at least for girls) may be triggered in part by the body building up sufficient reserves of fat tissue, signaling fitness for reproductive capabilities. Clinical pediatrician Robert Lustig of Benioff Children’s Hospital in San Francisco reports that obese girls have higher levels of the hormone leptin which in and of itself can lead to early puberty while setting off a domino effect of more weight gain and faster overall physical maturation. © 2013 Scientific American,

Related chapters from BP7e: Chapter 7: Life-Span Development of the Brain and Behavior; Chapter 5: Hormones and the Brain
Related chapters from MM:Chapter 13: Memory, Learning, and Development; Chapter 8: Hormones and Sex
Link ID: 18814 - Posted: 10.21.2013