Links for Keyword: Development of the Brain

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Links 1 - 20 of 1022

Adversity in Early Childhood Can Impair Brain Development

By Cordula Hölig, Brigitte Röder, Ramesh Kekunnaya Growing up in poverty or experiencing any adversity, such as abuse or neglect, during early childhood can put a person at risk for poor health, including mental disorders, later in life. Although the underlying mechanisms are poorly understood, some studies have shown that adverse early childhood experience leaves persisting (and possibly irreversible) traces in brain structure. As neuroscientists who are investigating sensitive periods of human brain development, we agree: safe and nurturing environments are a prerequisite for healthy brain development and lifelong well-being. Thus, preventing early childhood adversity undoubtedly leads to healthier lives. Poverty and adversity can cause changes in brain development. Harms can come from exposure to violence or toxins or a lack of nutrition, caregiving, perceptual and cognitive stimulation or language interaction. Neuroscientists have demonstrated that these factors crucially influence human brain development. Advertisement We don’t know whether these changes are reversed by more favorable circumstances later in life, however. Investigating this question in humans is extremely difficult. For one, multiple biological and psychological factors through which poverty and adversity affect brain development are hard to disentangle. That’s because they often occur together: a neglected child often experiences a lack of caregiving simultaneously with malnutrition and exposure to physical violence. Secondly, a clear beginning and end of an adverse experience is hard to define. Finally, it is almost impossible to fully reverse harsh environments in natural settings because most of the time it is impossible to move children out of their families or communities.. © 2023 Scientific American

Related chapters from BN: Chapter 7: Life-Span Development of the Brain and Behavior; Chapter 17: Learning and Memory
Related chapters from MM:Chapter 13: Memory and Learning; Chapter 13: Memory and Learning
Link ID: 28783 - Posted: 05.13.2023

Your Brain Is Shaped Like Nobody Else’s

By Sofia Quaglia With a large blade resembling a bread knife—but without the jagged edges—Stephanie Forkel slices through the human brain lying in front of her on the dissection table. A first-year university student, Forkel is clad in an apron and protective gear. It’s her first day working in the morgue at a university hospital in Munich, Germany, where the brains of people who’ve donated their bodies to science are examined for research. Her contact lenses feel dry because of the dense formaldehyde hanging in the air. But that’s not the only reason she squints a little harder. When she looks down at the annotated brain diagram in the textbook she’s supposed to use for reference, the real human brain in front of her looks nothing like the illustrated one. That was Forkel’s first eureka moment: The standard reference shape of the brain and real brains were actually vastly divergent. As she continued her studies, she confirmed that, indeed, “every individual brain looked very different,” she recounts decades later. A growing body of research now confirms there are plenty of physical dissimilarities between individual brains, particularly when it comes to white matter—the material nestled beneath the much-prized gray matter. And it’s not just anatomical. White matter hosts connections between the brain’s sections, like a city’s streets and avenues. So behavioral patterns can arise from even small physical differences in white matter, according to a late 2022 Science paper penned by Forkel and a colleague.1 Forkel is now one of a host of researchers probing subtle differences in white matter to better understand the extent of its role in making us who we are—including how much white matter dictates variations between people’s everyday behavior, and whether it’s implicated in how some patients recover better than others from life-threatening brain injuries. © 2023 NautilusNext Inc.,

Related chapters from BN: Chapter 7: Life-Span Development of the Brain and Behavior
Related chapters from MM:Chapter 13: Memory and Learning
Link ID: 28762 - Posted: 05.03.2023

Teens can have excellent executive function — just not all the time

By Emily Underwood The ability to set a goal and pursue it without getting derailed by temptations or distractions is essential to nearly everything we do in life, from finishing homework to driving safely in traffic. It also places complex demands on the brain, requiring skills like working memory — the ability to keep small amounts of information in mind to perform a task — as well as impulse control and being able to rapidly adapt when rules or circumstances change. Taken together, these elements add up to something researchers call executive function. We all struggle with executive function sometimes, for example when we’re stressed or don’t get enough sleep. But in teenagers, these powers are still a work in progress, contributing to some of the contradictory behaviors and lapses in judgment — “My honor roll student did what on TikTok?” — that baffle many parents. This erratic control can be dangerous, especially when teens make impulsive choices. But that doesn’t mean the teen brain is broken, says Beatriz Luna, a developmental cognitive neuroscientist at the University of Pittsburgh and coauthor of a review on the maturation of one aspect of executive function, called cognitive control, in the 2015 Annual Review of Neuroscience. Adolescents have all the basic neural circuitry needed for executive function and cognitive control, Luna says. In fact, they have more than they need — what’s lacking is experience, which over time will strengthen some neural pathways and weaken or eliminate others. This winnowing serves an important purpose: It tailors the brain to help teens handle the demands of their unique, ever-changing environments and to navigate situations their parents may never have encountered. Luna’s research suggests that teens’ inconsistent cognitive control is key to becoming independent, because it encourages them to seek out and learn from experiences that go beyond what they’ve been actively taught. © 2023 Annual Reviews

Related chapters from BN: Chapter 18: Attention and Higher Cognition; Chapter 7: Life-Span Development of the Brain and Behavior
Related chapters from MM:Chapter 14: Attention and Higher Cognition; Chapter 13: Memory and Learning
Link ID: 28751 - Posted: 04.26.2023

COVID during pregnancy may alter brain development in boys

Jon Hamilton Boys born to mothers who got COVID-19 while pregnant appear nearly twice as likely as other boys to be diagnosed with subtle delays in brain development. That's the conclusion of a study of more than 18,000 children born at eight hospitals in Eastern Massachusetts. Nearly 900 of the children were born to mothers who had COVID during their pregnancy. In the study, boys, but not girls, were more likely to be diagnosed with a range of developmental disorders in the first 18 months of life. These included delays in speech and language, psychological development and motor function, as well as intellectual disabilities. In older children, these differences are often associated with autism spectrum disorder, says Dr. Roy Perlis, a co-author of the study and a psychiatrist at Massachusetts General Hospital. But for the young children in this study, "it's way too soon to reliably diagnose autism," Perlis says. "All we can hope to detect at this point are more subtle sorts of things like delays in language and speech, and delays in motor milestones." The study, which relied on an analysis of electronic health records, was published in March in the journal JAMA Network Open. The finding is just the latest to suggest that a range of maternal infections can alter fetal brain development, especially in male offspring. For example, studies have found links between infections like influenza and cytomegalovirus, and disorders like autism and schizophrenia. "Male fetuses are known to be more vulnerable to maternal infectious exposures during pregnancy," says Dr. Andrea Edlow, the study's lead author and a maternal-fetal medicine specialist at Massachusetts General Hospital. © 2023 npr

Related chapters from BN: 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 and Learning; Chapter 8: Hormones and Sex
Link ID: 28743 - Posted: 04.18.2023

Zooming in on the brains of babies

By Emily Underwood Many of our defining traits — including the languages we speak and how we connect with others — can be traced back at least in part to our earliest experiences. Although our brains remain malleable throughout our lives, most neuroscientists agree that the changes that occur in the womb and in the first few years of life are among the most consequential, with an outsize effect on our risk of developmental and psychiatric conditions. “Early on in life, the brain is still forming itself,” says Claudia Lugo-Candelas, a clinical psychologist at Columbia University and coauthor of an overview of the prenatal origins of psychiatric illness in the Annual Review of Clinical Psychology. Starting from a tiny cluster of stem cells, the brain develops into a complex organ of roughly 100 billion neurons and trillions of connections in just nine months. Compared to the more subtle brain changes that occur later in life, Lugo-Candelas says, what happens in utero and shortly after birth “is like building the house, versus finishing the deck.” But just how this process unfolds, and why it sometimes goes awry, has been a hard mystery to crack, largely because so many of the key events are difficult to observe. The first magnetic resonance imaging (MRI) scans of baby and fetal brains were taken back in the early 1980s, and doctors seized on the tool to diagnose major malformations in brain structure. But neuroimaging tools that can capture the baby brain’s inner workings in detail and spy on fetal brain activity in pregnant moms are much newer developments. Today, this research, coupled with long-term studies that follow thousands of individual children for years, is giving scientists new insights into how the brain develops. These advances have propelled researchers to a different stage than they were in even five years ago, says Damien Fair, a neuroscientist at the University of Minnesota who studies developmental conditions like autism and attention deficit hyperactivity disorder (ADHD). © 2023 Annual Reviews

Related chapters from BN: Chapter 7: Life-Span Development of the Brain and Behavior
Related chapters from MM:Chapter 13: Memory and Learning
Link ID: 28718 - Posted: 03.25.2023

Meet the 'glass-half-full girl' whose brain rewired after losing a hemisphere

Jon Hamilton Mora Leeb places some pieces into a puzzle during a local puzzle tournament. The 15-year-old has grown up without the left side of her brain after it was removed when she was very young. Seth Leeb In most people, speech and language live in the brain's left hemisphere. Mora Leeb is not most people. When she was 9 months old, surgeons removed the left side of her brain. Yet at 15, Mora plays soccer, tells jokes, gets her nails done, and, in many ways, lives the life of a typical teenager. "I can be described as a glass-half-full girl," she says, pronouncing each word carefully and without inflection. Her slow, cadence-free speech is one sign of a brain that has had to reorganize its language circuits. Yet to a remarkable degree, Mora's right hemisphere has taken on jobs usually done on the left side. It's an extreme version of brain plasticity, the process that allows a brain to modify its connections to adapt to new circumstances. Brain plasticity is thought to underlie learning, memory, and early childhood development. It's also how the brain revises its circuitry to help recover from a brain injury — or, in Mora's case, the loss of an entire hemisphere. Scientists hope that by understanding the brains of people like Mora, they can find ways to help others recover from a stroke or traumatic brain injury. They also hope to gain a better understanding of why very young brains are so plastic. Sometime in the third trimester of Ann Leeb's pregnancy, the child she was carrying had a massive stroke on the left side of her brain. No one knew it at the time. © 2023 npr

How stem cells make a human brain

Heidi Ledford A mouse’s brain (red and blue) hosts a human astrocyte (green) that arose from transplanted neural stem cells.Credit: Liu et al./Cell (2023) In a technical “tour de force”, researchers have analysed multiple traits of individual cells to pinpoint those that give rise to crucial components of the human brain. The analysis, published on 16 March in Cell1, uses a combination of protein and RNA analysis to painstakingly purify and classify individual stem cells and their close relatives isolated from human brains. Researchers then injected different types of cell into mice and monitored the cells as they divided and their progeny took on specialized roles in the brain. The hope is that this study, and others like it, will illuminate how such developmental programmes go awry in neurological diseases — and how they can be harnessed to create new therapies. “The census of stem and progenitor cells in the developing human brain is really just beginning,” says Arnold Kriegstein, a developmental neuroscientist at the University of California, San Francisco, who was not involved in the research. “This work offers a nice window into some of that complexity.” The brain is an intricate symphony of different cells, each of which performs essential functions. Star-shaped cells known as astrocytes, for example, are important for supporting metabolism in neurons, and loss of astrocyte function is linked to neurodegenerative conditions such as Alzheimer’s disease. Oligodendrocytes are cells that create a protective, insulating sheath around the connections between neurons. When they are damaged — as in diseases such as multiple sclerosis — communication between neurons slows or stops altogether. © 2023 Springer Nature Limited

Related chapters from BN: Chapter 7: Life-Span Development of the Brain and Behavior
Related chapters from MM:Chapter 13: Memory and Learning
Link ID: 28707 - Posted: 03.18.2023

Babies Are Born with an Innate Number Sense

By Jacob Beck, Sam Clarke Imagine hosting a party. You arrange snacks, curate a playlist and place a variety of beers in the refrigerator. Your first guest shows up, adding a six-pack before taking one bottle for himself. You watch your next guest arrive and contribute a few more beers, minus one for herself. Ready for a drink, you open the fridge and are surprised to find only eight beers remaining. You haven't been consciously counting the beers, but you know there should be more, so you start poking around. Sure enough, in the crisper drawer, behind a rotting head of romaine, are several bottles. How did you know to look for the missing beer? It's not like you were standing guard at the refrigerator, tallying how many bottles went in and out. Rather you were using what cognitive scientists call your number sense, a part of the mind that unconsciously solves simple math problems. While you were immersed in conversation with guests, your number sense was keeping tabs on how many beers were in the fridge. For a long time scientists, mathematicians and philosophers have debated whether this number sense comes preinstalled or is learned over time. Plato was among the first in the Western tradition to propose that humans have innate mathematical abilities. In Plato's dialogue Meno, Socrates coaxes the Pythagorean theorem out of an uneducated boy by asking him a series of simple questions. Socrates's takeaway is that the boy had innate knowledge of the Pythagorean theorem all along; the questioning just helped him express it. In the 17th century John Locke rejected this idea, insisting that the human mind begins as a tabula rasa, or blank slate, with almost all knowledge acquired through experience. This view, known as empiricism, in contrast to Plato's nativism, was later further developed by John Stuart Mill, who argued that we learn two plus three is five by seeing many examples where it holds true: two apples and three apples make five apples, two beers and three beers make five beers, and so on.

Neurons struggle to spike without fragile X gene

by Laura Dattaro Neurons deep in the prefrontal cortex of fragile X model mice have trouble generating the electrical spikes needed to transmit information, according to a new study. The difficulty originates from faulty sodium channels. Fragile X syndrome, one of the leading genetic causes of autism, results from mutations in the gene FMR1. People with the condition often have difficulty with executive-function skills, such as working memory and planning. The new study may explain why, says Randi Hagerman, medical director of the MIND Institute at the University of California, Davis: The disruption to signals propagating through the prefrontal cortex may impede the region’s role in coordinating communication among other parts of the brain. Some drugs that regulate sodium channels, such as the diabetes drug metformin, are already approved for use in people. “This is a great animal model to look at the effects of medication,” says Hagerman, who was not involved in the new work. Mutations in the autism-linked gene SCN2A, which encodes a protein for the sodium channel Nav1.2, also suppress dendritic spikes, researchers previously showed in mice. The cellular mechanism for channel disruption is different between the models, but it’s possible that multiple genetic causes of autism “coalesce around sodium channel disfunction,” says Darrin Brager, research associate professor of neuroscience at the University of Texas at Austin and lead investigator on the FMR1 study. “The same channel is altered, and that’s changing the way the cells are able to integrate information and transmit it.” © 2023 Simons Foundation

Gene Expression in Neurons Solves a Brain Evolution Puzzle

By Allison Whitten The neocortex stands out as a stunning achievement of biological evolution. All mammals have this swath of tissue covering their brain, and the six layers of densely packed neurons within it handle the sophisticated computations and associations that produce cognitive prowess. Since no animals other than mammals have a neocortex, scientists have wondered how such a complex brain region evolved. The brains of reptiles seemed to offer a clue. Not only are reptiles the closest living relatives of mammals, but their brains have a three-layered structure called a dorsal ventricular ridge, or DVR, with functional similarities to the neocortex. For more than 50 years, some evolutionary neuroscientists have argued that the neocortex and the DVR were both derived from a more primitive feature in an ancestor shared by mammals and reptiles. Now, however, by analyzing molecular details invisible to the human eye, scientists have refuted that view. By looking at patterns of gene expression in individual brain cells, researchers at Columbia University showed that despite the anatomical similarities, the neocortex in mammals and the DVR in reptiles are unrelated. Instead, mammals seem to have evolved the neocortex as an entirely new brain region, one built without a trace of what came before it. The neocortex is composed of new types of neurons that seem to have no precedent in ancestral animals. The paper describing this work, which was led by the evolutionary and developmental biologist Maria Antonietta Tosches, was published last September in Science. This process of evolutionary innovation in the brain isn’t limited to the creation of new parts. Other work by Tosches and her colleagues in the same issue of Science showed that even seemingly ancient brain regions are continuing to evolve by getting rewired with new types of cells. The discovery that gene expression can reveal these kinds of important distinctions between neurons is also prompting researchers to rethink how they define some brain regions and to reassess whether some animals might have more complex brains than they thought. All Rights Reserved © 2023

Related chapters from BN: 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 and Learning
Link ID: 28668 - Posted: 02.15.2023

Human gene linked to bigger brains was born from seemingly useless DNA

By Elizabeth Pennisi Biologists have long known that new protein-coding genes can arise through the duplication and modification of existing ones. But some protein genes can also arise from stretches of the genome that once encoded aimless strands of RNA instead. How new protein genes surface this way has been a mystery, however. Now, a study identifies mutations that transform seemingly useless DNA sequences into potential genes by endowing their encoded RNA with the skill to escape the cell nucleus—a critical step toward becoming translated into a protein. The study’s authors highlight 74 human protein genes that appear to have arisen in this de novo way—more than half of which emerged after the human lineage branched off from chimpanzees. Some of these newcomer genes may have played a role in the evolution of our relatively large and complex brains. When added to mice, one made the rodent brains grow bigger and more humanlike, the authors report this week in Nature Ecology & Evolution. “This work is a big advance,” says Anne-Ruxandra Carvunis, an evolutionary biologist at the University of Pittsburgh, who was not involved with the research. It “suggests that de novo gene birth may have played a role in human brain evolution.” Although some genes encode RNAs that have structural or regulatory purposes themselves, those that encode proteins instead create an intermediary RNA. Made in the nucleus like other RNAs, these messenger RNAs (mRNAs) exit into the cytoplasm and travel to organelles called ribosomes to tell them how to build the gene’s proteins. A decade ago, Chuan-Yun Li, an evolutionary biologist at Peking University, and colleagues discovered that some human protein genes bore a striking resemblance to DNA sequences in rhesus monkeys that got transcribed into long noncoding RNAs (lncRNAs), which didn’t make proteins or have any other apparent purpose. Li couldn’t figure out what it had taken for those stretches of monkey DNA to become true protein-coding genes in humans. © 2023 American Association for the Advancement of Science.

Related chapters from BN: Chapter 6: Evolution of the Brain and Behavior; Chapter 7: Life-Span Development of the Brain and Behavior
Related chapters from MM:Chapter 13: Memory and Learning
Link ID: 28624 - Posted: 01.07.2023

Brain scans suggest the pandemic prematurely aged teens’ brains

By Freda Kreier Living through the COVID-19 pandemic may have matured teens’ brains beyond their years. From online schooling and social isolation to economic hardship and a mounting death count, the last few years have been rough on young people. For teens, the pandemic and its many side effects came during a crucial window in brain development. Now, a small study comparing brain scans of young people from before and after 2020 reveals that the brains of teens who lived through the pandemic look about three years older than expected, scientists say. This research, published December 1 in Biological Psychiatry: Global Open Science, is the first to look at the impact of the pandemic on brain aging. The finding reveals that “the pandemic hasn’t been bad just in terms of mental health for adolescents,” says Ian Gotlib, a clinical neuroscientist at Stanford University. “It seems to have altered their brains as well.” The study can’t link those brain changes to poor mental health during the pandemic. But “we know there is a relationship between adversity and the brain as it tries to adapt to what it’s been given,” says Beatriz Luna, a developmental cognitive neuroscientist at the University of Pittsburgh, who wasn’t involved in the research. “I think this is a very important study that sets the ball rolling for us to look at this.” The roots of this study date back to nearly a decade ago, when Gotlib and his colleagues launched a project in California’s Bay Area to study depression in adolescents. The researchers were collecting information on the mental health of the kids in the study, and did MRI scans of their brains. © Society for Science & the Public 2000–2023.

Related chapters from BN: Chapter 7: Life-Span Development of the Brain and Behavior; Chapter 15: Emotions, Aggression, and Stress
Related chapters from MM:Chapter 13: Memory and Learning; Chapter 11: Emotions, Aggression, and Stress
Link ID: 28620 - Posted: 01.04.2023

Social Media Use Is Linked to Brain Changes in Teens

By Ellen Barry The effect of social media use on children is a fraught area of research, as parents and policymakers try to ascertain the results of a vast experiment already in full swing. Successive studies have added pieces to the puzzle, fleshing out the implications of a nearly constant stream of virtual interactions beginning in childhood. A new study by neuroscientists at the University of North Carolina tries something new, conducting successive brain scans of middle schoolers between the ages of 12 and 15, a period of especially rapid brain development. The researchers found that children who habitually checked their social media feeds at around age 12 showed a distinct trajectory, with their sensitivity to social rewards from peers heightening over time. Teenagers with less engagement in social media followed the opposite path, with a declining interest in social rewards. The study, published on Tuesday in JAMA Pediatrics, is among the first attempts to capture changes to brain function correlated with social media use over a period of years. The study has important limitations, the authors acknowledge. Because adolescence is a period of expanding social relationships, the brain differences could reflect a natural pivot toward peers, which could be driving more frequent social media use. “We can’t make causal claims that social media is changing the brain,” said Eva H. Telzer, an associate professor of psychology and neuroscience at the University of North Carolina, Chapel Hill, and one of the authors of the study. But, she added, “teens who are habitually checking their social media are showing these pretty dramatic changes in the way their brains are responding, which could potentially have long-term consequences well into adulthood, sort of setting the stage for brain development over time.” © 2023 The New York Times Company

Severe COVID could cause markers of old age in the brain

Heidi Ledford Severe COVID-19 is linked to changes in the brain that mirror those seen in old age, according to an analysis of dozens of post-mortem brain samples1. The analysis revealed brain changes in gene activity that were more extensive in people who had severe SARS-CoV-2 infections than in uninfected people who had been in an intensive care unit (ICU) or had been put on ventilators to assist their breathing — treatments used in many people with serious COVID-19. The study, published on 5 December in Nature Aging, joins a bevy of publications cataloguing the effects of COVID-19 on the brain. “It opens a plethora of questions that are important, not only for understanding the disease, but to prepare society for what the consequences of the pandemic might be,” says neuropathologist Marianna Bugiani at Amsterdam University Medical Centers. “And these consequences might not be clear for years.” Maria Mavrikaki, a neurobiologist at the Beth Israel Deaconess Medical Center in Boston, Massachusetts, embarked on the study about two years ago, after seeing a preprint, later published as a paper2, that described cognitive decline after COVID-19. She decided to follow up to see whether she could find changes in the brain that might trigger the effects. She and her colleagues studied samples taken from the frontal cortex — a region of the brain closely tied to cognition — of 21 people who had severe COVID-19 when they died and one person with an asymptomatic SARS-CoV-2 infection at death. The team compared these with samples from 22 people with no known history of SARS-CoV-2 infection. Another control group comprised nine people who had no known history of infection but had spent time on a ventilator or in an ICU — interventions that can cause serious side effects. The team found that genes associated with inflammation and stress were more active in the brains of people who had had severe COVID-19 than in the brains of people in the control group. Conversely, genes linked to cognition and the formation of connections between brain cells were less active. © 2022 Springer Nature Limited

Lab-Grown Human Cells Form Working Circuits in Rat Brains

Allison Whitten Our understanding of the inner workings of the human brain has long been held back by the practical and ethical difficulty of observing human neurons develop, connect and interact. Today, in a new study published in Nature, neuroscientists at Stanford University led by Sergiu Paşca report that they have found a new way to study human neurons — by transplanting human brainlike tissue into rats that are just days old, when their brains have not yet fully formed. The researchers show that human neurons and other brain cells can grow and integrate themselves into the rat’s brain, becoming part of the functional neural circuitry that processes sensations and controls aspects of behaviors. Using this technique, scientists should be able to create new living models for a wide range of neurodevelopmental disorders, including at least some forms of autism spectrum disorder. The models would be just as practical for neuroscientific lab studies as current animal models are but would be better stand-ins for human disorders because they would consist of real human cells in functional neural circuits. They could be ideal targets for modern neuroscience tools that are too invasive to use in real human brains. “This approach is a step forward for the field and offers a new way to understand disorders of neuronal functioning,” said Madeline Lancaster, a neuroscientist at the MRC Laboratory of Molecular Biology in Cambridge, U.K., who was not involved in the work. The work also marks an exciting new chapter in the use of neural organoids. Nearly 15 years ago, biologists discovered that human stem cells could self-organize and grow into small spheres that held different types of cells and resembled brain tissue. These organoids opened a new window into the activities of brain cells, but the view has its limits. While neurons in a dish can connect to each other and communicate electrically, they can’t form truly functional circuits or attain the full growth and computational prowess of healthy neurons in their natural habitat, the brain. Pioneering work by various research groups proved years ago that human brain organoids could be inserted into the brains of adult rats and survive. But the new study shows for the first time that the burgeoning brain of a newborn rat will accept human neurons and allow them to mature, while also integrating them into local circuits capable of driving the rat’s behavior. All Rights Reserved © 2022

Related chapters from BN: Chapter 7: Life-Span Development of the Brain and Behavior
Related chapters from MM:Chapter 13: Memory and Learning
Link ID: 28512 - Posted: 10.13.2022

Taste of kale makes unborn babies grimace

Nicola Davis Science correspondent If the taste of kale makes you screw up your face, you are not alone: researchers have observed foetuses pull a crying expression when exposed to the greens in the womb. While previous studies have suggested our food preferences may begin before birth and can be influenced by the mother’s diet, the team says the new research is the first to look directly at the response of unborn babies to different flavours. “[Previously researchers] just looked at what happens after birth in terms of what do [offspring] prefer, but actually seeing facial expressions of the foetus when they are getting hit by the bitter or by the non-bitter taste, that is something which is completely new,” said Prof Nadja Reissland, from Durham University, co-author of the research. Writing in the journal Psychological Science, the team noted that aromas from the mother’s diet were present in the amniotic fluid. Taste buds can detect taste-related chemicals from 14 weeks’ gestation, and odour molecules can be sensed from 24 weeks’ gestation. To delve into whether foetuses differentiate specific flavours, the team looked at ultrasound scans from almost 70 pregnant women, aged 18 to 40 from the north-east of England, who were split into two groups. One group was asked to take a capsule of powdered kale 20 minutes before an ultrasound scan, and the other was asked to take a capsule of powdered carrot. Vegetable consumption by the mothers did not differ between the kale and carrot group. The team also examined scans from 30 women, taken from an archive, who were not given any capsules. All the women were asked to refrain from eating anything else in the hour before their scans. The team then carried out a frame-by-frame analysis of the frequency of a host of different facial movements of the foetuses, including combinations that resembled laughing or crying. Overall, the researchers examined 180 scans from 99 foetuses, scanned at either 32 weeks, 36 weeks, or at both time points. © 2022 Guardian News & Media Limited

Related chapters from BN: Chapter 7: Life-Span Development of the Brain and Behavior; Chapter 9: Hearing, Balance, Taste, and Smell
Related chapters from MM:Chapter 13: Memory and Learning; Chapter 6: Hearing, Balance, Taste, and Smell
Link ID: 28493 - Posted: 09.28.2022

‘Breakthrough’ finding shows how modern humans grow more brain cells than Neanderthals

ByRodrigo Pérez Ortega We humans are proud of our big brains, which are responsible for our ability to plan ahead, communicate, and create. Inside our skulls, we pack, on average, 86 billion neurons—up to three times more than those of our primate cousins. For years, researchers have tried to figure out how we manage to develop so many brain cells. Now, they’ve come a step closer: A new study shows a single amino acid change in a metabolic gene helps our brains develop more neurons than other mammals—and more than our extinct cousins, the Neanderthals. The finding “is really a breakthrough,” says Brigitte Malgrange, a developmental neurobiologist at the University of Liège who was not involved in the study. “A single amino acid change is really, really important and gives rise to incredible consequences regarding the brain.” What makes our brain human has been the interest of neurobiologist Wieland Huttner at the Max Planck Institute of Molecular Cell Biology and Genetics for years. In 2016, his team found that a mutation in the ARHGAP11B gene, found in humans, Neanderthals, and Denisovans but not other primates, caused more production of cells that develop into neurons. Although our brains are roughly the same size as those of Neanderthals, our brain shapes differ and we created complex technologies they never developed. So, Huttner and his team set out to find genetic differences between Neanderthals and modern humans, especially in cells that give rise to neurons of the neocortex. This region behind the forehead is the largest and most recently evolved part of our brain, where major cognitive processes happen. The team focused on TKTL1, a gene that in modern humans has a single amino acid change—from lysine to arginine—from the version in Neanderthals and other mammals. By analyzing previously published data, researchers found that TKTL1 was mainly expressed in progenitor cells called basal radial glia, which give rise to most of the cortical neurons during development. © 2022 American Association for the Advancement of Science.

The Curious Hole in My Head

By Helen Santoro I barreled into the world — a precipitous birth, the doctors called it — at a New York City hospital in the dead of night. In my first few hours of life, after six bouts of halted breathing, the doctors rushed me to the neonatal intensive care unit. A medical intern stuck his pinky into my mouth to test the newborn reflex to suck. I didn’t suck hard enough. So they rolled my pink, 7-pound-11-ounce body into a brain scanner. Lo and behold, there was a huge hole on the left side, just above my ear. I was missing the left temporal lobe, a region of the brain involved in a wide variety of behaviors, from memory to the recognition of emotions, and considered especially crucial for language. My mother, exhausted from the labor, remembers waking up after sunrise to a neurologist, pediatrician and midwife standing at the foot of her bed. They explained that my brain had bled in her uterus, a condition called a perinatal stroke. They told her I would never speak and would need to be institutionalized. The neurologist brought her arms up to her chest and contorted her wrists to illustrate the physical disability I would be likely to develop. In those early days of my life, my parents wrung their hands wondering what my life, and theirs, would look like. Eager to find answers, they enrolled me in a research project at New York University tracking the developmental effects of perinatal strokes. But month after month, I surprised the experts, meeting all of the typical milestones of children my age. I enrolled in regular schools, excelled in sports and academics. The language skills the doctors were most worried about at my birth — speaking, reading and writing — turned out to be my professional passions. My case is highly unusual but not unique. Scientists estimate that thousands of people are, like me, living normal lives despite missing large chunks of our brains. Our myriad networks of neurons have managed to rewire themselves over time. But how? © 2022 The New York Times Company

Related chapters from BN: Chapter 19: Language and Lateralization; Chapter 7: Life-Span Development of the Brain and Behavior
Related chapters from MM:Chapter 15: Language and Lateralization; Chapter 13: Memory and Learning
Link ID: 28466 - Posted: 09.07.2022

A neuroscientist’s insights on the adolescent brain

By Tim Vernimmen August 9, 2022 at 6:39 a.m. EDT Adolescence is often portrayed as a period of struggle and friction, filled to the brim with exhilarating ups and depressing downs. Young people’s behavior tends to be stereotyped as self-absorbed and impulsive. But how accurate is this picture, and what might explain it? Developmental neuroscientist Eveline Crone, based at Erasmus University Rotterdam, has studied adolescents, defined by researchers as people ages 10 to 24, for more than 20 years. She has gradually expanded her interest from the study of the many changes happening in adolescent brains to include her study subjects’ own views and experiences. This has helped to enrich her earlier findings on how young brains learn, produce emotions, process rewards and account for the perspectives of other people. It also provides new inspiration for adults trying to help them. To study adolescents, Crone visualizes their brain activity while they are engaged in various tasks and games on computer screens: ones designed to assess behaviors and attitudes toward things such as risk and reward, how they think about and are influenced by others, and more. She supplements these studies with other methods such as surveys and youth panels — and, these days, consults young people for their input from the moment the study is designed. In an article in the 2020 Annual Review of Psychology, Crone and colleague Andrew Fuligni of the University of California at Los Angeles, explored how adolescents feel and think about themselves and others, and stress that far from being either/or, both are inextricably intertwined. Recently, she discussed what she has learned about the adolescent brain. (This conversation has been edited for length and clarity.)

Related chapters from BN: Chapter 7: Life-Span Development of the Brain and Behavior
Related chapters from MM:Chapter 13: Memory and Learning
Link ID: 28425 - Posted: 08.11.2022

The Mysterious Dance of the Cricket Embryos

By Siobhan Roberts In June, 100 fruit fly scientists gathered on the Greek island of Crete for their biennial meeting. Among them was Cassandra Extavour, a Canadian geneticist at Harvard University. Her lab works with fruit flies to study evolution and development — “evo devo.” Most often, such scientists choose as their “model organism” the species Drosophila melanogaster — a winged workhorse that has served as an insect collaborator on at least a few Nobel Prizes in physiology and medicine. But Dr. Extavour is also known for cultivating alternative species as model organisms. She is especially keen on the cricket, particularly Gryllus bimaculatus, the two-spotted field cricket, even though it does not yet enjoy anything near the fruit fly’s following. (Some 250 principal investigators had applied to attend the meeting in Crete.) “It’s crazy,” she said during a video interview from her hotel room, as she swatted away a beetle. “If we tried to have a meeting with all the heads of labs working on that cricket species, there might be five of us, or 10.” Crickets have already been enlisted in studies on circadian clocks, limb regeneration, learning, memory; they have served as disease models and pharmaceutical factories. Veritable polymaths, crickets! They are also increasingly popular as food, chocolate-covered or not. From an evolutionary perspective, crickets offer more opportunities to learn about the last common insect ancestor; they hold more traits in common with other insects than fruit flies do. (Notably, insects make up more than 85 percent of animal species.) Dr. Extavour’s research aims at the fundamentals: How do embryos work? And what might that reveal about how the first animal came to be? Every animal embryo follows a similar journey: One cell becomes many, then they arrange themselves in a layer at the egg’s surface, providing an early blueprint for all adult body parts. But how do embryo cells — cells that have the same genome but aren’t all doing the same thing with that information — know where to go and what to do? © 2022 The New York Times Company

Related chapters from BN: Chapter 7: Life-Span Development of the Brain and Behavior
Related chapters from MM:Chapter 13: Memory and Learning
Link ID: 28422 - Posted: 08.06.2022

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