No abstract

While recreational drug use in UK women is prevalent, to date there is little prospective data on patterns of drug use in recreational drug-using women immediately before and during pregnancy. A total of 121 participants from a wide range of backgrounds were recruited to take part in the longitudinal Development and Infancy Study (DAISY) study of prenatal drug use and outcomes. Eighty-six of the women were interviewed prospectively while pregnant and/or soon after their infant was born. Participants reported on use immediately before and during pregnancy and on use over their lifetime. Levels of lifetime drug use of the women recruited were high, with women reporting having used at least four different illegal drugs over their lifetime. Most users of cocaine, 3,4-methylenedioxy-N-methylamphetamine (MDMA) and other stimulants stopped using these by the second trimester and levels of use were low. However, in pregnancy, 64% of the sample continued to use alcohol, 46% tobacco and 48% cannabis. While the level of alcohol use reduced substantially, average tobacco and cannabis levels tended to be sustained at pre-pregnancy levels even into the third trimester (50 cigarettes and/or 11 joints per week). In sum, while the use of `party drugs' and alcohol seems to reduce, levels of tobacco and cannabis use are likely to be sustained throughout pregnancy. The data provide polydrug profiles that can form the basis for the development of more realistic animal models.

The current study examines how focusing children’s attention immediately after fast mapping improves their ability to retain novel names. Previous research suggests that young children can only retain novel names presented via referent selection if ostensive naming is provided and that such explicit naming works by increasing children’s attention to the target and decreasing their attention to the competitor objects (Horst and Samuelson, 2008). This explanation of the function of ostensive naming after referent selection trials was tested by drawing 24-month-old children’s attention to the target either by illuminating the target, covering the competitors, or both. A control group was given a social pragmatic cue (pointing). Children given social pragmatic cue support did not demonstrate retention. However, children demonstrated retention if the target object was illuminated, and also when it was illuminated and the competitors simultaneously dampened. This suggests that drawing children’s attention to the target object in a manner that helps focus children’s attention is critical for word learning via referent selection. Directing attention away from competitors while also directing attention toward a target also aids in the retention of novel words.

Young infants are capable of integrating auditory and visual information and their speech perception can be influenced by visual cues, while 5-month-olds are able to detect a mismatch between the mouth articulation and the speech sound. From 6 months of age infants gradually shift their attention away from eyes and towards mouth in articulating faces, potentially to benefit from intersensory redundancy of audio-visual (AV) cues. Using eye-tracking we investigated whether 6-9 month-olds show similar age-related increase of looking to the mouth, while observing congruent and/or redundant vs. mismatch and non-redundant speech cues. Participants distinguished between congruent and incongruent AV cues as reflected by amount of looking to the mouth. They showed age-related increase in attention to the mouth, but only for non-redundant, mismatched AV speech cues. Our results highlight the role of intersensory redundancy and audio-visual mismatch mechanisms in facilitating the development of speech processing of infants under 12 months of age.

Research on audiovisual speech integration has reported high levels of individual variability, especially among young infants. In the present study we tested the hypothesis that this variability results from individual differences in the maturation of audiovisual speech processing during infancy. A developmental shift in selective attention to audiovisual speech has been demonstrated between 6 and 9 months with an increase in the time spent looking to articulating mouths as compared to eyes (Lewkowicz & Hansen-Tift, 2012;Tomalski et al., 2012). In the present study we tested whether these changes in behavioural maturational level are associated with differences in brain responses to audiovisual speech across this age range. We measured high-density eventrelated potentials (ERPs) in response to videos of audio-visually matching and mismatched syllables /ba/ and /ga/; and subsequently examined visual scanning of the same stimuli with eye-tracking. There were no clear age-specific changes in ERPs, but the amplitude of audiovisual mismatch response (AVMMR) to the combination of visual /ba/ and auditory /ga/ was strongly negatively associated with looking time to the mouth in the same condition. These results have significant implications for our understanding of individual differences in neural signatures of audiovisual speech processing in infants, suggesting that they are not strictly related to chronological age but instead associated with the maturation of looking behaviour, and develop at individual rates in the second half of the first year of life.Abbreviations: AV -audiovisual, AVMMR -audiovisual mismatch response, ERPevent-related potential, ET -eye-tracking 3

Although vocabulary acquisition requires children learn names for multiple things, many investigations of word learning mechanisms teach children the name for only one of the objects presented. This is problematic because it is unclear whether children's performance reflects recall of the correct word-object association or simply selection of the only object that was singled out by being the only object named.Children introduced to one novel name may perform at ceiling as they are not required to discriminate on the basis of the name per se, and appear to rapidly learn words following minimal exposure to a single word. We introduced children to four novel objects. For half the children, only one of the objects was named and for the other children, all four objects were named. Only children introduced to one word reliably selected the target object at test. This demonstration highlights the oversimplicity of one-word learning paradigms and the need for a shift in word learning paradigms where more than one word is taught to ensure children disambiguate objects on the basis of their names rather than their degree of salience. Not A Test of Learning 3 Testing a Word is Not a Test of Word Learning

BackgroundUniversal developmental surveillance programs aimed at early identification and targeted early intervention significantly improve short- and long-term outcomes in children at risk of developmental disorders. However, a significant challenge remains in providing sufficiently rigorous research and robust evidence to inform policy and service delivery. This paper describes the methods of the ‘Watch Me Grow’ study that aims to maximise accurate early detection of children with developmental disorders through a partnership formed between policy makers, service providers and researchers.Methods/DesignA mixed methods study design was developed consisting of: (1) a qualitative study of parents and health service providers to investigate barriers and enablers of developmental surveillance; (2) recruitment of a birth cohort and their longitudinal follow-up to 18 months of age to: a) assess risk factors for not accessing existing developmental surveillance programs and b) estimate the prevalence of children identified with developmental risk; (3) comparison of surveillance outcomes with a reference standard at 18 months of age to assess the diagnostic test accuracy of existing and alternative developmental surveillance tools; and (4) comparison of developmental surveillance models to inform policy recommendations. Data linkage will be used to determine the uptake and representativeness of the study participant group versus non-participants.DiscussionThe Watch Me Grow study is expected to provide a collaborative opportunity to enhance universal developmental surveillance for early accurate identification of developmental risk. This will also provide quality evidence about identification of developmental risk and access to services to be embedded in existing practice with linkages to policy development.

Developmental concerns are known to increase with increased psychosocial adversity. Our findings of reduced intent to access and use of services by socio-economically disadvantaged families and those from culturally and linguistically diverse backgrounds suggests that an inverse care effect is in operation whereby those children with the greatest health needs may have the least access to services. Possible explanations for this, and recommendations for improving service accessibility for these populations through targeted and culturally appropriate services, are discussed.