Development of executive function‐relevant skills is related to both neural structure and function in infants

Abstract

The development of skills related to executive function (EF) in infancy, including their emergence, underlying neural mechanisms, and interconnections to other cognitive skills, is an area of increasing research interest. Here, we report on findings from a multidimensional dataset demonstrating that infants' behavioral performance on a flexible learning task improved across development and that the task performance is highly correlated with both neural structure and neural function. The flexible learning task probed infants' ability to learn two different associations, concurrently, over 16 trials, requiring multiple skills relevant to EF. We examined infants' neural structure by measuring myelin density in the brain, using a novel macromolecular proton fraction (MPF) mapping method. We further examined an important neural function of speech processing by characterizing the mismatch response (MMR) to speech contrasts using magnetoencephalography (MEG). All measurements were performed longitudinally in monolingual English-learning infants at 7-and 11-months of age. At the group level, 11-month-olds, but not 7-month-olds, demonstrated evidence of learning both associations in the behavioral task. Myelin density in the prefrontal region at 7 months of age was found to be highly predictive of behavioral task performance at 11 months of age, suggesting that myelination may support the development of these skills. Furthermore, a machine-learning regression analysis revealed that individual differences in the behavioral task are predicted by concurrent neural speech processing at both ages, suggesting that these skills do not develop in isolation. Together, these cross-modality results revealed novel insights into EF-related skills.

A longitudinal examination of executive function abilities, attention‐deficit/hyperactivity disorder, and puberty in adolescence

“…One's cognitive capacity to think flexibly and adjust to changing circumstances can influence future life outcomes, including trajectories of school readiness and academic success (Ahmed et al., 2021; Hughes & Ensor, 2011; McClelland et al., 2014; Miller et al., 2012; Miller & Hinshaw, 2010; Pellicano et al., 2017), health and well‐being (Hall et al., 2006; Riggs et al., 2012), and psychopathology (Kenny et al., 2019; Kjelkenes et al., 2022; Snyder, 2013). EFs emerge in infancy (Anderson, 2002; Blankenship et al., 2019; Cuevas & Bell, 2014; Johansson et al., 2016; Munakata et al., 2012; Zhao et al., 2022), and rapidly improve in preschool and early childhood (Alloway et al., 2006; Carlson, 2005; Eng et al., 2022; Garon et al., 2008; Kraybill & Bell, 2013; Lucenet & Blaye, 2014; Willoughby et al., 2012). Notably, improvements in more complex and demanding EF tasks continue through adolescence into early adulthood (Anderson, 2002; Anderson et al., 2001; Bauer et al., 2017; Blakemore & Choudhury, 2006; Conklin et al., 2007; Leon‐Carrion et al., 2004; Luciana et al., 2005; Luna et al., 2004; Romine & Reynolds, 2005).…”

Análise do conhecimento de fonoaudiólogos brasileiros sobre a bateria Evaluation of Auditory Responses to Speech

“…O avanço das ciências fornece evidências de que o pleno funcionamento das porções periférica e central do sistema auditivo concorre para o desenvolvimento da fala e da linguagem e que os primeiros seis anos de vida da criança são o período crítico da neuroplasticidade. Tal período consiste em fases de desenvolvimento que dependem da ativação neural combinada de uma variedade de mecanismos moleculares, além de estimulação, atenção e motivação 1,2 .…”

Special issue on development of self‐regulation, cognitive control, and executive function, Part II: Editorial note

“…Zhao et al. (2022) investigated indices of brain structure such as myelination and behavioral task performance in 7‐ and 11‐month‐olds, exploring relationships across the behavioral and neural level for these very young children. In a similar vein, Eng et al.…”