Neurophysiological Analysis of Speech Perception in 2.5 to 3.5-Year-Old Orphans and Children Raised in a Family

Белалов, В В; Dyagileva, Yu. O.; Павленко, В. Б.; Kochukhova, Olga

doi:10.1007/s11062-014-9409-6

Cited by 3 publications

(4 citation statements)

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“…It is possible that the picture would be somewhat different if, instead of general cognitive ability, we had measured children's attention. This idea is partly supported by the studies of institutionalized toddlers that demonstrated deviant EEG patterns when processing verbal information (Belalov et al, 2014) and during a visual attention task (Kulenkova, Dyagileva, Pavlenko, Belalov, & Kochukhova, 2015).…”

Section: Discussionmentioning

confidence: 88%

“…It has already been noted that children raised in orphanages usually have a lower level of cognitive development (Berens and Nelson, 2015;Kolesnikova, Zhukova, & Ovchinnikova, 2018;Nelson, Zeanah, & Fox, 2019;van Ijzendoorn, Luijk, & Juffer, 2008) and delay in speech understanding and generation (Albers, Johnson, Hostetter, Iverson, & Miller, 1997;Belalov et al, 2014;Cermak & Daunhauer, 1997;Morison, Ames, & Chisholm, 1995;Windsor, Glaze, Koga, & Bucharest Early Intervention Project Core Group, 2007). The results of this study of IR children conform well with the previous research.…”

Section: Discussionmentioning

confidence: 99%

“…There is a growing body of research that demonstrates abnormal neural de velopment in young children living in an adverse environment of institutional re aring (Belalov, Dyagileva, Pavlenko, & Kochukhova, 2014;Kochukhova, Mikhailova, Dyagileva, Makhin, & Pavlenko, 2016;McLaughlin, Sheridan, & Lambert, 2014;Nelson, Bos, Gunnar, & Sonuga-Barke, 2012;Nelson & Gabard-Durnam, 2020;Smyke et al, 2007;Stamoulis, Vanderwert, Zeanah, Fox, & Nelson, 2017). For example, Sheridan and colleagues (Sheridan, Fox, Zeanah, McLaughlin, & Nelson, 2012) revealed that the reduction of resting EEG α-power is partly mediated by a general reduction of cortical white matter volume in Romanian institutionalized children.…”

Section: Influence Of Institutional Rearing On Children's Cognitive A...mentioning

confidence: 99%

“…In our previous studies, we evaluated the cognitive, language, and motor development in young children raised in families and compared their scores to children of the same age raised in an orphanage (Belalov et al, 2014, Belalov et al, 2017. The orphanage-reared children demonstrated lower scores in all measured domains.…”

Section: Influence Of Institutional Rearing On Children's Cognitive A...mentioning

confidence: 99%

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Better Language — Faster Helper: The Relation Between Spontaneous Instrumental Helping Action and Language Ability in Family-Reared and Institutionalized Toddlers

Kochukhova¹,

Dyagileva²,

Михайлова³

et al. 2021

Psych. Rus.

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Background. Prosocial behavior is the key component of social and interpersonal relations. One of the elements of prosociality is helping behavior, which emerges already in early childhood. Researchers have identified several domains of helping behavior: instrumental helping, comforting another person, and sharing resources with others. The development of helping behavior can depend on a number of factors: children’s age, the social situation of development, communication skills, and the ability to understand the feelings and needs of another person. Objective. In Study 1, the main goal was to determine the effects of age and cognitive, language, and motor development on instrumental helping skills in early childhood. The goal of Study 2 was to estimate the effects of rearing in an adverse social environment by comparing the capacity for instrumental helping in family-raised and institutionalized children. Design. The authors examined toddlers’ (N=198) ability to initiate spontaneous helping and the factors that may influence it. Cognitive, language, and fine motor skills were measured by the Bayley Scales of Infant and Child Development, 3rd edition. Children’s instrumental helping behavior was assessed according to the procedure presented by Warneken and Tomasello, with a few modifications. Results. Study 1 demonstrated that children’s ability to initiate helping was dependent on their age: the non-helpers were significantly younger than the helpers. Children’s language skills also played a significant role in their helping behavior. The children with higher language skills helped the adult more often and more quickly. Study 2 demonstrated that institutional placement per se was not related to toddlers’ ability to initiate helping. Language ability was associated with helping behavior both in institution- and family-reared toddlers. Conclusion. Instrumental helping in early childhood is related to children’s age, language skills, and rearing conditions.

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Section: Discussionmentioning

confidence: 88%

Section: Discussionmentioning

confidence: 99%

Section: Influence Of Institutional Rearing On Children's Cognitive A...mentioning

confidence: 99%

Section: Influence Of Institutional Rearing On Children's Cognitive A...mentioning

confidence: 99%

See 2 more Smart Citations

Better Language — Faster Helper: The Relation Between Spontaneous Instrumental Helping Action and Language Ability in Family-Reared and Institutionalized Toddlers

Kochukhova¹,

Dyagileva²,

Михайлова³

et al. 2021

Psych. Rus.

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Temperament differences between institution- and family-reared toddlers

Kochukhova

Михайлова

Dyagileva

et al. 2016

Infant Behavior and Development

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From Infancy to Childhood: A Comprehensive Review of Event- and Task-Related Brain Oscillations

Ünsal,

Duygun,

Yemeniciler

et al. 2024

Brain Sciences

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Brain development from infancy through childhood involves complex structural and functional changes influenced by both internal and external factors. This review provides a comprehensive analysis of event and task-related brain oscillations, focusing on developmental changes across different frequency bands, including delta, theta, alpha, beta, and gamma. Electroencephalography (EEG) studies highlight that these oscillations serve as functional building blocks for sensory and cognitive processes, with significant variations observed across different developmental stages. Delta oscillations, primarily associated with deep sleep and early cognitive demands, gradually diminish as children age. Theta rhythms, crucial for attention and memory, display a distinct pattern in early childhood, evolving with cognitive maturation. Alpha oscillations, reflecting thalamocortical interactions and cognitive performance, increase in complexity with age. Beta rhythms, linked to active thinking and problem-solving, show developmental differences in motor and cognitive tasks. Gamma oscillations, associated with higher cognitive functions, exhibit notable changes in response to sensory stimuli and cognitive tasks. This review underscores the importance of understanding oscillatory dynamics to elucidate brain development and its implications for sensory and cognitive processing in childhood. The findings provide a foundation for future research on developmental neuroscience and potential clinical applications.

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Neurophysiological Analysis of Speech Perception in 2.5 to 3.5-Year-Old Orphans and Children Raised in a Family

Cited by 3 publications

References 10 publications

Better Language — Faster Helper: The Relation Between Spontaneous Instrumental Helping Action and Language Ability in Family-Reared and Institutionalized Toddlers

Better Language — Faster Helper: The Relation Between Spontaneous Instrumental Helping Action and Language Ability in Family-Reared and Institutionalized Toddlers

Temperament differences between institution- and family-reared toddlers

From Infancy to Childhood: A Comprehensive Review of Event- and Task-Related Brain Oscillations

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