What sounds reach fetuses: Biological and nonbiological modeling of the transmission of pure tones

Lecanuet, Jean-Pierre; Gautheron, Bernard; Locatelli, A.; Schaal, Benoı̂st; Jacquet, Anne-Yvonne; Busnel, Marie‐Claire

doi:10.1002/(sici)1098-2302(199811)33:3<203::aid-dev2>3.0.co;2-v

Cited by 35 publications

(22 citation statements)

References 16 publications

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“…For the fetal measurements the sound intensity measured at the end of the tube in the air was 110 dB. Considering an attenuation of sounds through the maternal abdomen of approximately 30 dB (Lecanuet et al, 1998), we expected an intensity of approximately 80 dB to have reached the fetuses. The light stimulus was delivered through a 3.4 m fiber-optic cable that ended with a 3 cm × 5 cm woven panel (Stocker Yale, Salem, USA) and had the same intensity for fetuses and newborns.…”

Section: Methodsmentioning

confidence: 99%

Habituation of visual evoked responses in neonates and fetuses: A MEG study

Matuz

Govindan

Preißl

et al. 2012

Developmental Cognitive Neuroscience

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In this study we aimed to develop a habituation paradigm that allows the investigation of response decrement and response recovery and examine its applicability for measuring the habituation of the visually evoked responses (VERs) in neonatal and fetal magnetoencephalographic recordings. Two paradigms, one with a long and one with a short inter-train interval (ITI), were developed and tested in separate studies. Both paradigms consisted of a train of four light flashes; each train being followed by a 500 Hz burst tone. Healthy pregnant women underwent two prenatal measurements and returned with their babies for a neonatal investigation. The amplitudes of the neonatal VERs in the long-ITI condition showed within-train response decrement. An increased response to the auditory dishabituator was found confirming response recovery. In the short-ITI condition, neonatal amplitude decrement could not be demonstrated while response recovery was present. In both ITI conditions, the response rate of the cortical responses was much lower in the fetuses than in the neonates. Fetal VERs in the long-ITI condition indicate amplitude decline from the first to the second flash with no further decrease. The long-ITI paradigm might be useful to investigate habituation of the VERs in neonates and fetuses, although the latter requires precaution.

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Section: Methodsmentioning

confidence: 99%

Habituation of visual evoked responses in neonates and fetuses: A MEG study

Matuz

Govindan

Preißl

et al. 2012

Developmental Cognitive Neuroscience

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“…Previous research has demonstrated that infants' language development does not only start at birth: exposure to speech sounds begins in uterus. The sounds the foetus perceives are principally low-pass filtered maternal speech [42]. By contrast, exposure to visual stimuli from the environment is exclusively postnatal (as opposed to organism-internal retinal activation, which may prepare the visual system for environmental input, but not stimulate it in the same way, cf.…”

Section: The Impact Of Early Vs Late Map Interactionmentioning

confidence: 99%

Modeling Cross-Modal Interactions in Early Word Learning

Althaus

Mareschal

2013

IEEE Trans. Auton. Mental Dev.

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Infancy research demonstrating a facilitation of visual category formation in the presence of verbal labels suggests that infants' object categories and words develop interactively. This contrasts with the notion that words are simply mapped "onto" previously existing categories. To investigate the computational foundations of a system in which word and object categories develop simultaneously and in an interactive fashion, we present a model of word learning based on interacting self-organizing maps that represent the auditory and visual modalities, respectively. While other models of lexical development have employed similar dual-map architectures, our model uses active Hebbian connections to propagate activation between the visual and auditory maps during learning. Our results show that categorical perception emerges from these early audio-visual interactions in both domains. We argue that the learning mechanism introduced in our model could play a role in the facilitation of infants' categorization through verbal labeling

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“…However, there are wide methodological variations in the acoustic frequency and volume of the stimulus used in the exposure protocols and whether the sound source was applied directly to the maternal abdomen or in the environment. All these variables can influence the amount and quality of the sound reaching the fetus and thus its effects (Lecanuet et al, 1998;Nyman et al, 1991).…”

Section: How Is Fetal Learning Studied?mentioning

confidence: 99%

Fetal learning: a critical review

James

2010

Infant and Child Development

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Learning is defined as a change in behaviour that occurs as a result of experience. It is clear that the fetus can learn by means of habituation, classical conditioning and exposure learning. These types of learning will be discussed in relation to learning in the womb and the memory of learned material after birth. Furthermore, the potential function of learning prenatally is explored in terms of its relevance for perinatal development.

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What sounds reach fetuses: Biological and nonbiological modeling of the transmission of pure tones

Cited by 35 publications

References 16 publications

Habituation of visual evoked responses in neonates and fetuses: A MEG study

Habituation of visual evoked responses in neonates and fetuses: A MEG study

Modeling Cross-Modal Interactions in Early Word Learning

Fetal learning: a critical review

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