Person:

Nelson, Charles

This paper provides an overview of the largest longitudinal investigation of institutionalized children less than 2 years old ever conducted. The Bucharest Early Intervention Project is an ongoing randomized controlled trial of foster placement as an alternative to institutionalization in abandoned infants and toddlers being conducted in Bucharest, Romania. In addition to describing the contexts in which this study is imbedded, we also provide an overview of the sample, the measures, and the intervention. We hope that the natural experiment of institutionalization will allow us to examine directly the effects of intervention on early deprivation. We hope it will provide answers to many of the critical questions that developmentalists have asked about the effects of early experience, the timing of deprivation, and the ameliorating effects of early intervention and provide clues to which underlying neurobiological processes are compromised by, and resilient to, dramatic changes in early experience.

Event-related potentials ~ERPs! were recorded to brief images of caregivers’ and strangers’ faces for 72 institutionalized children ~IG!, ages 7–32 months, and compared with ERPs from 33 children, ages 8–32 months,who had never been institutionalized. All children resided in Bucharest, Romania. Prominent differences in four ERP components were observed: early negative ~N170!, early positive ~P250!, midlatency negative ~Nc!, and positive slow wave ~PSW!. For all but the P250, the amplitude of these components was larger in the never instituionalized group than the institutionalized group; this pattern was reversed for the P250. Typical effects of the Nc ~amplitude greater to stranger vs. caregiver! were observed in both groups; in contrast, the IG group showed an atypical pattern in the PSW. These findings are discussed in the context of the role of experience in influencing the neural circuitry putatively involved in recognizing familiar and novel faces.

We sought to elucidate the behavioral and electrophysiological correlates of face processing, in adults and infants, by manipulating either the featural or configural information within the face. Two different experiments are reported. In these experiments, event-related potentials (ERPs) were recorded from the scalp while adult, 8-month-old, and 4-month-old participants completed configural-change and featural-change face tasks. The infants also completed a behavioral visual paired-comparison task with featural and configural face changes. ERP results reveal hemispheric differences in processing featural but not configural changes for the N170 in adults. Furthermore, featural and configural changes are processed differently within the right and left hemispheres. The right hemisphere N170 is significantly greater for configural compared to featural changes. The left hemisphere N170, however, exhibits the opposite effect. Infant data suggest that similar to adults, 8-month-old, but not 4-month-old participants, exhibit similar hemispheric differences between featural and configural changes for the P400 component. Behavioral results suggest increased sensitivity to both featural and configural face changes in 8-month-olds compared to 4-month-olds.

This study investigated the effects of early institutional care on memory and executive functioning. Subjects were participants in the Bucharest Early Intervention Project (BEIP) and included institutionalized children, children with a history of institutionalization who were assigned to a foster care intervention, and community children in Bucharest, Romania. Memory and executive functioning were assessed at the age of 8 years using the Cambridge Neuropsychological Test and Automated Battery (CANTAB). As expected, children with a history of early institutional care performed worse on measures of both visual memory and executive functioning compared to their peers without a history of institutional care. In comparing children randomly assigned to the foster care intervention with their peers who had continued care in the institution, initial comparisons did not show signifi cant differences on any of the memory or executive functioning outcomes. However, for one of the measures of executive functioning, after controlling for birth weight, head circumference, and duration of time spent in early institutional care, the foster care intervention was a signifi cant predictor of scores. These results support and extend previous fi ndings of defi cits in memory and executive functioning among school-age children with a history of early deprivation due to institutional care. This study has implications for the millions of children who continue to experience the psychosocial deprivation associated with early institutional care.

Two groups of Romanian children were compared on spectral power and coherence in the electroencephalogram (EEG)in early childhood. One group consisted of previously institutionalized children who had been randomly assigned to a foster care intervention at a mean age of 23 months. The second group had been randomized to remain in institutional care. Because of a policy of noninterference, a number of these children also experienced placement into alternative family care environments. There were minimal group differences between the foster care and institutionalized groups in EEG power and coherence across all measured frequency bands at 42 months of age. However, age at foster care placement within the foster care group was correlated with certain measures of EEG power and coherence. Earlier age at foster care placement was associated with increased alpha power and decreased short-distance EEG coherence. Further analyses separating age at placement from duration of intervention suggest that this effect may be more robust for EEG coherence than EEG band power. Supplementary analyses examined whether the EEG measures mediated changes in intellectual abilities within the foster care children, but no clear evidence of mediation was observed.

The study of brain development and that of behavioral development have historically proceeded independently of one another. This is an unfortunate set of circumstances, given that the disciplines concerned with development—for example, developmental psychology, pediatrics, psychiatry, clinical psychology, and the neurosciences—have much to learn from each other. Drawing on recent advances in the developmental brain and behavioral sciences, we illustrate the transdisciplinary approach our group has adopted in the service of uniting the research on brain and behavior in the context of development. We specifically report on our nonhuman primate and human studies that collectively illustrate our “genes to behavior” approach to the study of development. Our goal in summarizing our research in this fashion is to promote discussion about promising templates for how research on brain, behavior, and development might proceed into the 21st century.

Experience plays a crucial role for the normal development of many perceptual and cognitive functions, such as speech perception. For example, between 6 and 10 months of age, the infant's ability to discriminate among native speech sounds improves, whereas the ability to discriminate among foreign speech sounds declines. However, a recent investigation suggests that some experience with nonnative languages from 9 months of age facilitates the maintenance of this ability at 12 months. Nelson has suggested that the systems underlying face processing may be similarly sculpted by experience with different kinds of faces. In the current investigation, we demonstrate that, in human infants between 6 and 9 months of age, exposure to nonnative faces, in this case, faces of Barbary macaques (Macaca sylvanus), facilitates the discrimination of monkey faces, an ability that is otherwise lost around 9 months of age. These data support, and further elucidate, the role of early experience in the development of face processing.

The study examined the sensitivity of early face-sensitive ERP components to the disruption of two structural properties embedded in faces, namely up-down featural arrangement and vertical asymmetry. Response times and ERPs were recorded as adults made an orientation judgment on canonical faces and distorted faces that had been manipulated for either or both of the mentioned properties. The P1, the N170 and the VPP allexhibited a similar linear increase in amplitude or latency as the properties were disrupted in the order of 1) up-down featural arrangement, 2) vertical symmetry, and 3) both up-down featural arrangement and vertical symmetry. Exceptions to this finding were seen for the amplitudes of the N170 and VPP, which were larger for the stimulus in which vertical symmetry was disrupted. Interestingly, the enhanced amplitudes of the N170 and VPP are consistent with impaired behavioral performance on the orientation judgment observed for this stimulus.

This paper critically examines the literature on face recognition in autism, including a discussion of the neural correlates of this ability. The authors begin by selectively reviewing the behavioral and cognitive neuroscience research on whether faces are represented by a "special" behavioral and neural system-one distinct from object processing. The authors then offer a neuroconstructivist model that attempts to account for the robust finding that certain regions in the inferior temporal cortex are recruited in the service of face recognition. This is followed by a review of the evidence supporting the view that face recognition is atypical in individuals with autism. This face-recognition deficit may indicate a continued risk for the further development of social impairments. The authors conclude by speculating on the role of experience in contributing to this atypical developmental pattern and its implications for normal development of face processing.

Event-related potentials (ERPs) were used to examine developmental differences between adults and 6-year-old children in the neural processes involved in an inhibitory control task. Twenty adults and 21 children completed a task that required them to selectively respond to target stimuli while inhibiting responses to equally salient non-target stimuli. Because this task had been previously studied using functional magnetic resonance imaging (fMRI), the relation between the fMRI and ERP findings was informally examined. The results indicate that latency and amplitude of the P3 differentiated the different types of trials. However, the pattern of event-related neural activity differed for adults and children. These results, which suggest that adults and children may be using different processes to perform this task, have implications for the interpretation of the previous fMRI findings.