Number-related Brain Potentials Are Differentially Affected by Mapping Novel Symbols on Small versus Large Quantities in a Number Learning Task.

The nature of the mapping process that imbues number symbols with their numerical meaning-known as the "symbol-grounding process"-remains poorly understood and the topic of much debate. The aim of this study was to enhance insight into how the nonsymbolic-symbolic number mapping process and its neurocognitive correlates might differ between small (1-4; subitizing range) and larger (6-9) numerical ranges. Hereto, 22 young adults performed a learning task in which novel symbols acquired numerical meaning by mapping them onto nonsymbolic magnitudes presented as dot arrays (range 1-9). Learning-dependent changes in accuracy and RT provided evidence for successful novel symbol quantity mapping in the subitizing (1-4) range only. Corroborating these behavioral results, the number processing related P2p component was only modulated by the learning/mapping of symbols representing small numbers 1-4. The symbolic N1 amplitude increased with learning independent of symbolic numerical range but dependent on the set size of the preceding dot array; it only occurred when mapping on one to four item dot arrays that allow for quick retrieval of a numeric value, on the basis of which, with learning, one could predict the upcoming symbol causing perceptual expectancy violation when observing a different symbol. These combined results suggest that exact nonsymbolic-symbolic mapping is only successful for small quantities 1-4 from which one can readily extract cardinality. Furthermore, we suggest that the P2p reflects the processing stage of first access to or retrieval of numeric codes and might in future studies be used as a neural correlate of nonsymbolic-symbolic mapping/symbol learning.

Mind wandering in children: Examining task-unrelated thoughts in computerized tasks and a classroom lesson, and the association with different executive functions.

Mind wandering is associated with worse performance on cognitively demanding tasks, but this concept is largely unexplored in typically developing children and little is known about the relation between mind wandering and specific executive functions (EFs). This study aimed, first, to measure and compare children's mind wandering in controlled computerized tasks as well as in an educational setting and, second, to examine the association between mind wandering and the three core EFs, namely inhibition, working memory, and set shifting/switching. A total of 52 children aged 9-11 years performed a classroom listening task and a computerized EF battery consisting of flanker, running span, and attention switching tasks. Mind wandering was measured using online probed and/or retrospective self-reports of task-unrelated thoughts (TUTs) during task performance. Children reported TUTs on 20-25% of the thought probes, which did not differ between classroom and EF tasks. Regression models, hierarchically adding the three core EFs, accounted for a small but significant portion of variance in TUT frequency when measured in class and retrospectively after EF tasks, but not when measured online in EF tasks. Children with worse inhibition were more prone to mind wander during classroom and EF tasks. Lower attention switching accuracy also explained variation in retrospectively reported TUTs during EF tasks. Working memory was not a significant predictor. These results suggest that mind wandering is common and reliably measurable in children in controlled computerized and educational tasks. Lower executive control abilities predict more frequent mind wandering, although different EFs are related to mind wandering in diverse tasks/measures.

Cognitive predictors of children's development in mathematics achievement: A latent growth modeling approach.

Research has identified various domain-general and domain-specific cognitive abilities as predictors of children's individual differences in mathematics achievement. However, research into the predictors of children's individual growth rates, namely between-person differences in within-person change in mathematics achievement is scarce. We assessed 334 children's domain-general and mathematics-specific early cognitive abilities and their general mathematics achievement longitudinally across four time-points within the first and second grades of primary school. As expected, a constellation of multiple cognitive abilities contributed to the children's starting level of mathematical success. Specifically, latent growth modeling revealed that WM abilities, IQ, counting skills, nonsymbolic and symbolic approximate arithmetic and comparison skills explained individual differences in the children's initial status on a curriculum-based general mathematics achievement test. Surprisingly, however, only one out of all the assessed cognitive abilities was a unique predictor of the children's individual growth rates in mathematics achievement: their performance in the symbolic approximate addition task. In this task, children were asked to estimate the sum of two large numbers and decide if this estimated sum was smaller or larger compared to a third number. Our findings demonstrate the importance of multiple domain-general and mathematics-specific cognitive skills for identifying children at risk of struggling with mathematics and highlight the significance of early approximate arithmetic skills for the development of one's mathematical success. We argue the need for more research focus on explaining children's individual growth rates in mathematics achievement.

Effects of memory strategy training on performance and event-related brain potentials of children with ADHD in an episodic memory task.

Evidence for memory problems in children with attention deficit hyperactivity disorder (ADHD) is accumulating. Attempting to counter such problems, in the present study children with ADHD aged 8-12 years underwent a six-week metacognitive memory strategy training (MST) or one of two other active trainings, either a metacognitive attention-perceptual-motor training (APM) or placebo training consisting of playing board games (PLA). Effects of the training on episodic memory and underlying brain processes were investigated by comparing performance and event-related brain potentials (ERPs) on pre- and post-training sessions in an old/new recognition task between the three training groups. Potential far transfer effects of the memory strategy training were investigated by measuring performance on neuropsychological attention and memory-span tasks and parent-rated ADHD symptoms. The metacognitive memory strategy training led to significantly improved memory performance and enhanced amplitude of left parietal P600 activity associated with the process of memory recollection when compared to PLA, but APM training evoked similar improvements. Memory performance gains were significantly correlated with the memory-related ERP effects. Preliminary far transfer effects of MST training were found on attention and working memory performance and on parent-rated ADHD symptoms, although these results need replication with larger and better IQ-matched groups.

Sucrose preload reduces snacking after mild mental stress in healthy participants as a function of 5-hydroxytryptamine transporter gene promoter polymorphism.

Brain serotonin (5-hydroxytryptamine, 5-HT) dysfunction is considered to promote food intake and eating-related disturbances, especially under stress or negative mood. Vulnerability for 5-HT disturbances is considered to be genetically determined, including a short (S) allele polymorphism in the serotonin transporter gene (5-HTTLPR) that is associated with lower serotonin function. Since 5-HT function may be slightly increased by carbohydrate consumption, S-allele 5-HTTLPR carriers in particular may benefit from a sugar-preload due to their enhanced 5-HT vulnerability. The aim of the current study was to investigate whether a sugar-containing preload may reduce appetite and energy intake after exposure to stress to induce negative mood, depending on genetic 5-HT vulnerability. From a population of 771 healthy young male and female genotyped college students 31 S/S carriers (8 males, 23 females) and 26 long allele (L/L) carriers (9 males, 17 females) (mean ± S.D. 22 ± 1.6 years; body mass index, BMI, 18-33 kg/m(2)) were monitored for changes in appetite and snacking behavior after stress exposure. Results revealed an increased energy intake after mild mental stress (negative mood) mainly for high-fat sweet foods, which was significantly greater in S/S carriers, and only in these genotypes this intake was significantly reduced by a sucrose-containing preload. Although alternative explanations are possible, it is suggested that S/S participants may have enhanced brain (hypothalamic) 5-HT responsiveness to food that makes them more susceptible to the beneficial satiation effects of a sucrose-preload as well as to the negative effects of mild mental stress on weight gain.

Longitudinal development of number line estimation and mathematics performance in primary school children.

Children's ability to relate number to a continuous quantity abstraction visualized as a number line is widely accepted to be predictive of mathematics achievement. However, a debate has emerged with respect to how children's placements are distributed on this number line across development. In the current study, different models were applied to children's longitudinal number placement data to get more insight into the development of number line representations in kindergarten and early primary school years. In addition, longitudinal developmental relations between number line placements and mathematical achievement, measured with a national test of mathematics, were investigated using cross-lagged panel modeling. A group of 442 children participated in a 3-year longitudinal study (ages 5-8 years) in which they completed a number-to-position task every 6 months. Individual number line placements were fitted to various models, of which a one-anchor power model provided the best fit for many of the placements at a younger age (5 or 6 years) and a two-anchor power model provided better fit for many of the children at an older age (7 or 8 years). The number of children who made linear placements also grew with age. Cross-lagged panel analyses indicated that the best fit was provided with a model in which number line acuity and mathematics performance were mutually predictive of each other rather than models in which one ability predicted the other in a non-reciprocal way. This indicates that number line acuity should not be seen as a predictor of math but that both skills influence each other during the developmental process.

A longitudinal study of semantic grouping strategy use in 6-11-year-old children: investigating developmental phases, the role of working memory, and strategy transfer.

This two-cohort longitudinal study on the development of the semantic grouping strategy had three goals. First, the authors examined if 6-7-year-olds are nonstrategic before becoming strategic after prompting at 8-9 years of age, and if 8-9-year-olds are prompted strategic before spontaneous strategy use at 10-11 years of age. Children 6-7 and 8-9 years old performed two sort-recall tasks (one without and one with a grouping prompt) at two time points separated 1.5 years from each other. Second, the authors investigated whether short-term or working memory capacity at time point 1 predicted recall in children who did or did not use the semantic grouping strategy 1.5 years later. Third, the authors investigated whether prompted strategic children and children who used the strategy spontaneously differed in strategy transfer to a new task. Developmental results confirmed previous cross-sectional results, but in a longitudinal two-cohort study 6-7-year-olds were nonstrategic, and became prompted strategic around 8-9 years of age, followed by spontaneous strategy use at age 10-11 years. The authors found that memory capacity was not predictive of later use of the strategy. New findings were that prompted strategic children were as equally able as spontaneously strategic children to transfer the strategy to a new task, albeit with smaller recall benefits.

Further validation of a new ADHD screening questionnaire measuring parents' explanations (time processing, cognition, and motivation) of inattention symptoms in their school-aged children.

The triple pathway model suggests that different neuropsychological factors underlie symptoms of inattention (i.e., time, cognition and/or motivation problems). However, screening instruments asking individuals to judge the link between these neuropsychological factors and inattention are lacking. The recently developed screening questionnaire, PASSC, aims to examine these factors possibly causing inattention by asking parents to indicate to what extent their child experiences inattention symptoms and to what extent different neuropsychological factors explain this inattention. The present study extends prior validation research of the PASSC by examining associations between PASSC inattention explained by time, cognition, and/or motivation and children's performance on tests measuring these same three constructs. Results indicated positive correlations between PASSC inattention explained by time and less accurate performance on a time discrimination test, and between PASSC inattention explained by cognition and more working memory errors as well as higher attention switching costs. Furthermore, children whose parents indicated that their inattention was best explained by cognition showed higher switching costs than children whose inattention was best explained by motivation. This support for construct validity of the PASSC is limited to two PASSC explanations (i.e., time, cognition) and a subset of tests (i.e., time discrimination, attention switching, memory span). Future research should focus on integrating PASSC and performance test results to differentiate between children with attention problems but different underlying neuropsychological problems. Concluding, the PASSC can be a promising screening tool to identify inattention in children and the underlying explanation indicated by parents.

Electrophysiological evidence for internalized representations of canonical finger-number gestures and their facilitating effects on adults' math verification performance.

Fingers facilitate number learning and arithmetic processing in early childhood. The current study investigated whether images of early-learned, culturally-typical (canonical), finger montring patterns presenting smaller (2,3,4) or larger (7,8,9) quantities still facilitate adults' performance and neural processing in a math verification task. Twenty-eight adults verified solutions to simple addition problems that were shown in the form of canonical or non-canonical finger-number montring patterns while measuring Event Related Potentials (ERPs). Results showed more accurate and faster sum verification when sum solutions were shown by canonical (versus non-canonical) finger patterns. Canonical finger montring patterns 2-4 led to faster responses independent of whether they presented correct or incorrect sum solutions and elicited an enhanced early right-parietal P2p response, whereas canonical configurations 7-9 only facilitated performance in correct sum solution trials without evoking P2p effects. The later central-parietal P3 was enhanced to all canonical finger patterns irrespective of numerical range. These combined results provide behavioral and brain evidence for canonical cardinal finger patterns still having facilitating effects on adults' number processing. They further suggest that finger montring configurations of numbers 2-4 have stronger internalized associations with other magnitude representations, possibly established through their mediating role in the developmental phase in which children acquire the numerical meaning of the first four number symbols.

An eye for detail: an event-related potential study of the rapid processing of fearful facial expressions in children.

There is converging evidence for the presence of a fast subcortical face-processing route that operates on global face characteristics in the mature brain. Until now, little has been known about the development of such a route, which is surprising given suggestions that this fast subcortical face-processing route might be affected in neurodevelopmental disorders such as autism. To address this, early visual event-related potentials to pictures of fearful and neutral faces containing detailed or global information in 3- to 4-year-old (n = 20), 5- to 6-year-old (n = 25), and 7- to 8-year-old (n = 25) children were compared. In children, emotional processing was driven by detailed information. Developmental effects are discussed in terms of maturation of the fast subcortical face-processing route as well as an increase in experience with facial expressions with age.

Reduced error monitoring in children with autism spectrum disorder: an ERP study.

This study investigated self-monitoring in children with autism spectrum disorder (ASD) with event-related potentials looking at both the error-related negativity (ERN) and error-related positivity (Pe). The ERN is related to early error/conflict detection, and the Pe has been associated with conscious error evaluation or attention allocation. In addition, post-error slowing in reaction times (RTs) was measured. Children with ASD and age- and IQ- matched controls were administered an easy and a hard version of an auditory decision task. Results showed that the ERN was smaller in children with ASD but localized in the anterior cingulate cortex (ACC) in both groups. In addition we found a negativity on correct trials (CRN) that did not differ between the groups. Furthermore, a reduced Pe and a lack of post-error slowing in RTs were found in children with ASD. The reduced ERN in children with ASD, in the presence of an intact CRN, might suggest a specific insensitivity to detect situations in which the chance of making errors is enhanced. This might in turn lead to reduced error awareness/attention allocation to the erroneous event (reduced Pe) and eventually in a failure in change of strategy to deal with a situation, as becomes evident from the lack of post-error slowing in the ASD group. This relates well to the perseverative behaviour that is seen in children with ASD. We discuss these results in terms of a general deficit in self-monitoring, underlying social disturbance in ASD and the involvement of the ACC.

The developmental pattern of stimulus and response interference in a color-object Stroop task: an ERP study.

BACKGROUND: Several studies have shown that Stroop interference is stronger in children than in adults. However, in a standard Stroop paradigm, stimulus interference and response interference are confounded. The purpose of the present study was to determine whether interference at the stimulus level and the response level are subject to distinct maturational patterns across childhood. Three groups of children (6-7 year-olds, 8-9 year-olds, and 10-12 year-olds) and a group of adults performed a manual Color-Object Stroop designed to disentangle stimulus interference and response interference. This was accomplished by comparing three trial types. In congruent (C) trials there was no interference. In stimulus incongruent (SI) trials there was only stimulus interference. In response incongruent (RI) trials there was stimulus interference and response interference. Stimulus interference and response interference were measured by a comparison of SI with C, and RI with SI trials, respectively. Event-related potentials (ERPs) were measured to study the temporal dynamics of these processes of interference. RESULTS: There was no behavioral evidence for stimulus interference in any of the groups, but in 6-7 year-old children ERPs in the SI condition in comparison with the C condition showed an occipital P1-reduction (80-140 ms) and a widely distributed amplitude enhancement of a negative component followed by an amplitude reduction of a positive component (400-560 ms). For response interference, all groups showed a comparable reaction time (RT) delay, but children made more errors than adults. ERPs in the RI condition in comparison with the SI condition showed an amplitude reduction of a positive component over lateral parietal (-occipital) sites in 10-12 year-olds and adults (300-540 ms), and a widely distributed amplitude enhancement of a positive component in all age groups (680-960 ms). The size of the enhancement correlated positively with the RT response interference effect. CONCLUSION: Although processes of stimulus interference control as measured with the color-object Stroop task seem to reach mature levels relatively early in childhood (6-7 years), development of response interference control appears to continue into late adolescence as 10-12 year-olds were still more susceptible to errors of response interference than adults.

Enhancing Executive Functions Among Dutch Elementary School Children Using the Train Your Mind Program: Protocol for a Cluster Randomized Trial.

BACKGROUND: Executive functions are higher cognitive control functions, which are essential to physical and psychological well-being, academic performance, and healthy social relationships. Executive functions can be trained, albeit without broad transfer, to this date. Broad transfer entails the translation of improved cognitive functions to daily life (behaviors). The intervention Train your Mind was designed to train executive functions among elementary school children aged 9 to 11 years, and obtain broad transfer in terms of enhanced physical activity, healthy eating, and socioemotional regulation. OBJECTIVE: This paper aims to describe the cluster randomized trial to test the effectiveness of the Train your Mind intervention. METHODS: Train your Mind was integrated into the existing school curriculum for 8 months (25 weeks excluding holidays). The effectiveness of the intervention was tested in a cluster randomized trial comprising 13 schools, 34 groups (school classes), and 800 children, using a battery of 6 computer tasks at pre- and postmeasurement. Each of the 3 core executive functions was measured by 2 tasks (Flanker and Go/No-Go; N-Back and Running Span; Attention Switching Task and Dots/Triangles). Moreover, we administered questionnaires that measure emotion-regulation, cognitive errors, physical activity, dietary habits, and the psycho-social determinants of diet and physical activity. Body mass index was also measured. Multilevel analyses will account for clustering at the school and group levels, and randomization took place at the school level. RESULTS: Results are currently being analyzed. CONCLUSIONS: The main purpose of this study is to test Train your Mind's effectiveness in enhancing executive functions. Second, we investigate whether increased executive functions lead to improved physical activity and healthy eating. If found effective, executive function training could easily be integrated into school curricula everywhere, and as such, boost health, academic performance, and emotion-regulation of elementary school children, in a cost-effective manner. TRIAL REGISTRATION: Netherlands Trial Register NTR5804; http://www.trialregister.nl/trialreg/admin/rctview.asp?TC=5804 (Archived by WebCite at http://www.webcitation.org/6z9twosJ8). REGISTERED REPORT IDENTIFIER: RR1-10.2196/7908.

Attention switching after dietary brain 5-HT challenge in high impulsive subjects.

High levels of impulsivity have adverse effects on performance in cognitive tasks, particularLy in those tasks that require high attention investment. Furthermore, both animal and human research has indicated that reduced brain serotonin (5-HT) function is associated with increases in impulsive behaviour or decreased inhibition ability, but the effects of 5-HT challenge have not yet been investigated in subjects vulnerable to impulsivity. The present study aimed to investigate whether subjects with high trait impulsivity perform worse than low impulsive subjects in a task switching paradigm in which they have to rapidly shift their attention between two response rules, and to investigate the influence of a 5-HT enhancing diet. Healthy subjects with high ( n = 19) and low (n = 18) trait impulsivity scores participated in a double-blind placebo-controlled study. All subjects performed the attention switch task in the morning following breakfast containing either tryptophan-rich alpha-lactalbumin (4.8 g/100 g TRP) or placebo protein (1.4 g/100 g TRP). Whereas there were no baseline differences between high and low impulsive subjects in task switching abilities, high impulsive subjects made significantly more switch errors and responded slower after dietary 5-HT stimulation, whereas no dietary effects were found on task switching performance in low-impulsive subjects. The deterioration in task switching performance induced by the 5-HT enhancing diet in high impulsive subjects was suggested to be established by general arousal/attention-reducing effects of 5-HT, which might have a larger impact in high impulsive subjects due to either different brain circuitry involved in task switching in this group or lower baseline arousal levels.

Methylphenidate improves deficient error evaluation in children with ADHD: an event-related brain potential study.

Children with ADHD make more errors than control children in response-conflict tasks. To explore whether this is mediated by enhanced sensitivity to conflict or reduced error-processing, task-related brain activity (N2, Ne/ERN, Pe) was compared between 8- to 12-year-old children with ADHD and healthy controls during performance of a flanker task. Furthermore, effects of methylphenidate were investigated in ADHD children in a second study. ADHD children made more errors, especially in high-response-conflict conditions, without showing post-error slowing. N2 amplitudes were enhanced on trials resulting in an error response, Ne/ERN amplitude was unaffected and Pe amplitude was reduced in the ADHD group. Methylphenidate reduced errors in both low- and high-conflict conditions and normalized Pe amplitudes in children with ADHD. It was concluded that the inaccurate behaviour of ADHD children in conflict tasks might be related to reduced error-awareness and higher sensitivity to response conflict. Methylphenidate's ameliorating effects might be established through its influence on brain networks including posterior (parietal) cortex, enabling children with ADHD to allocate more attention to significant events.

Mind wandering during attention performance: Effects of ADHD-inattention symptomatology, negative mood, ruminative response style and working memory capacity.

OBJECTIVE: In adulthood, depressive mood is often comorbid with ADHD, but its role in ADHD-inattentiveness and especially relations with mind wandering remains to be elucidated. This study investigated the effects of laboratory-induced dysphoric mood on task-unrelated mind wandering and its consequences on cognitive task performance in college students with high (n = 46) or low (n = 44) ADHD-Inattention symptomatology and Hyperactivity/Impulsivity symptoms in the normal range. METHODS: These non-clinical high/low ADHD-Inattention symptom groups underwent negative or positive mood induction after which mind wandering frequency was measured in a sustained attention (SART), and a reading task. Effects of ruminative response style and working memory capacity on mind wandering frequency were also investigated. RESULTS: Significantly higher frequencies of self -reported mind wandering in daily life, in the SART and reading task were reported in the ADHD-Inattention symptom group, with detrimental effects on text comprehension in the reading task. Induced dysphoric mood did specifically enhance the frequency of mind wandering in the ADHD-Inattention symptom group only during the SART, and was related to their higher self-reported intrusive ruminative response styles. Working memory capacity did not differ between high/low attention groups and did not influence any of the reported effects. CONCLUSIONS: These combined results suggest that in a non-clinical sample with high ADHD-inattention symptoms, dysphoric mood and a ruminative response style seem to be more important determinants of dysfunctional mind wandering than a failure in working memory capacity/executive control, and perhaps need other ways of remediation, like cognitive behavioral therapy or mindfulness training.

The development of preparation, conflict monitoring and inhibition from early childhood to young adulthood: a Go/Nogo ERP study.

The present developmental study aimed to trace changes in response expectation, preparation, conflict monitoring and subsequent response inhibition from 6 years of age to adulthood. In two groups of children (6-7 and 9-10 years old) and young adults (19-23 years old), behavior and event-related brain activity (ERP) in a CPT-AX task was measured. Hits, false alarms, inattention and impulsivity scores and ERP measures of conflict monitoring and inhibition (Nogo-N2 and P3), cue-orientation and prestimulus target expectation (cue-P2 and P3) and response preparation (Contingent Negative Variation; CNV) were collected. Behavioral measures indicated that attention processes developed most strongly before age 10, whereas impulsive behavior only started to diminish after the age of 10. Nogo-N2 effects were largest and more widely distributed across fronto-parietal electrodes in 6-7-year olds and decreased linearly with age. Nogo-P3 effects showed an opposite pattern by being absent in the youngest children, starting to develop at age 9-10 and reaching maturity in young adulthood. These developmental behavioral and ERP results are supportive of links between Nogo-N2 and conflict monitoring and Nogo-P3 and response inhibition and suggest that both are liable to different developmental progress. Furthermore, enhanced cue-P3 activity in both 6-7 and 9-10-year olds was argued to reflect a higher level of Go-stimulus expectation, that might cause them to experience more conflict on subsequent Nogo-trials, when the 'not-expected' stimulus appears. On the other hand, young children's reduced preparatory CNV activity was interpreted as a sign of reduced response priming caused by yet immature fronto-parietal networks involved in motor regulation.

A combined neurophysiological and behavioural study into the stimulating effects of fexofenadine on performance.

Antihistamines are known for their sedative effects. However, some studies suggested mild stimulant effects in the case of fexofenadine. The goals of this study are to examine whether fexofenadine possesses stimulating properties and to determine whether such stimulating effects are related to workload. Sixteen healthy volunteers received a single dose of 180 and 360 mg fexofenadine and placebo on separate test days. Drug effects were assessed using a divided attention task (DAT), continuous performance task (CPT) and motor choice reaction time test (MCRT). Sensitivity of the tasks was increased by manipulating the workload during task performance. Event Related brain Potentials (ERPs) were measured in the DAT and CPT to study the underlying neurophysiological processes. An interaction effect of Treatment and Workload was found on tracking performance in the DAT and on movement time in the MCRT. Performance on the DAT was less affected by increments in workload after fexofenadine as compared to placebo. P1 and P3 latency were affected by Treatment x Workload and Treatment respectively and indicated faster attentional and information processing latencies following fexofenadine treatment. Treatment did not influence performance in the CPT task or in the ERPs measured during this task. The MCRT demonstrated faster movement times following fexofenadine treatment. These results suggest that although the neurophysiological data indicate central nervous system (CNS) activation after fexofenadine treatment, the magnitude of the centrally activating effects is too small to produce relevant performance improvement at the behavioural level.

Evening intake of alpha-lactalbumin increases plasma tryptophan availability and improves morning alertness and brain measures of attention.

BACKGROUND: Brain serotonin function is thought to promote sleep regulation and cognitive processes, whereas sleep abnormalities and subsequent behavioral decline are often attributed to deficient brain serotonin activity. Brain uptake of the serotonin precursor tryptophan is dependent on nutrients that influence the availability of tryptophan via a change in the ratio of plasma tryptophan to the sum of the other large neutral amino acids (Trp:LNAA). OBJECTIVE: We tested whether evening consumption of alpha-lactalbumin protein with an enriched tryptophan content of 4.8 g/100 g increases plasma Trp:LNAA and improves alertness and performance on the morning after sleep, particularly in subjects with sleep complaints. DESIGN: Healthy subjects with (n = 14) or without (n = 14) mild sleep complaints participated in a double-blind, placebo-controlled study. The subjects slept at the laboratory for 2 separate nights so that morning performance could be evaluated after an evening diet containing either tryptophan-rich alpha-lactalbumin or tryptophan-low placebo protein. Evening dietary changes in plasma Trp:LNAA were measured. Behavioral (reaction time and errors) and brain measures of attention were recorded during a continuous performance task. RESULTS: Evening alpha-lactalbumin intake caused a 130% increase in Trp:LNAA before bedtime (P = 0.0001) and modestly but significantly reduced sleepiness (P = 0.013) and improved brain-sustained attention processes (P = 0.002) the following morning. Only in poor sleepers was this accompanied by improved behavioral performance (P = 0.05). CONCLUSION: Evening dietary increases in plasma tryptophan availability for uptake into the brain enhance sustained alertness early in the morning after an overnight sleep, most likely because of improved sleep.

Developmental changes in ERP responses to spatial frequencies.

Social interaction starts with perception of other persons. One of the first steps in perception is processing of basic information such as spatial frequencies (SF), which represent details and global information. However, although behavioural perception of SF is well investigated, the developmental trajectory of the temporal characteristics of SF processing is not yet well understood. The speed of processing of this basic visual information is crucial, as it determines the speed and possibly accuracy of subsequent visual and social processes. The current study investigated developmental changes in the temporal characteristics of selective processing of high SF (HSF; details) versus low SF (LSF; global). To this end, brain activity was measured using EEG in 108 children aged 3-15 years, while HSF or LSF grating stimuli were presented. Interest was in the temporal characteristics of brain activity related to LSF and HSF processing, specifically at early (N80) or later (P1 or N2) peaks in brain activity. Analyses revealed that from 7-8 years onwards HSF but not LSF stimuli evoked an N80 peak. In younger children, aged 3-8 years, the visual manipulation mainly affected the visual N2 peak. Selective processing of HSF versus LSF thus occurs at a rather late time-point (N2 peak) in young children. Although behavioural research previously showed that 3-6 year-olds can perceive detailed information, the current results point out that selective processing of HSF versus LSF is still delayed in these children. The delayed processing in younger children could impede the use of LSF and HSF for emotional face processing. Thus, the current study is a starting point for understanding changes in basic visual processing which underlie social development.