Hand or spoon? Exploring the neural basis of affective touch in 5-month-old infants.

In adults, affective touch leads to widespread activation of cortical areas including posterior Superior Temporal Sulcus (pSTS) and Inferior Frontal Gyrus (IFG). Using functional Near Infrared Spectroscopy (fNIRS), we asked whether similar areas are activated in 5-month-old infants, by comparing affective to non-affective touch. We contrasted a human touch stroke to strokes performed with a cold metallic spoon. The hypothesis that adult-like activation of cortical areas would be seen only in response to the human touch stroke was not confirmed. Similar patterns of activation were seen in both conditions. We conclude that either the posterior STS and IFG have not yet developed selective responses to affective touch, or that additional social cues are needed to be able to identify this type of touch.

Visual search performance in infants associates with later ASD diagnosis.

An enhanced ability to detect visual targets amongst distractors, known as visual search (VS), has often been documented in Autism Spectrum Disorders (ASD). Yet, it is unclear when this behaviour emerges in development and if it is specific to ASD. We followed up infants at high and low familial risk for ASD to investigate how early VS abilities links to later ASD diagnosis, the potential underlying mechanisms of this association and the specificity of superior VS to ASD. Clinical diagnosis of ASD as well as dimensional measures of ASD, attention-deficit/hyperactivity disorder (ADHD) and anxiety symptoms were ascertained at 3 years. At 9 and 15 months, but not at age 2 years, high-risk children who later met clinical criteria for ASD (HR-ASD) had better VS performance than those without later diagnosis and low-risk controls. Although HR-ASD children were also more attentive to the task at 9 months, this did not explain search performance. Superior VS specifically predicted 3 year-old ASD but not ADHD or anxiety symptoms. Our results demonstrate that atypical perception and core ASD symptoms of social interaction and communication are closely and selectively associated during early development, and suggest causal links between perceptual and social features of ASD.

Cortical responses before 6 months of life associate with later autism.

Autism spectrum disorder (ASD) is a common, highly heritable, developmental disorder and later-born siblings of diagnosed children are at higher risk of developing ASD than the general population. Although the emergence of behavioural symptoms of ASD in toddlerhood is well characterized, far less is known about development during the first months of life of infants at familial risk. In a prospective longitudinal study of infants at familial risk followed to 36 months, we measured functional near-infrared spectroscopy (fNIRS) brain responses to social videos of people (i.e. peek-a-boo) compared to non-social images (vehicles) and human vocalizations compared to non-vocal sounds. At 4-6 months, infants who went on to develop ASD at 3 years (N = 5) evidenced-reduced activation to visual social stimuli relative to low-risk infants (N = 16) across inferior frontal (IFG) and posterior temporal (pSTS-TPJ) regions of the cortex. Furthermore, these infants also showed reduced activation to vocal sounds and enhanced activation to non-vocal sounds within left lateralized temporal (aMTG-STG/pSTS-TPJ) regions compared with low-risk infants and high-risk infants who did not develop ASD (N = 15). The degree of activation to both the visual and auditory stimuli correlated with parent-reported ASD symptomology in toddlerhood. These preliminary findings are consistent with later atypical social brain responses seen in children and adults with ASD, and highlight the need for further work interrogating atypical processing in early infancy and how it may relate to later social interaction and communication difficulties characteristic of ASD.

[The assessment of neurocognitive functions in premature infants in the first year of life using Bayley Scales]. / Otsenka razvitiya neirokognitivnykh funktsii u nedonoshennykh detei pervogo goda zhizni s pomoshch'yu shkaly Beili.

AIM: To reveal the differences in neurocognitive development in premature infants and full-term infants in the first year of life. MATERIAL AND METHODS: The participants were 17 premature infants and 16 sex- and age-matched healthy full-term infants. The gestational age of preterm infants was between 28 and 36 weeks. The Bayley Scales of Infant Development 3rd Edition were used to evaluate neurocognitive abilities in infants. ANCOVA with age as a covariate was used. RESULTS AND CONCLUSION: Preterm infants performed significantly (p≤0.05) worse than the full-term infants on cognitive scale, receptive language, gross motor and fine motor scales. No significant differences were found between preterm and full-term infants on the expressive language scale. Two-way ANOVA revealed no significant (p≤0.05) differences between female premature infants and full-term female infants on the gross motor scale in comparison to male infants. It has been proposed that the prematurity has a specific, but not a global, negative effect on the neurocognitive development in the first year of life with the gender effect on the development of gross motor skills.

From early markers to neuro-developmental mechanisms of autism.

A fast growing field, the study of infants at risk because of having an older sibling with autism (i.e. infant sibs) aims to identify the earliest signs of this disorder, which would allow for earlier diagnosis and intervention. More importantly, we argue, these studies offer the opportunity to validate existing neuro-developmental models of autism against experimental evidence. Although autism is mainly seen as a disorder of social interaction and communication, emerging early markers do not exclusively reflect impairments of the "social brain". Evidence for atypical development of sensory and attentional systems highlight the need to move away from localized deficits to models suggesting brain-wide involvement in autism pathology. We discuss the implications infant sibs findings have for future work into the biology of autism and the development of interventions.

Failure to learn from feedback underlies word learning difficulties in toddlers at risk for autism.

Children's assignment of novel words to nameless objects, over objects whose names they know (mutual exclusivity; ME) has been described as a driving force for vocabulary acquisition. Despite their ability to use ME to fast-map words (Preissler & Carey, 2005), children with autism show impaired language acquisition. We aimed to address this puzzle by building on studies showing that correct referent selection using ME does not lead to word learning unless ostensive feedback is provided on the child's object choice (Horst & Samuelson, 2008). We found that although toddlers aged 2;0 at risk for autism can use ME to choose the correct referent of a word, they do not benefit from feedback for long-term retention of the word-object mapping. Further, their difficulty using feedback is associated with their smaller receptive vocabularies. We propose that difficulties learning from social feedback, not lexical principles, limits vocabulary building during development in children at risk for autism.

Common neural basis for phoneme processing in infants and adults.

Investigating the degree of similarity between infants' and adults' representation of speech is critical to our understanding of infants' ability to acquire language. Phoneme perception plays a crucial role in language processing, and numerous behavioral studies have demonstrated similar capacities in infants and adults, but are these subserved by the same neural substrates or networks? In this article, we review event-related potential (ERP) results obtained in infants during phoneme discrimination tasks and compare them to results from the adult literature. The striking similarities observed both in behavior and ERPs between initial and mature stages suggest a continuity in processing and neural structure. We argue that infants have access at the beginning of life to phonemic representations, which are modified without training or implicit instruction, but by the statistical distributions of speech input in order to converge to the native phonemic categories.