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To better understand how infants process complex auditory input, this study investigated whether 11-month-old infants perceive the pitch (melodic) or the phonetic (lyric) components within songs as more salient, and whether melody facilitates phonetic recognition. Using a preferential looking paradigm, uni-dimensional and multi-dimensional songs were tested; either the pitch or syllable order of the stimuli varied. As a group, infants detected a change in pitch order in a 4-note sequence when the syllables were redundant (experiment 1), but did not detect the identical pitch change with variegated syllables (experiment 2). Infants were better able to detect a change in syllable order in a sung sequence (experiment 2) than the identical syllable change in a spoken sequence (experiment 1). These results suggest that by 11 months, infants cannot "ignore" phonetic information in the context of perceptually salient pitch variation. Moreover, the increased phonetic recognition in song contexts mirrors findings that demonstrate advantages of infant-directed speech. Findings are discussed in terms of how stimulus complexity interacts with the perception of sung speech in infancy. [ABSTRACT FROM AUTHOR]

Adolescence is a period of substantial social-emotional development, accompanied by dramatic changes to brain structure and function. Social isolation due to lockdowns that were imposed because of the COVID-19 pandemic had a detrimental impact on adolescent mental health, with the mental health of females more affected than males. We assessed the impact of the COVID-19 pandemic lockdowns on adolescent brain structure with a focus on sex differences. We collected MRI structural data longitudinally from adolescents prior to and after the pandemic lockdowns. The pre-COVID data were used to create a normative model of cortical thickness change with age during typical adolescent development. Cortical thickness values in the post-COVID data were compared to this normative model. The analysis revealed accelerated cortical thinning in the post-COVID brain, which was more widespread throughout the brain and greater in magnitude in females than in males. When measured in terms of equivalent years of development, the mean acceleration was found to be 4.2 y in females and 1.4 y in males. Accelerated brain maturation as a result of chronic stress or adversity during development has been well documented. These findings suggest that the lifestyle disruptions associated with the COVID-19 pandemic lockdowns caused changes in brain biology and had a more severe impact on the female than the male brain., Competing Interests: Competing interests statement:The authors declare no competing interest.

Education sculpts specialized neural circuits for skills like reading that are critical to success in modern society but were not anticipated by the selective pressures of evolution. Does the emergence of brain regions that selectively process novel visual stimuli like words occur at the expense of cortical representations of other stimuli like faces and objects? "Neuronal Recycling" predicts that learning to read should enhance the response to words in ventral occipitotemporal cortex (VOTC) and decrease the response to other visual categories such as faces and objects. To test this hypothesis, and more broadly to understand the changes that are induced by the early stages of literacy instruction, we conducted a randomized controlled trial with pre-school children (five years of age). Children were randomly assigned to intervention programs focused on either reading skills or oral language skills and magnetoencephalography (MEG) data collected before and after the intervention was used to measure visual responses to images of text, faces, and objects. We found that being taught reading versus oral language skills induced different patterns of change in category-selective regions of visual cortex, but that there was not a clear tradeoff between the response to words versus other categories. Within a predefined region of VOTC corresponding to the visual word form area (VWFA) we found that the relative amplitude of responses to text, faces, and objects changed, but increases in the response to words were not linked to decreases in the response to faces or objects. How these changes play out over a longer timescale is still unknown but, based on these data, we can surmise that high-level visual cortex undergoes rapid changes as children enter school and begin establishing new skills like literacy., Competing Interests: Declaration of Competing Interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024 The Authors. Published by Elsevier Inc. All rights reserved.)

Previous studies underscore the importance of social interactions for child language development-particularly interactions characterized by maternal sensitivity, infant-directed speech (IDS), and conversational turn-taking (CT) in one-on-one contexts. Although infants engage in such interactions from the third month after birth, the prospective link between speech input and maternal sensitivity in the first half year of life and later language development has been understudied. We hypothesized that social interactions embodying maternal sensitivity, IDS and CTs in the first 3 months of life, are significantly associated with later language development and tested this using a longitudinal design. Using a sample of 40 3-month-old infants, we assessed maternal sensitivity during a structured mother-infant one-on-one (1:1) interaction based on a well-validated scoring system (the Coding Interactive Behavior system). Language input (IDS, CT) was assessed during naturally occurring interactions at home using the Language ENvironment Analysis (LENA) system. Language outcome measures were obtained from 18 to 30 months of age using the MacArthur-Bates Communicative Development Inventory. Three novel findings emerged. First, maternal sensitivity at 3 months was significantly associated with infants' productive language scores at 18, 21, 24, 27, and 30 months of age. Second, LENA-recorded IDS during mother-infant 1:1 interaction in the home environment at 3 months of age was positively correlated with productive language scores at 24, 27, and 30 months of age. Third, mother-infant CTs during 1:1 interaction was significantly associated with infants' productive language scores at 27 and 30 months of age. We propose that infants' social attention to speech during this early period-enhanced by sensitive maternal one-on-one interactions and IDS-are potent factors in advancing language development., (Copyright © 2024 The Authors. Published by Elsevier Inc. All rights reserved.)

Competing Interests: Competing interests statement:The author declares no competing interest.

Introduction: Previous studies underscore the importance of speech input, particularly infant-directed speech (IDS) during one-on-one (1:1) parent-infant interaction, for child language development. We hypothesize that infants' attention to speech input, specifically IDS, supports language acquisition. In infants, attention and orienting responses are associated with heart rate deceleration. We examined whether individual differences in infants' heart rate measured during 1:1 mother-infant interaction is related to speech input and later language development scores in a longitudinal study., Methods: Using a sample of 31 3-month-olds, we assessed infant heart rate during mother-infant face-to-face interaction in a laboratory setting. Multiple measures of speech input were gathered at 3 months of age during naturally occurring interactions at home using the Language ENvironment Analysis (LENA) system. Language outcome measures were assessed in the same children at 30 months of age using the MacArthur-Bates Communicative Development Inventory (CDI)., Results: Two novel findings emerged. First, we found that higher maternal IDS in a 1:1 context at home, as well as more mother-infant conversational turns at home, are associated with a lower heart rate measured during mother-infant social interaction in the laboratory. Second, we found significant associations between infant heart rate during mother-infant interaction in the laboratory at 3 months and prospective language development (CDI scores) at 30 months of age., Discussion: Considering the current results in conjunction with other converging theoretical and neuroscientific data, we argue that high IDS input in the context of 1:1 social interaction increases infants' attention to speech and that infants' attention to speech in early development fosters their prospective language growth., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2024 Endevelt-Shapira, Bosseler, Zhao, Mizrahi, Meltzoff and Kuhl.)

In face-to-face interactions with infants, human adults exhibit a species-specific communicative signal. Adults present a distinctive "social ensemble": they use infant-directed speech (parentese), respond contingently to infants' actions and vocalizations, and react positively through mutual eye-gaze and smiling. Studies suggest that this social ensemble is essential for initial language learning. Our hypothesis is that the social ensemble attracts attentional systems to speech and that sensorimotor systems prepare infants to respond vocally, both of which advance language learning. Using infant magnetoencephalography (MEG), we measure 5-month-old infants' neural responses during live verbal face-to-face (F2F) interaction with an adult (social condition) and during a control (nonsocial condition) in which the adult turns away from the infant to speak to another person. Using a longitudinal design, we tested whether infants' brain responses to these conditions at 5 months of age predicted their language growth at five future time points. Brain areas involved in attention (right hemisphere inferior frontal, right hemisphere superior temporal, and right hemisphere inferior parietal) show significantly higher theta activity in the social versus nonsocial condition. Critical to theory, we found that infants' neural activity in response to F2F interaction in attentional and sensorimotor regions significantly predicted future language development into the third year of life, more than 2 years after the initial measurements. We develop a view of early language acquisition that underscores the centrality of the social ensemble, and we offer new insight into the neurobiological components that link infants' language learning to their early brain functioning during social interaction., Competing Interests: Declaration of interests The authors declare no competing interests., (Copyright © 2024 The Authors. Published by Elsevier Inc. All rights reserved.)

Parental input is considered a key predictor of language achievement during the first years of life, yet relatively few studies have assessed its effects on longer-term outcomes. We assess the effects of parental quantity of speech, use of parentese (the acoustically exaggerated, clear, and higher-pitched speech), and turn-taking in infancy, on child language at 5 years. Using a longitudinal dataset of daylong LENA recordings collected with the same group of English-speaking infants (N=44) at 6, 10, 14, 18, 24 months and then again at 5 years, we demonstrate that parents' consistent (defined as stable and high) use of parentese in infancy was a potent predictor of lexical diversity, mean length of utterance, and frequency of conversational turn-taking between children and adults at Kindergarten entry. Together, these findings highlight the potential importance of a high-quality language learning environment in infancy for success at the start of formal schooling.

The Language ENvironment Analysis system (LENA) records children's language environment and provides an automatic estimate of adult-child conversational turn count (CTC) by automatically identifying adult and child speech in close temporal proximity. To assess the reliability of this measure, we examine correlation and agreement between LENA's CTC estimates and manual measurement of adult-child turn-taking in two corpora collected in the USA: a bilingual corpus of Spanish-English-speaking families with infants between 4 and 22 months (n = 37), and a corpus of monolingual families with English-speaking 5-year-olds (n = 56). In each corpus for each child, 100 30-second segments were extracted from daylong recordings in two ways, yielding a total of 9300 minutes of manually annotated audio. LENA's CTC estimate for the same segments was obtained through the LENA software. The two measures of CTC had low correlations for the segments from the monolingual 5-year-olds sampled in both ways, and somewhat higher correlations for the bilingual samples. LENA substantially overestimated CTC on average, relative to manual measurement, for three out of four analysis conditions, and limits of agreement were wide in all cases. Segment-level analyses demonstrated that accidental contiguity had the largest individual impact on LENA's average CTC error, affecting 12-17% of analyzed segments. Other factors significantly contributing to CTC error were speech from other children, presence of multiple adults, and presence of electronic media. These results indicate wide discrepancies between LENA's CTC estimates and manual CTCs, and call into question the comparability of LENA's CTC measure across participants, conditions, and developmental time points., (© 2023. The Psychonomic Society, Inc.)

Interventions focused on the home language environment have been shown to improve a number of child language outcomes in the first years of life. However, data on the longer-term effects of the intervention are still somewhat limited. The current study examines child vocabulary and complex speech outcomes (N = 59) during the year following completion of a parent-coaching intervention, which was previously found to increase the quantity of parent-child conversational turns and to improve child language outcomes through 18 months of age. Measures of parental language input, child speech output, and parent-child conversational turn-taking were manually coded from naturalistic home recordings (Language Environment Analysis System, LENA) at regular 4-month intervals when children were 6- to 24-months old. Child language skills were assessed using the MacArthur-Bates Communicative Development Inventory (CDI) at four time-points following the final intervention session (at 18, 24, 27, and 30 months). Vocabulary size and growth from 18 to 30 months was greater in the intervention group, even after accounting for differences in child language ability during the intervention period. The intervention group also scored higher on measures of speech length and grammatical complexity, and these effects were mediated by 18-month vocabulary. Intervention was associated with increased parent-child conversational turn-taking in home recordings at 14 months, and mediation analysis suggested that 14-month conversational turn-taking accounted for intervention-related differences in subsequent vocabulary. Together, the results suggest enduring, positive effects of parental language intervention and underscore the importance of interactive, conversational language experience during the first 2 years of life. RESEARCH HIGHLIGHTS: Parent coaching was provided as part of a home language intervention when children were 6-18 months of age. Naturalistic home language recordings showed increased parent-child conversational turn-taking in the intervention group at 14 months of age. Measures of productive vocabulary and complex speech indicated more advanced expressive language skills in the intervention group through 30 months of age, a full year after the final intervention session. Conversational turn-taking at 14 months predicted subsequent child vocabulary and accounted for differences in vocabulary size across the intervention and control groups., (© 2023 John Wiley & Sons Ltd.)

Verbal interaction and imitation are essential for language learning and development in young children. However, it is unclear how mother-child dyads synchronize oscillatory neural activity at the cortical level in turn-based speech interactions. Our study investigated interbrain synchrony in mother-child pairs during a turn-taking paradigm of verbal imitation. A dual-MEG (magnetoencephalography) setup was used to measure brain activity from interactive mother-child pairs simultaneously. Interpersonal neural synchronization was compared between socially interactive and noninteractive tasks (passive listening to pure tones). Interbrain networks showed increased synchronization during the socially interactive compared to noninteractive conditions in the theta and alpha bands. Enhanced interpersonal brain synchrony was observed in the right angular gyrus, right triangular, and left opercular parts of the inferior frontal gyrus. Moreover, these parietal and frontal regions appear to be the cortical hubs exhibiting a high number of interbrain connections. These cortical areas could serve as a neural marker for the interactive component in verbal social communication. The present study is the first to investigate mother-child interbrain neural synchronization during verbal social interactions using a dual-MEG setup. Our results advance our understanding of turn-taking during verbal interaction between mother-child dyads and suggest a role for social "gating" in language learning., (© The Author(s) 2022. Published by Oxford University Press.)

Parental input is considered a key predictor of language achievement during the first years of life, yet relatively few studies have assessed the effects of parental language input and parent-infant interactions on early brain development. We examined the relationship between measures of parent and child language, obtained from naturalistic home recordings at child ages 6, 10, 14, 18, and 24 months, and estimates of white matter myelination, derived from quantitative MRI at age 2 years (mean = 26.30 months, SD = 1.62, N =  22). Analysis of the white matter focused on dorsal pathways associated with expressive language development and long-term language ability, namely, the left arcuate fasciculus (AF) and superior longitudinal fasciculus (SLF). Frequency of parent-infant conversational turns (CT) uniquely predicted myelin density estimates in both the AF and SLF. Moreover, the effect of CT remained significant while controlling for total adult speech and child speech-related utterances, suggesting a specific role for interactive language experience, rather than simply speech exposure or production. An exploratory analysis of 18 additional tracts, including the right AF and SLF, indicated a high degree of anatomic specificity. Longitudinal analyses of parent and child language variables indicated an effect of CT as early as 6 months of age, as well as an ongoing effect over infancy. Together, these results link parent-infant conversational turns to white matter myelination at age 2 years, and suggest that early, interactive experiences with language uniquely contribute to the development of white matter associated with long-term language ability. SIGNIFICANCE STATEMENT Children's earliest experiences with language are thought to have profound and lasting developmental effects. Recent studies suggest that intervention can increase the quality of parental language input and improve children's learning outcomes. However, important questions remain about the optimal timing of intervention, and the relationship between specific aspects of language experience and brain development. We report that parent-infant turn-taking during home language interactions correlates with myelination of language related white matter pathways through age 2 years. Effects were independent of total speech exposure and infant vocalizations and evident starting at 6 months of age, suggesting that structured language interactions throughout infancy may uniquely support the ongoing development of brain systems critical to long-term language ability., Competing Interests: The authors declare no competing financial interests., (Copyright © 2023 the authors.)

Longitudinal studies provide the unique opportunity to test whether early language provides a scaffolding for the acquisition of the ability to read. This study tests the hypothesis that parental language input during the first 2 years of life predicts emergent literacy skills at 5 years of age, and that white matter development observed early in the 3rd year (at 26 months) may help to account for these effects. We collected naturalistic recordings of parent and child language at 6, 10, 14, 18, and 24 months using the Language ENvironment Analysis system (LENA) in a group of typically developing infants. We then examined the relationship between language measures during infancy and follow-up measures of reading related skills at age 5 years, in the same group of participants ( N = 53). A subset of these children also completed diffusion and quantitative MRI scans at age 2 years ( N = 20). Within this subgroup, diffusion tractography was used to identify white matter pathways that are considered critical to language and reading development, namely, the arcuate fasciculus (AF), superior and inferior longitudinal fasciculi, and inferior occipital-frontal fasciculus. Quantitative macromolecular proton fraction (MPF) mapping was used to characterize myelin density within these separately defined regions of interest. The longitudinal data were then used to test correlations between early language input and output, white matter measures at age 2 years, and pre-literacy skills at age 5 years. Parental language input, child speech output, and parent-child conversational turns correlated with pre-literacy skills, as well as myelin density estimates within the left arcuate and superior longitudinal fasciculus. Mediation analyses indicated that the left AF accounted for longitudinal relationships between infant home language measures and 5-year letter identification and letter-sound knowledge, suggesting that the left AF myelination at 2 years may serve as a mechanism by which early language experience supports emergent literacy., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2022 Weiss, Huber, Ferjan Ramírez, Corrigan, Yarnykh and Kuhl.)

The development of skills related to executive function (EF) in infancy, including their emergence, underlying neural mechanisms, and interconnections to other cognitive skills, is an area of increasing research interest. Here, we report on findings from a multidimensional dataset demonstrating that infants' behavioral performance on a flexible learning task improved across development and that the task performance is highly correlated with both neural structure and neural function. The flexible learning task probed infants' ability to learn two different associations, concurrently, over 16 trials, requiring multiple skills relevant to EF. We examined infants' neural structure by measuring myelin density in the brain, using a novel macromolecular proton fraction (MPF) mapping method. We further examined an important neural function of speech processing by characterizing the mismatch response (MMR) to speech contrasts using magnetoencephalography (MEG). All measurements were performed longitudinally in monolingual English-learning infants at 7- and 11-months of age. At the group level, 11-month-olds, but not 7-month-olds, demonstrated evidence of learning both associations in the behavioral task. Myelin density in the prefrontal region at 7 months of age was found to be highly predictive of behavioral task performance at 11 months of age, suggesting that myelination may support the development of these skills. Furthermore, a machine-learning regression analysis revealed that individual differences in the behavioral task are predicted by concurrent neural speech processing at both ages, suggesting that these skills do not develop in isolation. Together, these cross-modality results revealed novel insights into EF-related skills. HIGHLIGHT: Monolingual infants demonstrated flexible learning on a task requiring executive function skills at 11 months, but not at 7 months. Infants' myelin density at 7 months is highly predictive of their behavioral performance in the flexible learning task at 11 months of age. Individual differences in the flexible learning task performance are also correlated with concurrent neural processing of speech at both ages., (© 2022 The Authors. Developmental Science published by John Wiley & Sons Ltd.)

Between 6 and 12 months of age there are dramatic changes in infants' processing of language. The neurostructural underpinnings of these changes are virtually unknown. The objectives of this study were to (1) examine changes in brain myelination during this developmental period and (2) examine the relationship between myelination during this period and later language development. Macromolecular proton fraction (MPF) was used as a marker of myelination. Whole-brain MPF maps were obtained with 1.25 mm 3 isotropic spatial resolution from typically developing children at 7 and 11 months of age. Effective myelin density was calculated from MPF based on a linear relationship known from the literature. Voxel-based analyses were used to identify longitudinal changes in myelin density and to calculate correlations between myelin density at these ages and later language development. Increases in myelin density were more predominant in white matter than in gray matter. A strong predictive relationship was found between myelin density at 7 months of age, language production at 24 and 30 months of age, and rate of language growth. No relationships were found between myelin density at 11 months, or change in myelin density between 7 and 11 months of age, and later language measures. Our findings suggest that critical changes in brain structure may precede periods of pronounced change in early language skills., Competing Interests: Declaration of Competing Interest The authors declare no competing financial interests., (Copyright © 2022. Published by Elsevier Inc.)

The excellent temporal resolution and advanced spatial resolution of magnetoencephalography (MEG) makes it an excellent tool to study the neural dynamics underlying cognitive processes in the developing brain. Nonetheless, a number of challenges exist when using MEG to image infant populations. There is a persistent belief that collecting MEG data with infants presents a number of limitations and challenges that are difficult to overcome. Due to this notion, many researchers either avoid conducting infant MEG research or believe that, in order to collect high-quality data, they must impose limiting restrictions on the infant or the experimental paradigm. In this article, we discuss the various challenges unique to imaging awake infants and young children with MEG, and share general best-practice guidelines and recommendations for data collection, acquisition, preprocessing, and analysis. The current article is focused on methodology that allows investigators to test the sensory, perceptual, and cognitive capacities of awake and moving infants. We believe that such methodology opens the pathway for using MEG to provide mechanistic explanations for the complex behavior observed in awake, sentient, and dynamically interacting infants, thus addressing core topics in developmental cognitive neuroscience., (© 2022 The Authors. Human Brain Mapping published by Wiley Periodicals LLC.)

The 'sensitive period' for phonetic learning (∼6-12 months) is one of the earliest milestones in language acquisition where infants start to become specialized in processing speech sounds in their native language. In the last decade, advancements in neuroimaging technologies for infants are starting to shed light on the underlying neural mechanisms supporting this important learning period. The current study reports on a large longitudinal dataset with the aim to replicate and extend on two important questions: 1) what are the developmental changes during the 'sensitive period' for native and nonnative speech processing? 2) how does native and nonnative speech processing in infants predict later language outcomes? Fifty-four infants were recruited at 7 months of age and their neural processing of speech was measured using Magnetoencephalography (MEG). Specifically, the neural sensitivity to a native and a nonnative speech contrast was indexed by the mismatch response (MMR). They repeated the measurement again at 11 months of age and their language development was further tracked from 12 months to 30 months of age using the MacArthur-Bates Communicative Development Inventory (CDI). Using an a priori Region-of-Interest (ROI) approach, we observed significant increases for the Native MMR in the left inferior frontal region (IF) and superior temporal region (ST) from 7 to 11 months, but not for the Nonnative MMR. Complementary whole brain comparison revealed more widespread developmental changes for both contrasts. However, only individual differences in the left IF and ST for the Nonnative MMR at 11 months of age were significant predictors of individual vocabulary growth up to 30 months of age. An exploratory machine-learning based analysis further revealed that whole brain time series for both Native and Nonnative contrasts can robustly predict later outcomes, but with very different underlying spatial-temporal patterns. The current study extends our current knowledge and suggests that native and nonnative speech processing may follow different developmental trajectories and utilize different mechanisms that are relevant for later language skills., Competing Interests: Declarations of Competing Interest None., (Copyright © 2022. Published by Elsevier Inc.)

The sensitive period for phonetic learning (6∼12 months), evidenced by improved native speech processing and declined non-native speech processing, represents an early milestone in language acquisition. We examined the extent that sensory encoding of speech is altered by experience during this period by testing two hypotheses: (1) early sensory encoding of non-native speech declines as infants gain native-language experience, and (2) music intervention reverses this decline. We longitudinally measured the frequency-following response (FFR), a robust indicator of early sensory encoding along the auditory pathway, to a Mandarin lexical tone in 7- and 11-months-old monolingual English-learning infants. Infants received either no intervention (language-experience group) or music intervention (music-intervention group) randomly between FFR recordings. The language-experience group exhibited the expected decline in FFR pitch-tracking accuracy to the Mandarin tone, while the music-intervention group did not. Our results support both hypotheses and demonstrate that both language and music experiences alter infants' speech encoding., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2022 Zhao, Llanos, Chandrasekaran and Kuhl.)

The frequency-following response (FFR) is a scalp-recorded signal that reflects phase-locked activity from neurons across the auditory system. In addition to capturing information about sounds, the FFR conveys biometric information, reflecting individual differences in auditory processing. To investigate the development of FFR biometric patterns, we trained a pattern recognition model to recognize infants ( N  = 16) from FFRs collected at 7 and 11 months. Model recognition scores were used to index the robustness of FFR biometric patterns at each time. Results showed better recognition scores at 11 months, demonstrating the emergence of robust FFR idiosyncratic patterns during this first year of life., (© 2022 Author(s).)

Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder that impairs the control of attention and behavioral inhibition in affected individuals. Recent genome-wide association findings have revealed an association between glutamate and GABA gene sets and ADHD symptoms. Consistently, people with ADHD show altered glutamate and GABA content in the brain circuitry that is important for attention control function. Yet, it remains unknown how glutamate and GABA content in the attention control circuitry change when people are controlling their attention, and whether these changes can predict impaired attention control in people with ADHD. To study these questions, we recruited 18 adults with ADHD (31-51 years) and 16 adults without ADHD (28-54 years). We studied glutamate + glutamine (Glx) and GABA content in the fronto-striatal circuitry while participants performed attention control tasks. We found that Glx and GABA concentrations at rest did not differ between participants with ADHD or without ADHD. However, while participants were performing the attention control tasks, participants with ADHD showed smaller Glx and GABA increases than participants without ADHD. Notably, smaller GABA increases in participants with ADHD significantly predicted their poor task performance. Together, these findings provide the first demonstration showing that attention control deficits in people with ADHD may be related to insufficient responses of the GABAergic system in the fronto-striatal circuitry.

Literacy is an essential skill. Learning to read is a requirement for becoming a self-providing human being. However, while spoken language is acquired naturally with exposure to language without explicit instruction, reading and writing need to be taught explicitly. Decades of research have shown that well-structured teaching of phonological awareness, letter knowledge, and letter-to-sound mapping is crucial in building solid foundations for the acquisition of reading. During the COVID-19 pandemic, children worldwide did not have access to consistent and structured teaching and are, as a consequence, predicted to be behind in the development of their reading skills. Subsequent evidence confirms this prediction. With the best evidence-based practice in mind, we developed an online version of a well-structured early literacy training program (Reading Camp) for 5-year-old children. This 2-week online Reading Camp program is designed for pre-K children. It incorporates critical components of the fundamental skills essential to learning to read and is taught online in an interactive, multi-sensory, and peer-learning environment. We measure the participants' literacy skills and other related skills before and after participating in the online Reading Camp and compare the results to no-treatment controls. Results show that children who participated in the online Reading Camp improved significantly on all parameters in relation to controls. Our results demonstrate that a well-structured evidence-based reading instruction program, even if online and short-term, benefits 5-year-old children in learning to read. With the potential to scale up this online program, the evidence presented here, alongside previous evidence for the efficacy of the in-person program, indicates that the online Reading Camp program is effective and can be used to tackle a variety of questions regarding structural and functional plasticity in the early stages of reading acquisition., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2022 Weiss, Yeatman, Ender, Gijbels, Loop, Mizrahi, Woo and Kuhl.)

Research on children and adults with developmental dyslexia-a specific difficulty in learning to read and spell-suggests that phonological deficits in dyslexia are linked to basic auditory deficits in temporal sampling. However, it remains undetermined whether such deficits are already present in infancy, especially during the sensitive period when the auditory system specializes in native phoneme perception. Because dyslexia is strongly hereditary, it is possible to examine infants for early predictors of the condition before detectable symptoms emerge. This study examines low-level auditory temporal sampling in infants at risk for dyslexia across the sensitive period of native phoneme learning. Using magnetoencephalography (MEG), we found deficient auditory sampling at theta in at-risk infants at both 6 and 12 months, indicating atypical auditory sampling at the syllabic rate in those infants across the sensitive period for native-language phoneme learning. This interpretation is supported by our additional finding that auditory sampling at theta predicted later vocabulary comprehension, nonlinguistic communication and the ability to combine words. Our results indicate a possible early marker of risk for dyslexia.

The first 1000 days represent a unique window of opportunity for second language learning. In two recent studies we demonstrated that Spanish infants' use of second-language (L2) English productive vocabulary and early utterances rapidly increased through the play-based, interactive and highly social SparkLing TM Intervention, which consists of an evidence-based method and curriculum stemming from decades of research on infant language development. Analyzing an expanded and more diverse sample of Spanish infants ( n = 414; age 9-33 months) who received the SparkLing TM Intervention, this study examines the variability in L2 production, which was assessed via first-person LENA audio recordings. Infants' age significantly and positively correlated with L2 production, demonstrating an advantage for older infants in the sample. While overall socioeconomic status (SES) was not related to L2 production, very young infants (under two years) who lived in high poverty homes showed faster increases in English production compared to peers who lived in moderate poverty homes. Infants' attendance in the program ("dosage") was also predictive of their L2 production outcomes. Infants across SES have the capacity to begin acquiring two languages in early education classrooms with SparkLing TM through one-hour/day sessions in social environments that engages them through frequent high-quality language input.

With increased public access to the Internet and digital tools, web-based research has gained prevalence over the past decades. However, digital adaptations for developmental research involving children have received relatively little attention. In 2020, as the COVID-19 pandemic led to reduced social contact, causing many developmental university research laboratories to close, the scientific community began to investigate online research methods that would allow continued work. Limited resources and documentation of factors that are essential for developmental research (e.g., caregiver involvement, informed assent, controlling environmental distractions at home for children) make the transition from in-person to online research especially difficult for developmental scientists. Recognizing this, we aim to contribute to the field by describing three separate moderated virtual behavioral assessments in children ranging from 4 to 13years of age that were highly successful. The three studies encompass speech production, speech perception, and reading fluency. However varied the domains we chose, the different age groups targeted by each study and different methodological approaches, the success of our virtual adaptations shared certain commonalities with regard to how to achieve informed consent, how to plan parental involvement, how to design studies that attract and hold children's attention and valid data collection procedures. Our combined work suggests principles for future facilitation of online developmental work. Considerations derived from these studies can serve as documented points of departure that inform and encourage additional virtual adaptations in this field., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2021 Gijbels, Cai, Donnelly and Kuhl.)

Comprehensive quantification of intracranial artery features may help to assess and understand regional variations of blood supply during early brain development and aging. We analyzed vasculature features of 27 healthy infants during natural sleep, 13 infants at 7-months (7.3 ± 1.0 month), and 14 infants at 12-months (11.7 ± 0.4 month), and 13 older healthy, awake adults (62.8 ± 8.7 years) to investigate age-related vascular differences as a preliminary study of vascular changes associated with brain development. 3D time-of-flight (TOF) magnetic resonance angiography (MRA) acquisitions were processed in iCafe, a technique to quantify arterial features (http://icafe.clatfd.cn), to characterize intracranial vasculature. Overall, adult subjects were found to have increased ACA length, tortuosity, and vasculature density compared to both 7-month-old and 12-month-old infants, as well as MCA length compared to 7-month-old infants. No brain laterality differences were observed for any vascular measures in either infant or adult age groups. Reduced skull and brain sharpness, indicative of increased head motion and brain/vascular pulsation, respectively, were observed in infants but not correlated with length, tortuosity, or vasculature density measures. Quantitative analysis of TOF MRA using iCafe may provide an objective approach for systematic study of infant brain vascular development and for clinical assessment of adult and pediatric brain vascular diseases., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2021 Chen, Shaw, Dager, Corrigan, Chu, Kleinhans, Kuhl, Hwang and Yuan.)

The 'sensitive period' for phonetic learning posits that between 6 and 12 months of age, infants' discrimination of native and nonnative speech sounds diverge. Individual differences in this dynamic processing of speech have been shown to predict later language acquisition up to 30 months of age, using parental surveys. Yet, it is unclear whether infant speech discrimination could predict longer-term language outcome and risk for developmental speech-language disorders, which affect up to 16 % of the population. The current study reports a prospective prediction of speech-language skills at a much later age-6 years-old-from the same children's nonnative speech discrimination at 11 months-old, indexed by MEG mismatch responses. Children's speech-language skills at 6 were comprehensively evaluated by a speech-language pathologist in two ways: individual differences in spoken grammar, and the presence versus absence of speech-language disorders. Results showed that the prefrontal MEG mismatch response at 11 months not only significantly predicted individual differences in spoken grammar skills at 6 years, but also accurately identified the presence versus absence of speech-language disorders, using a machine-learning classification. These results represent new evidence that advance our theoretical understanding of the neurodevelopmental trajectory of language acquisition and early risk factors for developmental speech-language disorders., (Copyright © 2021 The Authors. Published by Elsevier Ltd.. All rights reserved.)

The Language ENvironment Analysis system (LENA) records children's language environment and provides an automatic estimate of adult-child conversational turn count (CTC). The present study compares LENA's CTC estimate to manually coded CTC on a sample of 70 English-speaking infants recorded longitudinally at 6, 10, 14, 18, and 24 months of age. At each age, LENA's CTC was significantly higher than manually coded CTC (all ps < .001, Cohen's ds: 0.9-2.05), with the largest discrepancies between the two methods observed at younger ages. The Limits of Agreement Analyses confirm wide disagreements between the two methods, highlighting potential problems with automatic measurement of parent-infant verbal interaction. These findings suggest that future studies should validate LENA's CTC estimates with manual coding., (© 2021 The Authors. Child Development published by Wiley Periodicals LLC on behalf of Society for Research in Child Development.)

Myelin development during adolescence is becoming an area of growing interest in view of its potential relationship to cognition, behavior, and learning. While recent investigations suggest that both white matter (WM) and gray matter (GM) undergo protracted myelination during adolescence, quantitative relations between myelin development in WM and GM have not been previously studied. We quantitatively characterized the dependence of cortical GM, WM, and subcortical myelin density across the brain on age, gender, and puberty status during adolescence with the use of a novel macromolecular proton fraction (MPF) mapping method. Whole-brain MPF maps from a cross-sectional sample of 146 adolescents (age range 9-17 years) were collected. Myelin density was calculated from MPF values in GM and WM of all brain lobes, as well as in subcortical structures. In general, myelination of cortical GM was widespread and more significantly correlated with age than that of WM. Myelination of GM in the parietal lobe was found to have a significantly stronger age dependence than that of GM in the frontal, occipital, temporal and insular lobes. Myelination of WM in the temporal lobe had the strongest association with age as compared to WM in other lobes. Myelin density was found to be higher in males as compared to females when averaged across all cortical lobes, as well as in a bilateral subcortical region. Puberty stage was significantly correlated with myelin density in several cortical areas and in the subcortical GM. These findings point to significant differences in the trajectories of myelination of GM and WM across brain regions and suggest that cortical GM myelination plays a dominant role during adolescent development., Competing Interests: Declaration of Competing Interest The authors declare no competing financial interests., (Copyright © 2020. Published by Elsevier Inc.)

Word learning is a significant milestone in language acquisition. The second year of life marks a period of dramatic advances in infants' expressive and receptive word-processing abilities. Studies show that in adulthood, language processing is left-hemisphere dominant. However, adults learning a second language activate right-hemisphere brain functions. In infancy, acquisition of a first language involves recruitment of bilateral brain networks, and strong left-hemisphere dominance emerges by the third year. In the current study we focus on 14-month-old infants in the earliest stages of word learning using infant magnetoencephalography (MEG) brain imagining to characterize neural activity in response to familiar and unfamiliar words. Specifically, we examine the relationship between right-hemisphere brain responses and prospective measures of vocabulary growth. As expected, MEG source modeling revealed a broadly distributed network in frontal, temporal and parietal cortex that distinguished word classes between 150-900 ms after word onset. Importantly, brain activity in the right frontal cortex in response to familiar words was highly correlated with vocabulary growth at 18, 21, 24, and 27 months. Specifically, higher activation to familiar words in the 150-300 ms interval was associated with faster vocabulary growth, reflecting processing efficiency, whereas higher activation to familiar words in the 600-900 ms interval was associated with slower vocabulary growth, reflecting cognitive effort. These findings inform research and theory on the involvement of right frontal cortex in specific cognitive processes and individual differences related to attention that may play an important role in the development of left-lateralized word processing., (Copyright © 2020 The Authors. Published by Elsevier Ltd.. All rights reserved.)

Developmental dyslexia, a specific difficulty in learning to read and spell, has a strong hereditary component, which makes it possible to examine infants for early predictors of the condition even prior to the emergence of detectable symptoms. Using magnetoencephalography (MEG), we found smaller and shorter neural responses to simple sounds in infants at risk for dyslexia at 6 as compared to 12 months of age, a pattern that was reversed in age-matched controls. The findings indicate atypical auditory processing in at-risk infants across the sensitive period for native-language phoneme learning. This pattern was robust and localized to the same cortical areas regardless of the modeling parameters/algorithms used to estimate the current distribution underlying the measured activity. Its localization to left temporal and left frontal brain regions indicates a potential impact of atypical auditory processing on early language learning and later language skills because language functions are typically lateralized to the left hemisphere. This interpretation is supported by our further finding that atypical auditory responses in at-risk infants consistently predicted syntactic processing between 18 and 30 months and word production at 18 and 21 months of age. These results suggest a possible early marker of risk for dyslexia in at-risk infants., (Copyright © 2021 The Authors. Published by Elsevier Inc. All rights reserved.)

Introduction: Music is ubiquitous and powerful in the world's cultures. Music listening involves abundant information processing (e.g., pitch, rhythm) in the central nervous system and can also induce changes in the physiology, such as heart rate and perspiration. Yet, previous studies tended to examine music information processing in the brain separately from physiological changes. In the current study, we focused on the temporal structure of music (i.e., beat and meter) and examined the physiology, neural processing, and, most importantly, the relation between the two areas., Methods: Simultaneous MEG and ECG data were collected from a group of adults (N = 15) while they passively listened to duple and triple rhythmic patterns. To characterize physiology, we measured heart rate variability (HRV), indexing the parasympathetic nervous system function (PSNS). To characterize neural processing of beat and meter, we examined the neural entertainment and calculated the beat-to-meter ratio to index the relation between beat-level and meter-level entrainment. Specifically, the current study investigated three related questions: (a) whether listening to musical rhythms affects HRV; (b) whether the neural beat-to-meter ratio differed between metrical conditions, and (c) whether neural beat-to-meter ratio is related to HRV., Results: Results suggest that while at the group level, both HRV and neural processing are highly similar across metrical conditions, at the individual level, neural beat-to-meter ratio significantly predicts HRV, establishing a neural-physiological link., Conclusion: This observed link is discussed under the theoretical "neurovisceral integration model," and it provides important new perspectives in music cognition and auditory neuroscience research., (© 2020 The Authors. Brain and Behavior published by Wiley Periodicals LLC.)

We evaluated the impact of exposure to a second language on infants' emerging speech production skills. We compared speech produced by three groups of 12-month-old infants while they interacted with interlocutors who spoke to them in Spanish and English: monolingual English-learning infants who had previously received 5 hours of exposure to a second language (Spanish), English- and Spanish-learning simultaneous bilinguals, and monolingual English-learning infants without any exposure to Spanish. Our results showed that the monolingual English-learning infants with short-term exposure to Spanish and the bilingual infants, but not the monolingual English-learning infants without exposure to Spanish, flexibly matched the prosody of their babbling to that of a Spanish- or English-speaking interlocutor. Our findings demonstrate the nature and extent of benefits for language learning from early exposure to two languages. We discuss the implications of these findings for language organization in infants learning two languages.

Background: Comprehensive quantification of intracranial vascular characteristics by vascular tracing provides an objective clinical assessment of vascular structure. However, weak signal or low contrast in small distal arteries, artifacts due to volitional motion, and vascular pulsation are challenges for accurate vessel tracing from 3D time-of-flight (3D-TOF) magnetic resonance angiography (MRA) images., New Method: A vascular measurement refinement algorithm is developed and validated for robust quantification of intracranial vasculature from 3D-TOF MRA. After automated vascular tracing, centerline positions, lumen radii and centerline deviations are jointly optimized to restrict traces to within vascular regions in the straightened curved planar reformation (CPR) views. The algorithm is validated on simulated vascular images and on repeat 3D-TOF MRA acquired from infants and adults., Results: The refinement algorithm can reliably estimate vascular radius and correct deviated centerlines. For the simulated vascular image with noise level of 1 and deviation of centerline of 3, the mean radius difference is below 15.3 % for scan-rescan reliability. Vascular features from repeated clinical scans show significantly improved measurement agreement, with intra-class correlation coefficient (ICC) improvement from 0.55 to 0.7 for infants and from 0.59 to 0.92 for adults., Comparison With Existing Methods: The refinement algorithm is novel because it utilizes straightened CPR views that incorporate information from the entire artery. In addition, the optimization corrects centerline positions, lumen radii and centerline deviations simultaneously., Conclusions: Intracranial vasculature quantification using a novel refinement algorithm for vascular tracing improves the reliability of vascular feature measurements in both infants and adults., Competing Interests: Declaration of Competing Interest None., (Copyright © 2020 Elsevier B.V. All rights reserved.)

Parental language input is one of the best predictors of children's language achievement. Parentese, a near-universal speaking style distinguished by higher pitch, slower tempo, and exaggerated intonation, has been documented in speech directed toward young children in many countries. Previous research shows that the use of parentese and parent-child turn-taking are both associated with advances in children's language learning. We conducted a randomized controlled trial to determine whether a parent coaching intervention delivered when the infants are 6, 10, and 14 mo of age can enhance parental language input and whether this, in turn, changes the trajectory of child language development between 6 and 18 mo of age. Families of typically developing 6-mo-old infants ( n = 71) were randomly assigned to intervention and control groups. Naturalistic first-person audio recordings of the infants' home language environment and vocalizations were recorded when the infants were 6, 10, 14, and 18 mo of age. After the 6-, 10-, and 14-mo recordings, intervention, but not control parents attended individual coaching appointments to receive linguistic feedback, listen to language input in their own recordings, and discuss age-appropriate activities that promote language growth. Intervention significantly enhanced parental use of parentese and parent-child turn-taking between 6 and 18 mo. Increases in both variables were significantly correlated with children's language growth during the same period, and children's language outcomes at 18 mo. Using parentese, a socially and linguistically enhanced speaking style, improves children's social language turn-taking and language skills. Research-based interventions targeting social aspects of parent-child interactions can enhance language outcomes., Competing Interests: The authors declare no competing interest., (Copyright © 2020 the Author(s). Published by PNAS.)

Successful learning requires the control of attention to monitor performance and compare actual versus expected outcomes. Neural activity in the ventral tegmental area (VTA) has been linked to attention control in animals. However, it is unknown whether the strength of VTA connections is related to conflict monitoring in humans. To study the relationship between VTA connections and conflict monitoring, we acquired diffusion tensor imaging (DTI) data on 50 second language learners who we have previously studied. We performed probabilistic tractography to document VTA connections with the dorsal striatum and the anterior cingulate cortex (ACC), and administered the Flanker task in which subjects were required to monitor and report conflicts in visual stimuli. Reaction times (RTs) indexed students' conflict monitoring. Probabilistic tractography revealed distinct neural connections between the VTA and the dorsal striatum and ACC. Correlational analyses between tractography and flanker RTs revealed that the strength of VTA connections with the left caudate nucleus was negatively correlated with RTs recorded in the presence of conflicts. This provides the first evidence to suggest that VTA connections with the left caudate nucleus are related to conflict monitoring in humans., (Copyright © 2020 Mamiya, Richards, Corrigan and Kuhl.)

Bilingual experience alters brain structure and enhances certain cognitive functions. Bilingualism can also affect mathematical processing. Reduced accuracy is commonly reported when arithmetic problems are presented in bilinguals' second (L2) vs. first (L1) language. We used MEG brain imaging during mental addition to characterize spatiotemporal dynamics during mental addition in bilingual adults. Numbers were presented auditorally and sequentially in bilinguals' L1 and L2, and brain and behavioral data were collected simultaneously. Behaviorally, bilinguals showed lower accuracy for two-digit addition in L2 compared to L1. Brain data showed stronger response magnitude in L2 versus L1 prior to calculation, especially when two-digit numbers were involved. Brain and behavioral data were significantly correlated. Taken together, our results suggest that differences between languages emerge prior to mathematical calculation, with implications for the role of language in mathematics., (Copyright © 2019. Published by Elsevier Inc.)

Cross-language speech perception experiments indicate that for many vowel contrasts, discrimination is easier when the same pair of vowels is presented in one direction compared to the reverse direction. According to one account, these directional asymmetries reflect a universal bias favoring "focal" vowels (i.e., vowels with prominent spectral peaks formed by the convergence of adjacent formants). An alternative account is that such effects reflect an experience-dependent bias favoring prototypical exemplars of native-language vowel categories. Here, we tested the predictions of these accounts by recording the auditory frequency-following response in English-speaking listeners to two synthetic variants of the vowel /u/ that differed in the proximity of their first and second formants and prototypicality, with stimuli arranged in oddball and reversed-oddball blocks. Participants showed evidence of neural discrimination when the more-focal/less-prototypic /u/ served as the deviant stimulus, but not when the less-focal/more-prototypic /u/ served as the deviant, consistent with the focalization account., (Copyright © 2019 Elsevier Inc. All rights reserved.)

Previous studies reveal an association between particular features of parental language input and advances in children's language learning. However, it is not known whether parent coaching aimed to enhance specific input components would (a) successfully increase these components in parents' language input and (b) result in concurrent increases in children's language development. The present randomized controlled trial assigned families of typically developing 6-month-old infants to Intervention (parent coaching) and Control (no coaching) groups. Families were equivalent on socioeconomic status, infants' gender, and infants' age. Parent coaching took place when infants were 6 and 10 months of age, and included quantitative and qualitative linguistic feedback on the amount of child-directed speech, back-and-forth interactions, and parentese speech style. These variables were derived from each family's first-person LENA recordings at home. Input variables and infant language were measured at 6, 10, and 14 months. Parent coaching significantly enhanced language input as measured by two social interaction variables: percentage of speech directed to the child and percentage of parentese speech. These two variables were correlated, and were both related to growth in infant babbling between 6 and 14 months. Intervention infants showed greater growth in babbling than Control infants. Furthermore, at 14 months, Intervention infants produced significantly more words than Control infants, as indicated by LENA recordings and parent report via the MacArthur-Bates Communicative Developmental Inventory. Together, these results indicate that parent coaching can enrich specific aspects of parental language input, and can immediately and positively impact child language outcomes. A video abstract of this article can be viewed at: https://youtu.be/7wqR28gPiwo., (© 2018 John Wiley & Sons Ltd.)

Studies show that young children learn new phonemes and words from humans significantly better than from machines. However, it is not clear why learning from video is ineffective or what might be done to improve learning from a screen. The present study, conducted with 9-month-old infants, utilized a manipulation-touch screen video-which allowed infants to control presentations of foreign-language video clips. We tested the hypothesis that infant learning from a screen would be enhanced in the presence of a peer, as opposed to learning alone. Brain measures of phonetic learning and detailed analyses of interaction during learning confirm the hypothesis that social partners enhance learning, even from screens., Competing Interests: The authors declare no conflict of interest.

Linguistic experience affects speech perception from early infancy, as previously evidenced by behavioral and brain measures. Current research focuses on whether linguistic effects on speech perception can be observed at an earlier stage in the neural processing of speech (i.e., auditory brainstem). Brainstem responses reflect rapid, automatic, and preattentive encoding of sounds. Positive experiential effects have been reported by examining the frequency-following response (FFR) component of the complex auditory brainstem response (cABR) in response to sustained high-energy periodic portions of speech sounds (vowels and lexical tones). The current study expands the existing literature by examining the cABR onset component in response to transient and low-energy portions of speech (consonants), employing simultaneous magnetoencephalography (MEG) in addition to electroencephalography (EEG), which provide complementary source information on cABR. Utilizing a cross-cultural design, we behaviorally measured perceptual responses to consonants in native Spanish- and English-speaking adults, in addition to cABR. Brain and behavioral relations were examined. Results replicated previous behavioral differences between language groups and further showed that individual consonant perception is strongly associated with EEG-cABR onset peak latency. MEG-cABR source analysis of the onset peaks complimented the EEG-cABR results by demonstrating subcortical sources for both peaks, with no group differences in peak locations. Current results demonstrate a brainstem-perception relation and show that the effects of linguistic experience on speech perception can be observed at the brainstem level., Competing Interests: The authors declare no conflict of interest., (Copyright © 2018 the Author(s). Published by PNAS.)

Pitch plays a crucial role in music and speech perception. Pitch perception is characterized by multiple perceptual dimensions, such as pitch height and chroma. Information provided by auditory signals that are related to these perceptual dimensions can be either congruent or incongruent. To create conflicting cues for pitch perception, we modified Shepard tones by varying the pitch height and pitch chroma dimensions in either the same or opposite directions. Our behavioral data showed that most listeners judged pitch changes based on pitch chroma, instead of pitch height, when incongruent information was provided. The reliance on pitch chroma resulted in a stable percept of upward or downward pitch shift, rather than alternating between two different percepts. Across the incongruent and congruent conditions, consistent activation was found in the bilateral superior temporal and inferior frontal areas. In addition, significantly stronger activation was observed in the inferior frontal areas during the incongruent compared to congruent conditions. Enhanced functional connectivity was found between the left temporal and bilateral frontal areas in the incongruent than congruent conditions. Increased intra-hemispheric and inter-hemispheric connectivity was also observed in the frontal areas. Our results suggest the involvement of the frontal lobe in top-down and bottom-up processes to generate a stable percept of pitch change with conflicting perceptual cues.

Executive function (EF) skills enhance learning across domains, and are particularly linked to the acquisition of a second language. Previous studies have shown that bilingual individuals show enhanced EF skills in cognitive tasks where they attended a targeted dimension of a stimulus while inhibiting other competing cues. Brain imaging revealed that bilingual young adults' performances in the Stroop color-naming task were related to the volume of anterior cingulate cortex (ACC) and inferior frontal lobe. Subjects who had greater white-matter in the frontal cortex showed enhanced performances in the same task, suggesting that brain fiber pathways connecting ACC to the frontal region may be related to the Stroop color-naming task. No studies to date have examined the tissue properties of brain fiber pathways connecting these brain regions and their association with subjects' EF performances. Importantly, there are no data establishing whether bilingual subjects exhibit different reaction times when words are presented in their first versus second language. To study these questions, we used behavioral and unbiased whole-brain analyses, recruiting 21 Chinese students. Using the Stroop color-naming task, we measured subjects' reaction times (RTs) in which color names were displayed using fonts that matched the named color (congruent task) or mismatched the color (incongruent task). Students performed the task twice, first in English, the subjects' second language, then in Chinese, the subjects' primary language. Results from whole-brain analysis showed that students' RTs in both the English and Chinese tasks were significantly correlated with the mode of anisotropy (MO) in a brain cluster containing the forceps minor and anterior thalamic radiation in the right hemisphere. We also found that fractional anisotropy (FA) significantly predicted students' RTs, with higher FA predicting shorter RT. Taken together, our findings demonstrate that right forceps minor and anterior thalamic radiation predict EF skills, suggesting that this brain feature may be important for young bilingual adults using their first and second languages to direct their attention when conflicting cues are present.

Musical sounds, along with speech, are the most prominent sounds in our daily lives. They are highly dynamic, yet well structured in the temporal domain in a hierarchical manner. The temporal structures enhance the predictability of musical sounds. Western music provides an excellent example: while time intervals between musical notes are highly variable, underlying beats can be realized. The beat-level temporal structure provides a sense of regular pulses. Beats can be further organized into units, giving the percept of alternating strong and weak beats (i.e. metrical structure or meter). Examining neural processing at the meter level offers a unique opportunity to understand how the human brain extracts temporal patterns, predicts future stimuli and optimizes neural resources for processing. The present study addresses two important questions regarding meter processing, using the mismatch negativity (MMN) obtained with electroencephalography (EEG): 1) how tempo (fast vs. slow) and type of metrical structure (duple: two beats per unit vs. triple: three beats per unit) affect the neural processing of metrical structure in non-musically trained individuals, and 2) how early music training modulates the neural processing of metrical structure. Metrical structures were established by patterns of consecutive strong and weak tones (Standard) with occasional violations that disrupted and reset the structure (Deviant). Twenty non-musicians listened passively to these tones while their neural activities were recorded. MMN indexed the neural sensitivity to the meter violations. Results suggested that MMNs were larger for fast tempo and for triple meter conditions. Further, 20 musically trained individuals were tested using the same methods and the results were compared to the non-musicians. While tempo and meter type similarly influenced MMNs in both groups, musicians overall exhibited significantly reduced MMNs, compared to their non-musician counterparts. Further analyses indicated that the reduction was driven by responses to sounds that defined the structure (Standard), not by responses to Deviants. We argue that musicians maintain a more accurate and efficient mental model for metrical structures, which incorporates occasional disruptions using significantly fewer neural resources., (Copyright © 2017 Elsevier Ltd. All rights reserved.)

This study tested the impact of child-directed language input on language development in Spanish-English bilingual infants (N = 25, 11- and 14-month-olds from the Seattle metropolitan area), across languages and independently for each language, controlling for socioeconomic status. Language input was characterized by social interaction variables, defined in terms of speech style ("parentese" vs. standard speech) and social context (one-on-one vs. group). Correlations between parentese one-on-one and productive vocabulary at 24 months (n = 18) were found across languages and in each language independently. Differences are highlighted between previously published monolingual samples, which used the same methods as the current study of bilingual infants. The results also suggest cultural effects on language input and language development in bilingual and bicultural infants., (© 2016 The Authors. Child Development © 2016 Society for Research in Child Development, Inc.)

In previous studies, we found that the social interactions infants experience in their everyday lives at 11- and 14-months of age affect language ability at 24 months of age. These studies investigated relationships between the speech style (i.e., parentese speech vs. standard speech) and social context [i.e., one-on-one (1:1) vs. group] of language input in infancy and later speech development (i.e., at 24 months of age), controlling for socioeconomic status (SES). Results showed that the amount of exposure to parentese speech-1:1 in infancy was related to productive vocabulary at 24 months. The general goal of the present study was to investigate changes in (1) the pattern of social interactions between caregivers and their children from infancy to childhood and (2) relationships among speech style, social context, and language learning across time. Our study sample consisted of 30 participants from the previously published infant studies, evaluated at 33 months of age. Social interactions were assessed at home using digital first-person perspective recordings of the auditory environment. We found that caregivers use less parentese speech-1:1, and more standard speech-1:1, as their children get older. Furthermore, we found that the effects of parentese speech-1:1 in infancy on later language development at 24 months persist at 33 months of age. Finally, we found that exposure to standard speech-1:1 in childhood was the only social interaction that related to concurrent word production/use. Mediation analyses showed that standard speech-1:1 in childhood fully mediated the effects of parentese speech-1:1 in infancy on language development in childhood, controlling for SES. This study demonstrates that engaging in one-on-one interactions in infancy and later in life has important implications for language development.

Language experience shapes infants' abilities to process speech sounds, with universal phonetic discrimination abilities narrowing in the second half of the first year. Brain measures reveal a corresponding change in neural discrimination as the infant brain becomes selectively sensitive to its native language(s). Whether and how bilingual experience alters the transition to native language specific phonetic discrimination is important both theoretically and from a practical standpoint. Using whole head magnetoencephalography (MEG), we examined brain responses to Spanish and English syllables in Spanish-English bilingual and English monolingual 11-month-old infants. Monolingual infants showed sensitivity to English, while bilingual infants were sensitive to both languages. Neural responses indicate that the dual sensitivity of the bilingual brain is achieved by a slower transition from acoustic to phonetic sound analysis, an adaptive and advantageous response to increased variability in language input. Bilingual neural responses extend into the prefrontal and orbitofrontal cortex, which may be related to their previously described bilingual advantage in executive function skills. A video abstract of this article can be viewed at: https://youtu.be/TAYhj-gekqw., (© 2016 John Wiley & Sons Ltd.)

The present investigation explored the relation between the amount of language input and neural responses in English monolingual (N=18) and Spanish-English bilingual (N=19) infants. We examined the mismatch negativity (MMN); both the positive mismatch response (pMMR) and the negative mismatch response (nMMR), and identify a relationship between amount of language input and brain measures of speech discrimination for native and non-native speech sounds (i.e., Spanish, English and Chinese). Brain responses differed as a function of language input for native speech sounds in both monolinguals and bilinguals. Monolingual infants with high language input showed nMMRs to their native English contrast. Bilingual infants with high language input in Spanish and English showed pMMRs to both their native contrasts. The non-native speech contrast showed different patterns of brain activation for monolinguals and bilinguals regardless of amount of language input. Our results indicate that phonological representations of non-native speech sounds in bilingual infants are dependent on the phonetic similarities between their native languages., (Copyright © 2016. Published by Elsevier B.V.)

Diffusion tensor imaging was used to compare white matter structure between American monolingual and Spanish-English bilingual adults living in the United States. In the bilingual group, relationships between white matter structure and naturalistic immersive experience in listening to and speaking English were additionally explored. White matter structural differences between groups were found to be bilateral and widespread. In the bilingual group, experience in listening to English was more robustly correlated with decreases in radial and mean diffusivity in anterior white matter regions of the left hemisphere, whereas experience in speaking English was more robustly correlated with increases in fractional anisotropy in more posterior left hemisphere white matter regions. The findings suggest that (a) foreign language immersion induces neuroplasticity in the adult brain, (b) the degree of alteration is proportional to language experience, and (c) the modes of immersive language experience have more robust effects on different brain regions and on different structural features., (Copyright © 2016 The Authors. Published by Elsevier Inc. All rights reserved.)

Adult human brains retain the capacity to undergo tissue reorganization during second-language learning. Brain-imaging studies show a relationship between neuroanatomical properties and learning for adults exposed to a second language. However, the role of genetic factors in this relationship has not been investigated. The goal of the current study was twofold: (i) to characterize the relationship between brain white matter fiber-tract properties and second-language immersion using diffusion tensor imaging, and (ii) to determine whether polymorphisms in the catechol-O-methyltransferase (COMT) gene affect the relationship. We recruited incoming Chinese students enrolled in the University of Washington and scanned their brains one time. We measured the diffusion properties of the white matter fiber tracts and correlated them with the number of days each student had been in the immersion program at the time of the brain scan. We found that higher numbers of days in the English immersion program correlated with higher fractional anisotropy and lower radial diffusivity in the right superior longitudinal fasciculus. We show that fractional anisotropy declined once the subjects finished the immersion program. The relationship between brain white matter fiber-tract properties and immersion varied in subjects with different COMT genotypes. Subjects with the Methionine (Met)/Valine (Val) and Val/Val genotypes showed higher fractional anisotropy and lower radial diffusivity during immersion, which reversed immediately after immersion ended, whereas those with the Met/Met genotype did not show these relationships. Statistical modeling revealed that subjects' grades in the language immersion program were best predicted by fractional anisotropy and COMT genotype.