NEURAL CORRELATES OF THE MIRROR NEURON SYSTEM
Nathan A Fox
University Of Maryland College Pk Campus, 3112 Lee Building, College Park, Md 20742-5141
Abstract: PROJECT SUMMARY (See Instructions) A fundamental issue in cognitive neuroscience is how the brain is able to encode others´ actions and intentions. In this perspective one of the most important advances of our knowledge on how these processes can take place in the cortex is the discovery of mirror neurons. The main conceptual breakthrough open by their discovery is that perceptual and motor processes share a common code. The proposed research will investigate, with non-invasive electroencephalography methods, the emergence of the MN system in infancy and young children. It will compare the EEG activity depicted by specific frequency bands in infants with that of children and adults in which the MNs has been widely studied. Acquisition of EEG will be combined with a careful behavioral assessment of subjects in order to test the hypothesis that MNs are at the basis of specific matching behaviors that are important landmarks in the development of perception action relations. We will as well, carry out experiments in non-human primates to identify these EEG rhythms in infant Rhesus Macaque and to link, for the first time, single cell recordings of mirror neurons to the ongoing EEG
Keywords: 0-11 years old; 0-6 weeks old; 21+ years old; 7 year old; Adult; Age; Age-Months; Animals; Behavior; Behavior assessment; Behavioral; Brain; Cells; Child; Child Youth; Childhood; Children (0-21); Code; Coding System; Cognitive; Cognitive Science; Development; EEG; Electrodes; Electroencephalogram; Electroencephalography; Elements; Encephalon; Encephalons; Ethology; Frequencies (time pattern); Frequency; Functional Magnetic Resonance Imaging; Goals; Human; Human, Adult; Human, Child; Human, General; Infant; Infant, Newborn; Instruction; Investigation; Investigators; Knowledge; Laboratories; Life; Link; Location; MRI, Functional; Macaca mulatta; Magnetic Resonance Imaging, Functional; Man (Taxonomy); Man, Modern; Maryland; Measurement; Methods; Motor; Neonatal; Nervous; Nervous System, Brain; Neurosciences; Newborn Infant; Newborns; Pattern; Perception; Play; Process; Programs (PT); Programs [Publication Type]; Property; Property, LOINC Axis 2; Reporting; Research; Research Personnel; Researchers; Rhesus; Rhesus Macaque; Rhesus Monkey; Role; Sampling; Scalp; Scalp structure; Science of neurophysiology; Social Behavior; Stimulus; System; System, LOINC Axis 4; Testing; Time; Universities; Videotape; Visual attention; Work; adult human (21+); awake; base; behavioral assessment; children; cognitive neuroscience; cognitive psychology; comparative; developmental psychology; experiment; experimental research; experimental study; fMRI; human developmental psychology; infancy; infantile; interest; mirror neuron; mirror neuron system; neural; neural mechanism; neuroimaging; neuromechanism; neuron development; neurophysiology; newborn human (0-6 weeks); non-human primate; nonhuman primate; pediatric; programs; relating to nervous system; research study; response; seven year old; skills; social; social cognition; social role; sociobehavior; sociobehavioral; youngster
Relevance: The study of the MNs development is largely unexplored. Here we propose to investigate the emergence of this system in relation to important behavioural-cognitive skills by means of neurophysiological measurements. The findings will be central for understanding the neural mechanisms underlying action understanding and imitation, which are fundamental elements of social cognitive development
Project start date: 2010-09-10
Project end date: 2015-06-30
Budget start date: 10-SEP-2010
Budget end date: 30-JUN-2011
1P01HD064653-01_8594 (2010): $240008
Sponsored Links Excellgen http://Excellgen.com
Grants awarded to Nathan A Fox
PSYCHOPHYSIOLOGY OF RISK FOR DEPRESSION
Nathan A Fox, Professor
University Of Pittsburgh At Pittsburgh 350 Thackeray Hall Pittsburgh, Pa 15260
Grant 1P01MH056193-01A10002 from National Institute Of Mental Health
Abstract: We plan to assess trait-markers for the development and course of depressive disorders, we propose to study individuals who were identified and diagnosed with depressive disorders in childhood, their offspring, and the adult siblings of the depressed probands; individuals who were identified and diagnosed with anxiety disorders in childhood and their offspring; and subjects with no history of child/adolescent psychiatric illness and their offspring. Assessments include baseline studies of central and autonomic nervous system functioning; studies of affect regulation; and studies of the startle response in selected subjects. Measures include brain electrical activity (EEG), autonomic nervous system activity (heart rate and vagal tone), facial electromyographic activity (EMG), emotion expression, trait emotion, and (in children) internalizing and externalizing problems. The Scheduling and Psychiatric Evaluation Core of the Program Project will assess psychiatric disorder, dates of onset and remission, and symptom severity ratings. We will test the hypothesis that depressive and anxiety disorders are associated with differential patterns of physiologic, behavioral, and emotional response; and individual differences in these patterns are associated with course and severity of disorder.
Keywords: child psychology, clinical depression, disease /disorder proneness /risk, psychophysiology, anxiety disorder, emotion, emotional adjustment, family genetics, heart rate, mood disorder, behavioral /social science research tag, child (0-11), clinical research, electroencephalography, electromyography, human subject, neuropsychological test, psychological test
Project start date: 1997-08-01
Project end date: 1998-07-31
CORE C: NEUROBEHAVIORAL/ELECTROPHYSIOLOGICAL CORE
Nathan A Fox
University Of Minnesota Twin Cities, 450 Mcnamara Alumni Center, Minneapolis, Mn 55455-2070
Abstract: This project, Core C of the Center proposal, involves data integrity for neuropsychological and electrophysiological data as well as training of Center personnel and graduate students in neuropsychological and electrophysiological methods with young children. The Center proposes two projects that involve the acquisition of neuropsychological and electrophysiological data with young children. Core C will insure the quality and integrity and comparability of the data, both behavioral and electrophysiological across both these projects. As well, we have identified tasks that activate similar neural structures in both human children and non-human primates. Core C will insure that these tasks are administered similarly across projects and will assist in the analysis of their comparability across human and non-human primate populations. Finally, Core C is involved in training and dissemination of methods for acquisition, processing and analysis of electrophysiological data to human child populations as well as training and dissemination of neuropsychological tasks to researchers with both human children and non-human primates. This will be accomplished by holding training workshops and training directly graduate students who will work at the different Center sites and projects. RELEVANCE (See instructions) A Center dedicated to translational research in the neuroscience of early life stress must maintain high standards of quality control for the behavioral and electrophysiological measures to brain functioning collected across sites and species. The main goal of Core C is to insure these standards. As well, Core C will be involved in training and dissemination of neurocognitive and electrophysiological methods
Keywords: No Project Terms available
Budget start date: 1-MAR-2010
Budget end date: 28-FEB-2011
5P50MH078105-02_6083 (2010): $186642
3P50MH078105-01A2S1_6083 (2009): $22430
AFFECT AND CEREBRAL ASYMMETRY--A DEVELOPMENTAL APPROACH
Nathan A Fox, Professor
University Of Maryland College Pk Campus 3112 Lee Building College Park, Md 207425141
Grant 5R01HD017899-10 from National Institute Of Child Health And Human Development IRG: CEP
Abstract: The objectives of this research program are to examine the psychophysiological correlates of infant temperament and to investigate the consequences of specific patterns of affective bias on social behavior and peer interaction in school age children. A variety of data suggest that the pattern of EEG asymmetry recorded during a resting state may be a marker for certain temperamental styles. In general, subjects with a pattern of greater relative right hemisphere activation are more likely to respond with negative affect or dysphoric mood state in response to mild stress or novelty. This predisposition to respond with negative affect nay, if it is stable through early childhood, have important consequences for psychological well-being of children and adolescents. In an attempt to investigate the early origins of this pattern of brain asymmetry and its consequences for later social functioning two studies are proposed. The first study will screen 400 four month old infants to select those who are on the extreme of motor reactivity and affective bias. Four groups will be selected infants with high motor reactivity and a predisposition to positive affect; infants with high motor reactivity and a predisposition to negative affect; infants with low motor reactivity and a predisposition to positive affect and infants with low motor reactivity and a predisposition to negative affect. These four groups will be followed in a longitudinal study in which their responses to a set of standard affect elicitors will be monitored. In addition, brain electrical activity will be recorded at each assessment. Infants will be seen at 9, 14, and 24 months of age. The relations between infant temperament and individual patterns of EEG asymmetry across this period will be explored. A second study will examine the relations between EEG asymmetry and social behavior in a group of randomly selected, non-referred, four year old children. These children will be assessed interacting with their peers and individually for their affective bias. Two assessments are planned one at age four and a second at age seven. The stability of social behaviors and individual patterns of EEG asymmetry and their interrelations across the three year age span will be assessed. This research will be among the first to explore the relations between patterns of brain electrical activity and social behaviors in infants and young children and may yield important data on the psychophysiology of early social development.
Keywords: cerebral dominance, child psychology, emotion, infant human (0-1 year), middle childhood (6-11), personality, psychophysiology, social behavior, behavior prediction, brain electrical activity, child physical development, interpersonal relations, longitudinal human study, mother child interaction, peer group, sex difference, electroencephalography, human subject, questionnaire, stimulus /response, videotape /videodisc
Project start date: 1985-04-01
Project end date: 1995-06-30
5R01HD017899-10 (1994): $173718
5R01HD017899-09 (1993): $167036
5R01HD017899-08 (1992): $158442
AFFECT AND CEREBRAL ASYMMETRY: A DEVELOPMENTAL APPROACH
Nathan A Fox, Professor
University Of Maryland College Pk Campus 3112 Lee Building College Park, Md 207425141
Grant 3R01HD017899-13S1 from National Institute Of Child Health And Human Development IRG: HUD
Abstract: The investigators have described individual differences in infant behavior and a corresponding pattern of brain electrical activity (EEG) both associated with particular styles of infant and child temperament. Studies indicate that the pattern of EEG recorded over the anterior portion of the frontal lobes may be an important marker of individual differences in the tendency to express positive or negative emotions. This pattern has particular significance for the development of social withdrawal. Infants who exhibit wariness and behavioral inhibition during the infancy period and who display greater relative right frontal EEG activation are more likely to be socially withdrawn during peer interaction at the preschool period. The combination of infant behavior and EEG measured physiology is the best predictor of social competence and withdrawal in four year old children. The two studies proposed in the current grant are designed to extend our work in a number of ways first, we will examine the stability and predictive validity of both behavior and physiology in the elementary school years. Second, they will be able to validate the importance of early infant temperament and physiology in predicting seven year old social competence. Specifically, with a large sample of subjects, selected at four months of age for specific infant temperament characteristics, the investigators will examine the continuities and discontinuities in behavioral style through the child s entry into elementary school. Due to the repeated psychophysiological assessment of the children in these cohorts and the relatively low attrition rate we will be able to examine the independent and interactive roles of brain electrical activity in predicting social withdrawal or social competence. In addition, they propose to study infants who represent the opposite end of the temperamental spectrum extremely inhibited infants. Extremely uninhibited infants themselves may represent a unique temperamental group who are highly sociable in their interactions. Among this group we intend to study a sub-group of children who are unable to modulate their positive, exuberant behaviors and who are easily frustrated and angered in response to mild stress. The current grant proposal contains two studies one represents the continued study of children on whom there are both behavioral and physiological data associated with behavioral inhibition, reticence, and social withdrawal. The second study will examine the developmental outcomes of extremely uninhibited infants charting the incidence of maladaptive behavior among these children.
Keywords: behavior prediction, child behavior, child psychology, infant human (0-1 year), personality, psychophysiology, adolescence (12-18), anger, brain electrical activity, friendship, frontal lobe /cortex, frustration, interpersonal relations, longitudinal human study, parent offspring interaction, peer group, preschool child (1-5), social behavior, behavior test, behavioral /social science research tag, child (0-11), clinical research, electroencephalography, human subject, questionnaire
Project start date: 1985-04-01
Project end date: 2001-08-31
3R01HD017899-13S1 (1998): $40246
5R01HD017899-15 (2000): $283765
5R01HD017899-14 (1999): $251572
Sponsored Links Excellgen http://Excellgen.com
5R01HD017899-13 (1998): $194439
5R01HD017899-12 (1997): $197291
PSYCHOPHYSIOLOGY OF RISK FOR DEPRESSION
Nathan A Fox, Professor
University Of Pittsburgh At Pittsburgh 350 Thackeray Hall Pittsburgh, Pa 15260
Grant 5P01MH056193-100002 from National Institute Of Mental Health
Abstract: SUBPROJECT
Keywords: behavioral genetics, child mental disorder, clinical depression, disease /disorder proneness /risk, family genetics, genetic susceptibility, psychophysiology, autonomic nervous system, bipolar depression, brain electrical activity, disease /disorder classification, emotion, genetic mapping, interpersonal relations, parent offspring interaction, behavioral /social science research tag, electroencephalography, electromyography, human subject, patient oriented research
EEG ASYMMETRY AND SOCIAL BEHAVIOR IN 4 YEAR OLD CHILDREN
Nathan A Fox, Professor
University Of Maryland College Pk Campus 3112 Lee Building College Park, Md 207425141
Grant 5R01HD032666-04 from National Institute Of Child Health And Human Development IRG: EMP
Abstract: Recent data suggest that peer interaction is an important force in the development of normal social relationships and social skills. Over the past number of years our research has focussed on the relations between dimensions of infant behavior and preschool social behavior with an understanding of the mediating role of EEG asymmetry. We have also studied, within the general population, the developmental continuities and dis-continuities associated with behavioral inhibition and social withdrawal. We have reported that social withdrawal is a behavioral marker of social anxiety in early childhood and that socially withdrawn children are less confident and competent in their interactions with peers. Over the past five years we have also performed a number of studies which suggest that the affective behavior displayed by young children in novel social situations is, in part, associated with specific patterns of frontal EEG asymmetry. And, we have documented that specific patterns of infant temperament are associated with withdrawn and inhibited behavior during the preschool period. Specifically, we have found that individual differences in the pattern of frontal EEG asymmetry are associated with the valence of affective response and the child s disposition to respond in a pro-social or withdrawn manner to peers. The research proposed in this application is designed to extend our findings on the relations between dimensions of infant behavior and preschool social behavior with an under-standing of the mediating role of EEG asymmetry. The current grant will focus on two independent samples of children who were each selected at four months of age for specific behavioral characteristics thought to be associated with behavioral inhibition. Subjects in two cohorts (N=72) and (N=120) have been seen at ages 9, 14, and 24 months of age. At each age, measures of behavioral response to novel events were recorded. At each age, brain electrical activity (EEG) was recorded from each subject. We propose to see these two cohorts when children are four years of age. At that time each child will be seen twice. Once with three others in a same sex quartet play session and once individually when EEG will be recorded. Based upon our previous work with an unselected sample of children at age four, we believe that infant temperament and frontal EEG asymmetry will predict social withdrawal and social competence at four years of age.
Keywords: behavior prediction, child behavior, child psychology, electroencephalography, personality, preschool child (1-5), social behavior, developmental psychology, early experience, emotion, longitudinal human study, psychophysiology, behavioral /social science research tag, human subject
Project start date: 1994-09-01
Project end date: 1999-06-30
5R01HD032666-04 (1997): $124375
5R01HD032666-02 (1995): $132324
1R01HD032666-01 (1994): $132221
INFANT COGNITIVE AND EEG DEVELOPMENT--BASIC PROCESSES
Nathan A Fox, Professor
University Of Maryland College Pk Campus 3112 Lee Building College Park, Md 207425141
Grant 5R01HD026768-05 from National Institute Of Child Health And Human Development IRG: HUD
Abstract: Recent advances in behavioral neuroscience research have permitted investigation of the relations between developing areas of the neocortex and emerging behavioral skills. There is evidence which suggests that while the frontal cortex is among the last areas of the brain to mature, it may subserve important functions during the period of infancy. One potential method for exploring brain/behavior relations is the measurement of scalp recorded brain electrical activity (EEG). Recent conceptual and computational advances have led to the use of the EEG as a measure of both regional development and of the emerging cortico-cortical connections. The purpose of the present study is to extend, into the second year of life, basic research on the maturation of the EEG and its relation to specific cognitive and language behaviors. It is our intention to chart developmental changes in a subset of cognitive and language competencies and to relate these changes to specific parameters of the EEG. We will complete a longitudinal study of 48 infants, beginning at age 14 months, and will see them every two months (14, 16, 18, 20, 22, and 24 months of age). At each age we will assess infant performance on tasks designed to tap frontally and non-frontally mediated competencies. In addition, we will assess the emergence of infant self-regulatory skills and have parents of the infants complete a standardized language assessment questionnaire. We will also record multi-lead EEG. Our aims include documenting changes in brain electrical activity-across the second year of life and investigating the associations between EEG changes and cognitive, language, and self-regulatory development. Enhanced understanding of these processes and their interrelationships will provide an important window into understanding cognitive-neuro development in the second year of life. It may also be of importance in understanding the cognitive, language, and self-regulatory development of atypical populations.
Keywords: brain electrical activity, child psychology, cognition, infant human (0-1 year), language development, neuropsychology, child behavior, emotion, longitudinal human study, neocortex, performance, preschool child (1-5), stimulus /response, electroencephalography, human subject, videotape /videodisc
Project start date: 1991-07-15
Project end date: 1997-06-30
5R01HD026768-05 (1995): $137122
2R01HD026768-04 (1994): $143674
Sponsored Links Excellgen http://Excellgen.com
5R01HD026768-03 (1993): $147261
5R01HD026768-02 (1992): $153431
Early Temperament And Social Behavior In Adolescence
Nathan A Fox, Professor
University Of Maryland College Pk Campus 3112 Lee Building College Park, Md 207425141
Grant 5R01MH074454-03 from National Institute Of Mental Health IRG: PDRP
Abstract: Previous research suggests that early temperamental biases shape the manner in which individuals perceive and process emotional information. These processes in turn create the conditions around which individuals view their own self-efficacy as well as the responses of others and hence contribute to the formation of adult personality. The interplay of early temperament and styles of cognitive processing is critical if researchers are to examine the complex trajectories of the development of social behavior into adolescence. With these considerations in mind, the current proposal will initiate an assessment in adolescence of a longitudinal sample that has been followed since early infancy. 150 infants were selected at 4-months of age from a larger normative sample based upon their motor and affective reactions to novel auditory and visual stimuli. These children were re-assessed at 9, 14, and 24 months of age and at 4 and 7 years of age. Previous assessments of this sample included measures of physiology, behavior, and maternal perception of temperament. The currently proposed study will provide assessments of these same subjects in adolescence when they are 14-16 years of age. 6 broad areas are to be assessed Cognitive processing of emotional and social stimuli; resting physiological activity and reactivity to threat, self-concept and behavioral adaptation, observed social behavior in response to an unfamiliar peer, the presence of anxiety disorders, and the social contextual demands of adolescence. With data from these tasks, we will examine the confluence of early temperament and the demands of the social context in adolescence on styles of cognitive processing of social and emotional stimuli, the influence of early temperament on physiological reactivity to threat, and the mediating role of styles of cognitive processing and physiological reactivity on social and anxious behaviors.
Keywords: adolescence (12-20), child behavior, child psychology, personality, social behavior, social psychology, anxiety disorder, cognition, longitudinal human study, peer group, physiologic stressor, psychological adaptation, rest, self concept, stimulus /response, behavioral /social science research tag, clinical research, human subject
Project start date: 2005-02-07
Project end date: 2009-01-31
5R01MH074454-03 (2007): $504565
5R01MH074454-02 (2006): $519147
1R01MH074454-01A2 (2005): $482872
Affect And Cerebral Asymmetry: A Developmental Approach
Nathan A Fox, Professor
University Of Maryland College Pk Campus 3112 Lee Building College Park, Md 207425141
Grant 3R37HD017899-19S1 from National Institute Of Child Health And Human Development IRG: ZRG1
Abstract: Over the first four years of life children make tremendous strides in acquiring the social skills that are essential for the lifelong development of healthy relationships. They learn how to engage with other children and adults, and develop skills in negotiation, the co-regulation of play, and sustaining friendships. The current investigation, to which the proposed supplemental project is linked, is following two temperament groups - infants who are temperamentally fearful and those who are temperamentally exuberant - for whom prior evidence suggests these early social tasks are particularly challenging. The study is focusing on the contribution of maternal caregiving behaviors and the development of information processing skills as they influence the trajectories of these children towards regulated or unregulated social behavior between infancy and age four years. During this same period, most children in the U.S. enter child care environments with other children which, as a result, provide a critical arena for social development. Early social development has figured prominently in the child care literature and is now a focal point of research in light of evidence that, of the range of developmental outcomes examined, social behavior may be particularly susceptible to variation in the amount and quality of child care the children experience. The supplemental project would add to the current investigation an examination of the critically important mediating influence of child care environments. By examining the children s exposure to child care with peers from early infancy through preschool, as well as their experiences in child care when they are 24, 36 and 48 months of age, this project would significantly expand our understanding of the kinds of experiences that either increase or decrease the odds of compromised social development among temperamentally vulnerable infants during a crucial period when their trajectories begin to diverge towards adaptive or maladaptive outcomes. On-site child care assessments will focus on the quality of caregiving the children receive, the extent to which their caregivers support positive peer interactions in child care, and the children s actual peer experiences in child care. These data will supplement the growth models being employed in the current study to include child care among the processes that affect the development of adaptive or maladaptive social behavior among temperamentally vulnerable infants.
Project start date: 1985-04-01
Project end date: 2006-08-31
3R37HD017899-19S1 (2005): $162826
5R37HD017899-25 (2010): $504176
3R37HD017899-24S1 (2010): $210144
5R37HD017899-24 (2009): $493822
5R37HD017899-23 (2008): $485480
Sponsored Links Excellgen http://Excellgen.com
Affect And Cerebal Asymmetry: A Developmental Approach
Nathan A Fox, Professor
University Of Maryland College Pk Campus 3112 Lee Building College Park, Md 207425141
Grant 5R37HD017899-20 from National Institute Of Child Health And Human Development IRG: ZRG1
Abstract: Over the first four years of life children develop the skills to interact with both familiar and unfamiliar peers and adults in a socially appropriate manner. They learn to modulate their behavioral and emotional responses across multiple contexts and they develop skills to overcome initial hesitations to engage others. There are, however, instances, in which children are less successful in the development of regulated social behavior. Some children display social withdrawal and miss out opportunities to interact with peers and develop friendships. The lack of such experiences is often associated with low self-esteem and signs of depression in withdrawn children during the school years. Other children display impulsivity and low frustration tolerance and often find themselves engaged in conflict and struggles with peers and adults. The processes by which infants and young children develop the skills for regulated social interaction involve the interaction of their inborn temperamental styles with supportive, guiding, care giving behaviors across a variety of contexts, and the development of certain information processing skills that facilitate the transition from the use of external supports in the modulation of behavior to internal self-reliant responses. In order to fully understand these processes, we will study each of these components and their interactions over time. The current proposal draws upon the research literature in four domains temperament, frontal EEG asymmetry, mother-child interaction and socialization and the role of cognitive processes in the development of regulated and unregulated social behavior. We propose a longitudinal study in which will select two temperament groups, infants who are temperamentally fearful and infants who are temperamentally exuberant. We will follow these children over the first four years of life assessing the expression of their temperament, the pattern of maternal caregiving, and the development of executive function skills. We will assess frontal EEG asymmetry in these infants and over time. This measure has been found to be a significant correlate of temperament and our repeated assessment of frontal EEG asymmetry and child temperament will provide an important model for understanding the plasticity of neural development and the coordination of brain behavior relations in early childhood. Our proposed study will attempt an innovative analytical approach, growth modeling with latent cluster analysis so that we might identify, clusters of children who show particular patterns of change or continuity in the expression of temperament over time. To accomplish this we will repeatedly assess the child s social behavior with an unfamiliar peer across the grant period. This program of research will identify the significant components that mediate a child s inborn temperament to produce either socially appropriate and regulated social behavior or socially inappropriate and maladaptive unregulated social behavior.
Keywords: child behavior, child psychology, infant human (0-1 year), personality, preschool child (1-5), psychobiology, social behavior, anger, brain electrical activity, child rearing, cognition, fear, friendship, frontal lobe /cortex, frustration, interpersonal relations, longitudinal human study, maternal behavior, mother child interaction, neural plasticity, peer group, socialization, behavior test, behavioral /social science research tag, clinical research, electroencephalography, human subject
Project start date: 1985-04-01
Project end date: 2006-08-31
5R37HD017899-20 (2005): $750365
5R37HD017899-19 (2004): $586756
THE EFFECTS OF EARLY TEMPERAMENT ON SOCIAL BEHAVIOR IN ADOLESCENCE
Nathan A Fox
University Of Maryland College Pk Campus, 3112 Lee Building, College Park, Md 20742-5141
Grant 5U01MH074454-05 from National Institute Of Mental Health
Abstract: Early childhood temperament, particularly behavioral inhibition, is seen as an expression of a child´s biologically based negative reactivity to novelty and threat. Behavioral inhibited children have difficulty with peer interactions and exhibit withdrawal in novel social situations. Although expressed behavior may change with development, the underlying tendencies and general thresholds for attending to and reacting to novel or threatening stimuli in the environment may remain stable. These differences in reactivity may influence patterns of social competence particularly as individuals enter into periods of change and transition in their social contexts. . The period of young adulthood may be of particular importance in the lives of behaviorally inhibited individuals since it is marked by structural and cultural changes in the individual´s social environment. This period also marks the peak for the emergence of anxiety disorders and substance use. Insofar as behavioral inhibition selectively influences the direction of attention to threat (i.e., anxiety) and the likelihood of engaging in substance use these individuals may be most at-risk for the development of maladaptive outcomes in young adulthood. We propose to study the mechanisms involving attention bias to threat and anticipation of reward and their role in the formation of personality and the emergence of psychopathology and substance use within a sample of 20-year-olds who were initially selected for differences in temperamental reactivity including behavioral inhibition. These subjects have been followed in a longitudinal study since they were four months of age. At multiple age points, measures of temperament, social behavior, physiological reactivity, and cognitive processing were obtained. The subjects in the current study will be seen for a two-day visit where they will be assessed for psychiatric status, and then presented with two different tasks during functional neuroimaging. The two tasks include assessment of their attention bias to threat and assessment of their reactivity to reward anticipation. We will also collect questionnaire data, via internet methods, on each subject and a peer nominated by the target subject. The goal is to identify developmental trajectories from early childhood temperament to psychiatric outcomes and substance use and examine the mediating effects of social competence and the moderating roles of attention to threat and reward processing. The goal of this is to examine how the trajectories of childhood temperament predict the behavioral and neural correlates of attention bias to threat and incentive for reward in young adults with a history of behavioral inhibition, focusing specifically on the manner in which these processes moderate the association between temperament and anxiety disorders and substance use. Results from these studies will inform both prevention and intervention of anxiety disorders and associated substance use
Keywords: 0-11 years old; 12-20 years old; 20 year old; 21+ years old; AOD use; Adaptation, Psychologic; Adaptation, Psychological; Address; Adolescence; Adult; Age; Age-Months; Alcohol or Other Drugs use; Alcohols; Amygdala; Amygdaloid Body; Amygdaloid Nucleus; Amygdaloid structure; Anxiety; Anxiety Disorders; Attention; Behavior; Behavioral; Behavioral inhibition; Caudate Nucleus; Caudate nucleus structure; Chemical Class, Alcohol; Child; Child Youth; Childhood; Children (0-21); Cognitive; Corpus Striatum; Corpus striatum structure; Coupled; Data; Data Set; Dataset; Depression; Development; Environment; Exhibits; Face; Goals; History; Human, Adult; Human, Child; Image; Incentives; Incidence; Individual; Infant; Internet; Life; Link; Literature; Longitudinal Studies; Measures; Mediating; Mental Depression; Methods; Nervous; Nucleus Accumbens; Nucleus Caudatus; Outcome; Pattern; Personality; Physiologic; Physiological; Position; Positioning Attribute; Preventive Intervention; Process; Psychological adjustment; Psychopathology; Publishing; Putamen; Questionnaires; Reaction; Recording of previous events; Recruitment Activity; Relative; Relative (related person); Research; Rewards; Risk; Risk-Taking; Role; Sampling; Shapes; Social Behavior; Social Environment; Social Interaction; Social support; Staging; Stimulus; Striate Body; Striatum; Structure of putamen; Temperament; Testing; Time; Visit; WWW; Withdrawal; Work; abnormal psychology; adolescence (12-20); adult human (21+); adult youth; amygdaloid nuclear complex; base; caudate nucleus; children; cohort; early adolescence; early childhood; facial; imaging; incentive; inducement; interpersonal competence; interpersonal competency; long-term study; neural; neural circuit; neural circuitry; neuroimaging; novel; pediatric; peer; preventional intervention strategy; public health relevance; putamen; recruit; relating to nervous system; response; reward processing; social; social climate; social competence; social competency; social context; social role; social skills; social support network; sociobehavior; sociobehavioral; socioenvironment; stressor; striatal; substance use; teenage; twenty year old; web; world wide web; young adult; youngster
Relevance: The goal of this is to examine how the trajectories of childhood temperament predict the behavioral and neural correlates of attention bias to threat and incentive for reward in young adults with a history of behavioral inhibition, focusing specifically on the manner in which these processes moderate the association between temperament and anxiety disorders and substance use. Results from these studies will inform both prevention and intervention of anxiety disorders and associated substance use
Project start date: 2009-09-23
Project end date: 2011-08-31
Budget start date: 1-SEP-2010
Budget end date: 31-AUG-2011
PFA/PA: PA-07-070
5U01MH074454-05 (2010): $662155
2U01MH074454-04A1 (2009): $660646
AFFECT AND CEREBRAL ASYMMETRY--A DEVELOPMENTAL APPROACH
Nathan A Fox, Professor
University Of Maryland College Pk Campus 3112 Lee Building College Park, Md 207425141
Grant 5R01HD017899-06 from National Institute Of Child Health And Human Development IRG: CEP
Abstract: A number of primary discrete emotions emerge over the first year of life. Little is known about the relation between facial signs of these affects and concomitant central nervous system processes. The research proposed in this application is designed to provide the first fundamental knowledge on this question. It is novel methodologically in combining the precision of detailed coding procedures for the measurement of facial affect with sophisticated techniques for the analysis of noninvasively recorded brain activity. Infants at 6 months and 12 months of age will be studied. The same affect eliciting conditions will be presented at each age. These include presentation of a sweet and sour taste, placement on the visual cliff and the mother smiling or frowning at her infant. Brain electrical activity from left and right sided leads in the frontal and parietal regions will be recorded. The research will focus on hemispheric asymmetry associated with the presence of different facial signs of discrete emotion. These findings will provide important new information on the relation between maturational changes in brain function and the emergence of different emotion systems over the first year of life.
Keywords: CHILD DEVELOPMENT (NON-PSYCHOLOGICAL), CHILDREN, INFANT (BIRTH TO 1 YR), INFORMATION-COMMUNICATION BEHAVIOR, FACIAL EXPRESSION, PSYCHOBIOLOGY, PSYCHOPHYSIOLOGY, PSYCHOLOGY, EMOTIONS, brain electrical activity, BRAIN INTERHEMISPHERIC ACTIVITY, CEREBRAL DOMINANCE, SEX, SEX DIFFERENCE, child mental development, BRAIN ELECTRICAL ACTIVITY, ELECTROENCEPHALOGRAPHY, HUMAN, NON-CLINICAL, INFORMATION DISSEMINATION, VIDEOTAPES
Project start date: 1985-04-01
Project end date: 1991-07-10
AFFECT AND CEREBRAL ASYMMETRY: A DEVELOPMENTAL
Nathan A Fox, Professor
University Of Maryland College Pk Campus 3112 Lee Building College Park, Md 207425141
Grant 5R01HD017899-04 from National Institute Of Child Health And Human Development IRG: CEP
Abstract: A number of primary discrete emotions emerge over the first year of life. Little is known about the relation between facial signs of these affects and concomitant central nervous system processes. The research proposed in this application is designed to provide the first fundamental knowledge on this question. It is novel methodologically in combining the precision of detailed coding procedures for the measurement of facial affect with sophisticated techniques for the analysis of noninvasively recorded brain activity. Infants at 6 months and 12 months of age will be studied. The same affect eliciting conditions will be presented at each age. These include presentation of a sweet and sour taste, placement on the visual cliff and the mother smiling or frowning at her infant. Brain electrical activity from left and right sided leads in the frontal and parietal regions will be recorded. The research will focus on hemispheric asymmetry associated with the presence of different facial signs of discrete emotion. These findings will provide important new information on the relation between maturational changes in brain function and the emergence of different emotion systems over the first year of life.
Keywords: CHILD DEVELOPMENT (NON-PSYCHOLOGICAL), CHILDREN, INFANT (BIRTH TO 1 YR), INFORMATION-COMMUNICATION BEHAVIOR, FACIAL EXPRESSION, PSYCHOBIOLOGY, PSYCHOPHYSIOLOGY, PSYCHOLOGY, EMOTIONS, brain electrical activity, BRAIN INTERHEMISPHERIC ACTIVITY, CEREBRAL DOMINANCE, SEX, SEX DIFFERENCE, child mental development, BRAIN ELECTRICAL ACTIVITY, ELECTROENCEPHALOGRAPHY, HUMAN, NON-CLINICAL, INFORMATION DISSEMINATION, VIDEOTAPES
Project start date: 1985-04-01
Project end date: 1991-05-31
AFFECT AND CEREBRAL ASYMMETRY: A DEVELOPMENTAL
Nathan A Fox, Professor
University Of Maryland College Pk Campus 3112 Lee Building College Park, Md 207425141
Grant 2R01HD017899-03 from National Institute Of Child Health And Human Development IRG: CEP
Abstract: A number of primary discrete emotions emerge over the first year of life. Little is known about the relation between facial signs of these affects and concomitant central nervous system processes. The research proposed in this application is designed to provide the first fundamental knowledge on this question. It is novel methodologically in combining the precision of detailed coding procedures for the measurement of facial affect with sophisticated techniques for the analysis of noninvasively recorded brain activity. Infants at 6 months and 12 months of age will be studied. The same affect eliciting conditions will be presented at each age. These include presentation of a sweet and sour taste, placement on the visual cliff and the mother smiling or frowning at her infant. Brain electrical activity from left and right sided leads in the frontal and parietal regions will be recorded. The research will focus on hemispheric asymmetry associated with the presence of different facial signs of discrete emotion. These findings will provide important new information on the relation between maturational changes in brain function and the emergence of different emotion systems over the first year of life.
Keywords: CHILD DEVELOPMENT (NON-PSYCHOLOGICAL), CHILDREN, INFANT (BIRTH TO 1 YR), COGNITION, EMOTION AND PERSONALITY RESEARCH REVIEW COMMITTEE, INFORMATION-COMMUNICATION BEHAVIOR, FACIAL EXPRESSION, PSYCHOBIOLOGY, PSYCHOPHYSIOLOGY, PSYCHOLOGY, EMOTIONS, brain electrical activity, BRAIN INTERHEMISPHERIC ACTIVITY, CEREBRAL DOMINANCE, SEX, SEX DIFFERENCE, child mental development, BRAIN ELECTRICAL ACTIVITY, ELECTROENCEPHALOGRAPHY, HUMAN, NON-CLINICAL, INFORMATION DISSEMINATION, VIDEOTAPES (GENERAL)
Project start date: 1985-04-01
Project end date: 1991-05-31
AFFECT AND CEREBRAL ASYMMETRY--A DEVELOPMENTAL APPROACH
Nathan A Fox, Professor
University Of Maryland College Pk Campus 3112 Lee Building College Park, Md 207425141
Grant 5R01HD017899-02 from National Institute Of Child Health And Human Development IRG: CEP
Abstract: A number of primary discrete emotions emerge over the first year of life. Little is known about the relation between facial signs of these affects and concomitant central nervous system processes. The research proposed in this application is designed to provide the first fundamental knowledge on this question. It is novel methodologically in combining the precision of detailed coding procedures for the measurement of facial affect with sophisticated techniques for the analysis of noninvasively recorded brain activity. Infants at 6 months and 12 months of age will be studied. The same affect eliciting conditions will be presented at each age. These include presentation of a sweet and sour taste, placement on the visual cliff and the mother smiling or frowning at her infant. Brain electrical activity from left and right sided leads in the frontal and parietal regions will be recorded. The research will focus on hemispheric asymmetry associated with the presence of different facial signs of discrete emotion. These findings will provide important new information on the relation between maturational changes in brain function and the emergence of different emotion systems over the first year of life.
Keywords: CHILD DEVELOPMENT (NON-PSYCHOLOGICAL), CHILDREN, INFANT (BIRTH TO 1 YR), COGNITION, EMOTION AND PERSONALITY RESEARCH REVIEW COMMITTEE, INFORMATION-COMMUNICATION BEHAVIOR, FACIAL EXPRESSION, PSYCHOBIOLOGY, PSYCHOPHYSIOLOGY, PSYCHOLOGY, EMOTIONS, brain electrical activity, BRAIN INTERHEMISPHERIC ACTIVITY, CEREBRAL DOMINANCE, SEX, SEX DIFFERENCE, child mental development, BRAIN ELECTRICAL ACTIVITY, ELECTROENCEPHALOGRAPHY, HUMAN, NON-CLINICAL, INFORMATION DISSEMINATION, VIDEOTAPES (GENERAL)
Project start date: 1985-04-01
Project end date: 1987-05-31
Affect And Cerebral Asymmetry: A Developmental Approach
Nathan A Fox, Professor
Human Developmentuniversity Of Maryland College Pk Campus
3112 Lee Building
college Park, Md 207425141
Grant 5R37HD017899-22 from National Institute Of Child Health And Human Development IRG: ZRG1
Project start date: 1985-04-01
Project end date: 2011-08-31
5R37HD017899-22 (2007): $487858
Sponsored Links Excellgen http://Excellgen.com
4R37HD017899-21 (2006): $450314
Affect And Cerebal Asymmetry: A Developmental Approach
Nathan A Fox
Other Health Professionsuniversity Of Maryland College Pk Campus
5R01HD017899-18 (2003): $442758
AFFECT AND CEREBRAL ASYMMETRY: A DEVELOPMENTAL APPROACH
Nathan A Fox, Professor
Human Developmentuniversity Of Maryland College Pk Campus
3112 Lee Building
college Park, Md 207425141
Grant 3R01HD017899-12S1 from Eunice Kennedy Shriver National Institute Of Child Health & Human Development IRG: HUD
Project start date: 1985-04-01
Project end date: 2001-08-31
3R01HD017899-12S1 (1997): $52086
AFFECT AND CEREBRAL ASYMMETRY: A DEVELOPMENTAL APPROACH
Nathan A Fox, Professor
University Of Maryland College Pk Campus 3112 Lee Building College Park, Md 207425141
Grant 2R01HD017899-11A2 from National Institute Of Child Health And Human Development IRG: HUD
Project start date: 1985-04-01
Project end date: 2001-08-31
2R01HD017899-11A2 (1996): $194362
EEG ASYMMETRY AND SOCIAL BEHAVIOR IN 4 YEAR OLD CHILDREN
Nathan A Fox, Professor
University Of Maryland College Pk Campus 3112 Lee Building College Park, Md 207425141
Grant 5R01HD032666-03 from National Institute Of Child Health And Human Development IRG: EMP
Project start date: 1994-09-01
Project end date: 1998-06-30
5R01HD032666-03 (1996): $143729
INFANT COGNITIVE AND EEG DEVELOPMENT: BASIC PROCESSES
Nathan A Fox, Professor
University Of Maryland College Pk Campus 3112 Lee Building College Park, Md 207425141
Grant 5R01HD026768-06 from National Institute Of Child Health And Human Development IRG: HUD
Project start date: 1991-07-15
Project end date: 1998-06-30
5R01HD026768-06 (1996): $139793