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Article: Editorial: Early social experience: impact on early and later social-cognitive development.

Gerson, Sarah A / Junge, Caroline / Meyer, Marlene

2023 Volume 14, Page(s) 1268725

Language	English
Publishing date	2023-08-14
Publishing country	Switzerland
Document type	Editorial
ZDB-ID	2563826-9
ISSN	1664-1078
ISSN	1664-1078
DOI	10.3389/fpsyg.2023.1268725
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Article: Face-to-face contact during infancy: How the development of gaze to faces feeds into infants' vocabulary outcomes.

Belteki, Zsofia / van den Boomen, Carlijn / Junge, Caroline

Frontiers in psychology

2022 Volume 13, Page(s) 997186

Abstract: Infants acquire their first words through interactions with social partners. In the first year of life, infants receive a high frequency of visual and auditory input from faces, making faces a potential strong social cue in facilitating word-to-world ... ...

Abstract	Infants acquire their first words through interactions with social partners. In the first year of life, infants receive a high frequency of visual and auditory input from faces, making faces a potential strong social cue in facilitating word-to-world mappings. In this position paper, we review how and when infant gaze to faces is likely to support their subsequent vocabulary outcomes. We assess the relevance of infant gaze to faces selectively, in three domains: infant gaze to different features within a face (that is, eyes and mouth); then to faces (compared to objects); and finally to more socially relevant types of faces. We argue that infant gaze to faces could scaffold vocabulary construction, but its relevance may be impacted by the developmental level of the infant and the type of task with which they are presented. Gaze to faces proves relevant to vocabulary, as gazes to eyes could inform about the communicative nature of the situation or about the labeled object, while gazes to the mouth could improve word processing, all of which are key cues to highlighting word-to-world pairings. We also discover gaps in the literature regarding how infants' gazes to faces (versus objects) or to different types of faces relate to vocabulary outcomes. An important direction for future research will be to fill these gaps to better understand the social factors that influence infant vocabulary outcomes.
Language	English
Publishing date	2022-10-28
Publishing country	Switzerland
Document type	Journal Article ; Review
ZDB-ID	2563826-9
ISSN	1664-1078
ISSN	1664-1078
DOI	10.3389/fpsyg.2022.997186
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Article ; Online: The Vocabulary of Infants with an Elevated Likelihood and Diagnosis of Autism Spectrum Disorder: A Systematic Review and Meta-Analysis of Infant Language Studies Using the CDI and MSEL.

Belteki, Zsofia / Lumbreras, Raquel / Fico, Kloe / Haman, Ewa / Junge, Caroline

International journal of environmental research and public health

2022 Volume 19, Issue 3

Abstract: Diagnoses of autism spectrum disorder (ASD) are typically accompanied by atypical language development, which can be noticeable even before diagnosis. The siblings of children diagnosed with ASD are at elevated likelihood for ASD diagnosis and have been ... ...

Abstract	Diagnoses of autism spectrum disorder (ASD) are typically accompanied by atypical language development, which can be noticeable even before diagnosis. The siblings of children diagnosed with ASD are at elevated likelihood for ASD diagnosis and have been shown to have higher prevalence rates than the general population. In this paper, we systematically reviewed studies looking at the vocabulary size and development of infants with autism. One inclusion criterion was that infants were grouped either pre-diagnostically as elevated or typical likelihood or post-diagnostically as ASD or without ASD. This review focused on studies that tested infants up to 24 months of age and that assessed vocabulary either via the parent-completed MacArthur-Bates Communicative Developmental Inventory (CDI) or the clinician-administered Mullen Scales of Early Learning (MSEL). Our systematic search yielded 76 studies. A meta-analysis was performed on these studies that compared the vocabulary scores of EL and TL infants pre-diagnostically and the scores of ASD and non-ASD infants post-diagnostically. Both pre- and post-diagnostically, it was found that the EL and ASD infants had smaller vocabularies than their TL and non-ASD peers, respectively. The effect sizes across studies were heterogenous, prompting additional moderator analyses of age and sub-group analyses of the language measure used (CDI or MSEL) as potential moderators of the effect size. Age was found to be a moderator both in the pre- and post-diagnostical groups, however, language measure was not a moderator in either diagnostic group. Interpretations and future research directions are discussed based on these findings.
MeSH term(s)	Autism Spectrum Disorder/complications ; Autism Spectrum Disorder/diagnosis ; Autism Spectrum Disorder/epidemiology ; Child ; Humans ; Infant ; Language ; Language Development ; Verbascum ; Vocabulary
Language	English
Publishing date	2022-01-27
Publishing country	Switzerland
Document type	Journal Article ; Meta-Analysis ; Research Support, Non-U.S. Gov't ; Review ; Systematic Review
ZDB-ID	2175195-X
ISSN	1660-4601 ; 1661-7827
ISSN (online)	1660-4601
ISSN	1661-7827
DOI	10.3390/ijerph19031469
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Article ; Online: Women are expected to smile: Preliminary evidence for the role of gender in the neurophysiological processing of adult emotional faces in 3-year-old children.

Portengen, Christel M / Junge, Caroline M M / van Baar, Anneloes L / Endendijk, Joyce J

Developmental psychobiology

2023 Volume 66, Issue 1, Page(s) e22443

Abstract: Children form stereotyped expectations about the appropriateness of certain emotions for men versus women during the preschool years, based on cues from their social environments. Although ample research has examined the development of gender stereotypes ...

Abstract	Children form stereotyped expectations about the appropriateness of certain emotions for men versus women during the preschool years, based on cues from their social environments. Although ample research has examined the development of gender stereotypes in children, little is known about the neural responses that underlie the processing of gender-stereotyped emotions in children. Therefore, the current study examined whether 3-year-olds differ in the neural processing of emotional stimuli that violate gender stereotypes (i.e., male faces with fearful or happy expressions) or confirm gender stereotypes (i.e., female faces with fearful or happy expressions), and whether boys and girls differ in their neural processing of the violation and confirmation of gender stereotypes. Data from 72 3-year-olds (±6 months, 43% boy) were obtained from the YOUth Cohort Study. Electroencephalography data were obtained when children passively viewed male and female faces displaying neutral, happy, or fearful facial expressions. This study provided first indications that happy male faces elicited larger P1 amplitudes than happy female faces in preschool children, which might reflect increased attentional processing of stimuli that violate gender stereotypes. Moreover, there was preliminary evidence that girls had larger negative central (Nc) responses, associated with salience processing, toward female happy faces than male happy faces, whereas boys had larger Nc responses toward male happy faces than female happy faces. No gender differences were found in the processing of neutral and fearful facial expressions. Our results indicate that electroencephalography measurements can provide insights into preschoolers' gender-stereotype knowledge about emotions, potentially by looking at the early occipital and late fronto-central responses.
MeSH term(s)	Adult ; Adolescent ; Humans ; Female ; Male ; Child, Preschool ; Facial Expression ; Cohort Studies ; Emotions/physiology ; Fear/psychology ; Happiness ; Electroencephalography ; Evoked Potentials/physiology
Language	English
Publishing date	2023-12-22
Publishing country	United States
Document type	Journal Article
ZDB-ID	4107-5
ISSN	1098-2302 ; 0012-1630
ISSN (online)	1098-2302
ISSN	0012-1630
DOI	10.1002/dev.22443
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Article ; Online: Limiting data loss in infant EEG: putting hunches to the test.

van der Velde, Bauke / Junge, Caroline

Developmental cognitive neuroscience

2020 Volume 45, Page(s) 100809

Abstract: EEG is a widely used tool to study the infant brain and its relationship with behavior. As infants usually have small attention spans, move at free will, and do not respond to task instructions, attrition rates are usually high. Increasing our ... ...

Abstract	EEG is a widely used tool to study the infant brain and its relationship with behavior. As infants usually have small attention spans, move at free will, and do not respond to task instructions, attrition rates are usually high. Increasing our understanding of what influences data loss is therefore vital. The current paper examines external factors to data loss in a large-scale on-going longitudinal study (the YOUth project; 1279 five-month-olds, 1024 ten-months-olds, and 109 three-year-olds). Data loss is measured for both continuous EEG and ERP tasks as the percentage data loss after artifact removal. Our results point to a wide array of external factors that contribute to data loss, some related to the child (e.g., gender; age; head shape) and some related to experimental settings (e.g., choice of research assistant; time of day; season; and course of the experiment). Data loss was also more pronounced in the ERP experiment than in the EEG experiment. Finally, evidence was found for within-subject stability in data loss characteristics over multiple sessions. We end with recommendations to limit data loss in future studies.
MeSH term(s)	Child, Preschool ; Data Analysis ; Electroencephalography/methods ; Female ; Humans ; Infant ; Longitudinal Studies ; Male
Language	English
Publishing date	2020-06-26
Publishing country	Netherlands
Document type	Journal Article ; Research Support, Non-U.S. Gov't
ZDB-ID	2572271-2
ISSN	1878-9307 ; 1878-9307
ISSN (online)	1878-9307
ISSN	1878-9307
DOI	10.1016/j.dcn.2020.100809
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Article ; Online: Beneficial effects of the mother's voice on infants' novel word learning.

van Rooijen, Rianne / Bekkers, Eline / Junge, Caroline

Infancy : the official journal of the International Society on Infant Studies

2019 Volume 24, Issue 6, Page(s) 838–856

Abstract: The maternal voice appears to have a special role in infants' language processing. The current eye-tracking study investigated whether 24-month-olds (n = 149) learn novel words easier while listening to their mother's voice compared to hearing unfamiliar ...

Abstract	The maternal voice appears to have a special role in infants' language processing. The current eye-tracking study investigated whether 24-month-olds (n = 149) learn novel words easier while listening to their mother's voice compared to hearing unfamiliar speakers. Our results show that maternal speech facilitates the formation of new word-object mappings across two different learning settings: a live setting in which infants are taught by their own mother or the experimenter, and a prerecorded setting in which infants hear the voice of either their own or another mother through loudspeakers. Furthermore, this study explored whether infants' pointing gestures and novel word productions over the course of the word learning task serve as meaningful indexes of word learning behavior. Infants who repeated more target words also showed a larger learning effect in their looking behavior. Thus, maternal speech and infants' willingness to repeat novel words are positively linked with novel word learning.
Language	English
Publishing date	2019-10-03
Publishing country	United States
Document type	Journal Article
ZDB-ID	2020049-3
ISSN	1532-7078 ; 1525-0008
ISSN (online)	1532-7078
ISSN	1525-0008
DOI	10.1111/infa.12312
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Article ; Online: Evaluating the Scope of Language Impairments in a Patient with Triple X Syndrome: A Brief Report.

van Elst, Puck Christine / Otter, Maarten / Wijnen, Frank / Junge, Caroline

Developmental neurorehabilitation

2020 Volume 23, Issue 6, Page(s) 402–406

Abstract: The phenotype of triple X syndrome comprises a variety of physical, psychiatric, and cognitive features. Recent evidence suggests that patients are prone to severe language impairments. However, it remains unclear whether verbal impairments are pervasive ...

Abstract	The phenotype of triple X syndrome comprises a variety of physical, psychiatric, and cognitive features. Recent evidence suggests that patients are prone to severe language impairments. However, it remains unclear whether verbal impairments are pervasive at all levels of language, or whether one domain is relatively more spared than others. Here we document the language profile of one patient with triple X, using standardized language tests and reports. Results concur in showing that impairments are noticeable both in expressive and receptive language skills, and in vocabulary as well as in structural components of language. Although receptive ability in some tests appears relatively spared, even here A's performance is clearly below average. This single case study further underscores that language and communication at all levels can be severely compromised in patients with triple X. Practitioners should be aware of the limited language abilities that possibly exist in patients with triple X.
MeSH term(s)	Child ; Chromosomes, Human, X ; Female ; Humans ; Language Development Disorders/diagnosis ; Language Development Disorders/etiology ; Language Tests/standards ; Male ; Sex Chromosome Aberrations ; Sex Chromosome Disorders of Sex Development/complications ; Sex Chromosome Disorders of Sex Development/diagnosis ; Trisomy/diagnosis ; Vocabulary
Language	English
Publishing date	2020-05-18
Publishing country	England
Document type	Journal Article
ZDB-ID	2280007-4
ISSN	1751-8431 ; 1751-8423
ISSN (online)	1751-8431
ISSN	1751-8423
DOI	10.1080/17518423.2020.1764652
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Article ; Online: The building blocks of social competence: Contributions of the Consortium of Individual Development.

Junge, Caroline / Valkenburg, Patti M / Deković, Maja / Branje, Susan

Developmental cognitive neuroscience

2020 Volume 45, Page(s) 100861

Abstract: Social competence refers to the ability to engage in meaningful interactions with others. It is a crucial skill potentially malleable to interventions. Nevertheless, it remains difficult to select which children, which periods in a child's life, and ... ...

Abstract	Social competence refers to the ability to engage in meaningful interactions with others. It is a crucial skill potentially malleable to interventions. Nevertheless, it remains difficult to select which children, which periods in a child's life, and which underlying skills form optimal targets for interventions. Development of social competence is complex to characterize because (a) it is by nature context- dependent; (b) it is subserved by multiple relevant processes that develop at different times in a child's life; and (c) over the years multiple, possibly conflicting, ways have been coined to index a child's social competence. The current paper elaborates upon a theoretical model of social competence developed by Rose-Krasnor (Rose- Krasnor, 1997; Rose-Krasnor and Denham, 2009), and it makes concrete how underlying skills and the variety of contexts of social interaction are both relevant dimensions of social competence that might change over development. It then illustrates how the cohorts and work packages in the Consortium on Individual Development each provide empirical contributions necessary for testing this model on the development of social competence.
MeSH term(s)	Child ; Child Development/physiology ; Female ; Humans ; Male ; Social Skills
Language	English
Publishing date	2020-09-18
Publishing country	Netherlands
Document type	Journal Article ; Research Support, Non-U.S. Gov't ; Review
ZDB-ID	2572271-2
ISSN	1878-9307 ; 1878-9307
ISSN (online)	1878-9307
ISSN	1878-9307
DOI	10.1016/j.dcn.2020.100861
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Article: Development of the N400 for Word Learning in the First 2 Years of Life: A Systematic Review.

Junge, Caroline / Boumeester, Marlijne / Mills, Debra L / Paul, Mariella / Cosper, Samuel H

Frontiers in psychology

2021 Volume 12, Page(s) 689534

Abstract: The N400 ERP component is a direct neural index of word meaning. Studies show that the N400 component is already present in early infancy, albeit often delayed. Many researchers capitalize on this finding, using the N400 component to better understand ... ...

Abstract	The N400 ERP component is a direct neural index of word meaning. Studies show that the N400 component is already present in early infancy, albeit often delayed. Many researchers capitalize on this finding, using the N400 component to better understand how early language acquisition unfolds. However, variability in how researchers quantify the N400 makes it difficult to set clear predictions or build theory. Not much is known about how the N400 component develops in the first 2 years of life in terms of its latency and topographical distributions, nor do we know how task parameters affect its appearance. In the current paper we carry out a systematic review, comparing over 30 studies that report the N400 component as a proxy of semantic processing elicited in infants between 0 and 24 months old who listened to linguistic stimuli. Our main finding is that there is large heterogeneity across semantic-priming studies in reported characteristics of the N400, both with respect to latency and to distributions. With age, the onset of the N400 insignificantly decreases, while its offset slightly increases. We also examined whether the N400 appears different for recently-acquired novel words vs. existing words: both situations reveal heterogeneity across studies. Finally, we inspected whether the N400 was modulated differently with studies using a between-subject design. In infants with more proficient language skills the N400 was more often present or showed itself here with earlier latency, compared to their peers; but no consistent patterns were observed for distribution characteristics of the N400. One limitation of the current review is that we compared studies that widely differed in choice of EEG recordings, pre-processing steps and quantification of the N400, all of which could affect the characteristics of the infant N400. The field is still missing research that systematically tests development of the N400 using the same paradigm across infancy.
Language	English
Publishing date	2021-06-30
Publishing country	Switzerland
Document type	Systematic Review
ZDB-ID	2563826-9
ISSN	1664-1078
ISSN	1664-1078
DOI	10.3389/fpsyg.2021.689534
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Article ; Online: Two-year-olds at elevated risk for ASD can learn novel words from their parents.

VAN Rooijen, Rianne / Ward, Emma Kate / DE Jonge, Maretha / Kemner, Chantal / Junge, Caroline

Journal of child language

2021 Volume 49, Issue 5, Page(s) 1052–1063

Abstract: Children diagnosed with autism spectrum disorder (ASD) often have smaller vocabularies in infancy compared to typically-developing children. To understand whether their smaller vocabularies stem from problems in learning, our study compared a prospective ...

Abstract	Children diagnosed with autism spectrum disorder (ASD) often have smaller vocabularies in infancy compared to typically-developing children. To understand whether their smaller vocabularies stem from problems in learning, our study compared a prospective risk sample of 18 elevated risk and 11 lower risk 24-month-olds on current vocabulary size and word learning ability using a paradigm in which parents teach their child words. Results revealed that both groups learned novel words, even though parents indicated that infants at elevated risk of ASD knew fewer words. This suggests that these early compromised vocabularies cannot be solely linked to difficulties in word formations.
MeSH term(s)	Autism Spectrum Disorder ; Child ; Humans ; Infant ; Language Development ; Parents ; Prospective Studies ; Vocabulary
Language	English
Publishing date	2021-07-06
Publishing country	England
Document type	Journal Article ; Research Support, Non-U.S. Gov't
ZDB-ID	1466489-6
ISSN	1469-7602 ; 0305-0009
ISSN (online)	1469-7602
ISSN	0305-0009
DOI	10.1017/S0305000921000428
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