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  1. Article: Studying the Developing Brain in Real-World Contexts: Moving From Castles in the Air to Castles on the Ground.

    Wass, Sam V / Goupil, Louise

    Frontiers in integrative neuroscience

    2022  Volume 16, Page(s) 896919

    Abstract: Most current research in cognitive neuroscience uses standardized non-ecological experiments to study the developing brain. But these approaches do a poor job of mimicking the real-world, and thus can only provide a distorted picture of how cognitive ... ...

    Abstract Most current research in cognitive neuroscience uses standardized non-ecological experiments to study the developing brain. But these approaches do a poor job of mimicking the real-world, and thus can only provide a distorted picture of how cognitive operations and brain development unfold outside of the lab. Here we consider future research avenues which may lead to a better appreciation of how developing brains dynamically interact with a complex real-world environment, and how cognition develops over time. We raise several problems faced by current mainstream methods in the field, before briefly reviewing novel promising approaches that alleviate some of these issues. First, we consider research that examines perception by measuring entrainment between brain activity and temporal patterns in naturalistic stimuli. Second, we consider research that examines our ability to parse our continuous experience into discrete events, and how this ability develops over time. Third, we consider the role of children as active agents in selecting what they sample from the environment from one moment to the next. Fourth, we consider new approaches that measure how mutual influences between children and others are instantiated in suprapersonal brain networks. Finally, we discuss how we may reduce adult biases when designing developmental studies. Together, these approaches have great potential to further our understanding of how the developing brain learns to process information, and to control complex real-world behaviors.
    Language English
    Publishing date 2022-07-13
    Publishing country Switzerland
    Document type Journal Article ; Review
    ZDB-ID 2452962-X
    ISSN 1662-5145
    ISSN 1662-5145
    DOI 10.3389/fnint.2022.896919
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  2. Article ; Online: How orchids concentrate? The relationship between physiological stress reactivity and cognitive performance during infancy and early childhood.

    Wass, Sam V

    Neuroscience and biobehavioral reviews

    2018  Volume 90, Page(s) 34–49

    Abstract: The Autonomic Nervous System (ANS) is involved both in higher-order cognition such as attention and learning, and in responding to unexpected, threatening events. Increased ANS reactivity may confer both superior short-term cognitive performance, and ... ...

    Abstract The Autonomic Nervous System (ANS) is involved both in higher-order cognition such as attention and learning, and in responding to unexpected, threatening events. Increased ANS reactivity may confer both superior short-term cognitive performance, and heightened long-term susceptibility to adverse events. Here, we evaluate this hypothesis within the Differential Susceptibility Theory (DST) framework. We hypothesise that individuals with increased reactivity may show heightened biological sensitivity to context, conferring both positive (development-enhancing) effects (superior attention and learning) and negative (risk-promoting) effects (increased sensitivity to unsupportive environments). First, we examine how ANS reactivity relates to early cognitive performance. We hypothesise that increased phasic ANS reactivity, observed at lower tonic (pre-stimulus) ANS activity, is associated with better attention and learning. We conclude that the evidence is largely in support. Second we discuss whether ANS reactivity to 'positive', attention-eliciting and to 'negative', aversive stimuli is a one-dimensional construct; and evaluate evidence for how the real-world environment influences physiological stress over short and long time-frames. We identify three areas where the evidence is currently inconclusive.
    MeSH term(s) Arousal/physiology ; Attention/physiology ; Autonomic Nervous System/physiology ; Child, Preschool ; Cognition/physiology ; Humans ; Stress, Physiological/physiology ; Stress, Psychological/physiopathology
    Language English
    Publishing date 2018-03-30
    Publishing country United States
    Document type Journal Article ; Research Support, Non-U.S. Gov't ; Review
    ZDB-ID 282464-4
    ISSN 1873-7528 ; 0149-7634
    ISSN (online) 1873-7528
    ISSN 0149-7634
    DOI 10.1016/j.neubiorev.2018.03.029
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  3. Article ; Online: Applying cognitive training to target executive functions during early development.

    Wass, Sam V

    Child neuropsychology : a journal on normal and abnormal development in childhood and adolescence

    2014  Volume 21, Issue 2, Page(s) 150–166

    Abstract: Developmental psychopathology is increasingly recognizing the importance of distinguishing causal processes (i.e., the mechanisms that cause a disease) from developmental outcomes (i.e., the symptoms of the disorder as it is eventually diagnosed). ... ...

    Abstract Developmental psychopathology is increasingly recognizing the importance of distinguishing causal processes (i.e., the mechanisms that cause a disease) from developmental outcomes (i.e., the symptoms of the disorder as it is eventually diagnosed). Targeting causal processes early in disordered development may be more effective than waiting until outcomes are established and then trying to reverse the pathogenic process. In this review, I evaluate evidence suggesting that neural and behavioral plasticity may be greatest at very early stages of development. I also describe correlational evidence suggesting that, across a number of conditions, early emerging individual differences in attentional control and working memory may play a role in mediating later-developing differences in academic and other forms of learning. I review the currently small number of studies that applied direct and indirect cognitive training targeted at young individuals and discuss methodological challenges associated with targeting this age group. I also discuss a number of ways in which early, targeted cognitive training may be used to help us understand the developmental mechanisms subserving typical and atypical cognitive development.
    MeSH term(s) Attention ; Cognition ; Cognitive Behavioral Therapy/methods ; Early Intervention, Educational ; Executive Function ; Humans ; Learning ; Memory, Short-Term ; Treatment Outcome
    Language English
    Publishing date 2014-02-11
    Publishing country England
    Document type Journal Article ; Research Support, Non-U.S. Gov't ; Review
    ZDB-ID 1262599-1
    ISSN 1744-4136 ; 0929-7049
    ISSN (online) 1744-4136
    ISSN 0929-7049
    DOI 10.1080/09297049.2014.882888
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  4. Article ; Online: Comparing methods for measuring peak look duration: are individual differences observed on screen-based tasks also found in more ecologically valid contexts?

    Wass, Sam V

    Infant behavior & development

    2014  Volume 37, Issue 3, Page(s) 315–325

    Abstract: Convergent research points to the importance of studying the ontogenesis of sustained attention during the early years of life, but little research hitherto has compared and contrasted different techniques available for measuring sustained attention. ... ...

    Abstract Convergent research points to the importance of studying the ontogenesis of sustained attention during the early years of life, but little research hitherto has compared and contrasted different techniques available for measuring sustained attention. Here, we compare methods that have been used to assess one parameter of sustained attention, namely infants' peak look duration to novel stimuli. Our focus was to assess whether individual differences in peak look duration are stable across different measurement techniques. In a single cohort of 42 typically developing 11-month-old infants we assessed peak look duration using six different measurement paradigms (four screen-based, two naturalistic). Zero-order correlations suggested that individual differences in peak look duration were stable across all four screen-based paradigms, but no correlations were found between peak look durations observed on the screen-based and the naturalistic paradigms. A factor analysis conducted on the dependent variable of peak look duration identified two factors. All four screen-based tasks loaded onto the first factor, but the two naturalistic tasks did not relate, and mapped onto a different factor. Our results question how individual differences observed on screen-based tasks manifest in more ecologically valid contexts.
    MeSH term(s) Attention ; Child Development ; Computer Graphics ; Factor Analysis, Statistical ; Female ; Humans ; Individuality ; Infant ; Infant Behavior/psychology ; Male ; Psychological Tests ; Visual Perception
    Language English
    Publishing date 2014-06-04
    Publishing country United States
    Document type Comparative Study ; Journal Article ; Randomized Controlled Trial ; Research Support, Non-U.S. Gov't
    ZDB-ID 224510-3
    ISSN 1934-8800 ; 1879-0453 ; 0163-6383
    ISSN (online) 1934-8800 ; 1879-0453
    ISSN 0163-6383
    DOI 10.1016/j.infbeh.2014.04.007
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  5. Article ; Online: Measures of attention in Rett syndrome: Internal consistency reliability.

    Rose, Susan A / Wass, Sam V / Jankowski, Jeffery J / Djukic, Aleksandra

    Neuropsychology

    2021  Volume 35, Issue 6, Page(s) 595–608

    Abstract: Objective: Rett syndrome (RTT), an x-linked neurodevelopmental disorder caused by spontaneous mutations in the MECP2 gene, is characterized by profound impairments in expressive language and purposeful hand use. We have pioneered the use of gaze-based ... ...

    Abstract Objective: Rett syndrome (RTT), an x-linked neurodevelopmental disorder caused by spontaneous mutations in the MECP2 gene, is characterized by profound impairments in expressive language and purposeful hand use. We have pioneered the use of gaze-based tasks to by-pass these limitations and developed measures suitable for clinical trials with RTT. Here we estimated internal consistency reliability for three aspects of attention that are key to cognitive growth and that we previously identified as impaired in RTT.
    Method: Using a sample of 66 children with RTT (2-19 years), we assessed Sustained Attention (butterfly task: Butterfly traverses the screen only when fixated and distractors are ignored); Disengaging/Shifting Attention ("gap/overlap" task: Shifts of gaze from central to peripheral targets are compared in conditions where the central stimulus remains or disappears at the onset of the peripheral target); Selective Attention (search task: the target is embedded in arrays differing in size and distractor type).
    Results: Reliability was acceptable to excellent on almost all key measures from tasks assessing Sustained Attention and Disengaging/Shifting Attention, with split-half coefficients and Cronbach alphas ranging from .70 to .93. Reliability increased as more trials were aggregated, with acceptable levels often reached with as few as six to nine trials. Measures from Selective Attention showed only limited reliability.
    Conclusion: Finding that critical aspects of attention can be reliably assessed in RTT with gaze-based tasks constitutes a major advance in the development of cognitive measures appropriate for clinical and translational work. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
    MeSH term(s) Attention ; Child ; Humans ; Language ; Mutation ; Reproducibility of Results ; Rett Syndrome/complications ; Rett Syndrome/genetics
    Language English
    Publishing date 2021-06-07
    Publishing country United States
    Document type Journal Article
    ZDB-ID 1042412-x
    ISSN 1931-1559 ; 0894-4105
    ISSN (online) 1931-1559
    ISSN 0894-4105
    DOI 10.1037/neu0000744
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  6. Article: Stress and Learning in Pupils: Neuroscience Evidence and its Relevance for Teachers.

    Whiting, Sue B / Wass, Sam V / Green, Simon / Thomas, Michael S C

    Mind, brain and education : the official journal of the International Mind, Brain, and Education Society

    2021  Volume 15, Issue 2, Page(s) 177–188

    Abstract: Our understanding of how stress affects primary school children's attention and learning has developed rapidly. We know that children experience differing levels of stressors (factors that cause stress) in their environments, and that this can influence ... ...

    Abstract Our understanding of how stress affects primary school children's attention and learning has developed rapidly. We know that children experience differing levels of stressors (factors that cause stress) in their environments, and that this can influence how they respond to new stressors when they occur in educational contexts. Here, we review evidence showing that stress can increase children's attention and learning capacities in some circumstances but hinder them in others. We show how children differ in their attention and learning styles, dependent on stress levels: for example, more highly stressed children may be more distracted by superficial features and may find it harder to engage in planning and voluntary control. We review intervention research on stress management techniques in children, concentrating on psychological techniques (such as mindfulness and stress reappraisal), physiological techniques (such as breathing exercises) and environmental factors (such as reducing noise). At the current time, raising teachers' awareness of pupils' differing stress responses will be an important step in accommodating the differing needs of children in their classrooms.
    Language English
    Publishing date 2021-02-28
    Publishing country United States
    Document type Journal Article ; Review
    ZDB-ID 2409469-9
    ISSN 1751-228X ; 1751-2271
    ISSN (online) 1751-228X
    ISSN 1751-2271
    DOI 10.1111/mbe.12282
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  7. Article ; Online: The effect of perinatal interventions on parent anxiety, infant socio-emotional development and parent-infant relationship outcomes: A systematic review.

    Smith, Celia G / Jones, Emily J H / Wass, Sam V / Jacobs, Dean / Fitzpatrick, Cassie / Charman, Tony

    JCPP advances

    2022  Volume 2, Issue 4, Page(s) e12116

    Abstract: Background: Infants of parents with perinatal anxiety are at elevated likelihood of experiencing disruption in the parent-infant relationship, as well as difficulties with socio-emotional functioning in later development. Interventions delivered in the ... ...

    Abstract Background: Infants of parents with perinatal anxiety are at elevated likelihood of experiencing disruption in the parent-infant relationship, as well as difficulties with socio-emotional functioning in later development. Interventions delivered in the perinatal period have the potential to protect the early dyadic relationship and support infants' ongoing development and socio-emotional outcomes. This review primarily aimed to examine the efficacy of perinatal interventions on parent anxiety, infant socio-emotional development/temperament, and parent-infant relationship outcomes. Secondarily, the review sought to understand how interventions focused principally on one member of the dyad affected the outcomes of the other, and which intervention components were common to successful interventions.
    Method: Five electronic databases as well as manual search procedures were used to identify randomised controlled trials according to a PICO eligibility criteria framework. Risk of bias assessments were undertaken, and a narrative synthesis was conducted. The review was pre-registered on PROSPERO (CRD42021254799).
    Results: Twelve studies were analysed in total, including five interventions focused on the adult, and seven interventions focused on the infant, or the infant's relationship with their parent. Interventions incorporating cognitive behavioural strategies for affective disorders showed reductions in parent anxiety (
    Conclusions: It is important to integrate both parents and infants into treatment programmes for perinatal anxiety. Implications for clinical practice and future intervention trials are discussed.
    Language English
    Publishing date 2022-11-19
    Publishing country United States
    Document type Journal Article
    ISSN 2692-9384
    ISSN (online) 2692-9384
    DOI 10.1002/jcv2.12116
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  8. Article: Dialogic Book-Sharing as a Privileged Intersubjective Space.

    Murray, Lynne / Rayson, Holly / Ferrari, Pier-Francesco / Wass, Sam V / Cooper, Peter J

    Frontiers in psychology

    2022  Volume 13, Page(s) 786991

    Abstract: Parental reading to young children is well-established as being positively associated with child cognitive development, particularly their language development. Research indicates that a particular, "intersubjective," form of using books with children, " ... ...

    Abstract Parental reading to young children is well-established as being positively associated with child cognitive development, particularly their language development. Research indicates that a particular, "intersubjective," form of using books with children, "Dialogic Book-sharing" (DBS), is especially beneficial to infants and pre-school aged children, particularly when using picture books. The work on DBS to date has paid little attention to the theoretical and empirical underpinnings of the approach. Here, we address the question of what processes taking place during DBS confer benefits to child development, and why these processes are beneficial. In a novel integration of evidence, ranging from non-human primate communication through iconic gestures and pointing, archaeological data on Pre-hominid and early human art, to experimental and naturalistic studies of infant attention, cognitive processing, and language, we argue that DBS entails core characteristics that make it a privileged intersubjective space for the promotion of child cognitive and language development. This analysis, together with the findings of DBS intervention studies, provides a powerful intellectual basis for the wide-scale promotion of DBS, especially in disadvantaged populations.
    Language English
    Publishing date 2022-03-03
    Publishing country Switzerland
    Document type Journal Article
    ZDB-ID 2563826-9
    ISSN 1664-1078
    ISSN 1664-1078
    DOI 10.3389/fpsyg.2022.786991
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  9. Article ; Online: Training Basic Visual Attention Leads to Changes in Responsiveness to Social-Communicative Cues in 9-Month-Olds.

    Forssman, Linda / Wass, Sam V

    Child development

    2017  Volume 89, Issue 3, Page(s) e199–e213

    Abstract: This study investigated transfer effects of gaze-interactive attention training to more complex social and cognitive skills in infancy. Seventy 9-month-olds were assigned to a training group (n = 35) or an active control group (n = 35). Before, after, ... ...

    Abstract This study investigated transfer effects of gaze-interactive attention training to more complex social and cognitive skills in infancy. Seventy 9-month-olds were assigned to a training group (n = 35) or an active control group (n = 35). Before, after, and at 6-week follow-up both groups completed an assessment battery assessing transfer to nontrained aspects of attention control, including table top tasks assessing social attention in seminaturalistic contexts. Transfer effects were found on nontrained screen-based tasks but importantly also on a structured observation task assessing the infants' likelihood to respond to an adult's social-communication cues. The results causally link basic attention skills and more complex social-communicative skills and provide a principle for studying causal mechanisms of early development.
    MeSH term(s) Attention/physiology ; Child Development/physiology ; Cues ; Female ; Follow-Up Studies ; Humans ; Infant ; Interpersonal Relations ; Male ; Transfer (Psychology)/physiology
    Language English
    Publishing date 2017-04-24
    Publishing country United States
    Document type Journal Article ; Research Support, Non-U.S. Gov't
    ZDB-ID 215602-7
    ISSN 1467-8624 ; 0009-3920
    ISSN (online) 1467-8624
    ISSN 0009-3920
    DOI 10.1111/cdev.12812
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  10. Article ; Online: Proactive or reactive? Neural oscillatory insight into the leader-follower dynamics of early infant-caregiver interaction.

    Phillips, Emily A M / Goupil, Louise / Whitehorn, Megan / Bruce-Gardyne, Emma / Csolsim, Florian A / Marriott-Haresign, Ira / Wass, Sam V

    Proceedings of the National Academy of Sciences of the United States of America

    2023  Volume 120, Issue 15, Page(s) e2122481120

    Abstract: We know that infants' ability to coordinate attention with others toward the end of the first year is fundamental to language acquisition and social cognition. Yet, we understand little about the neural and cognitive mechanisms driving infant attention ... ...

    Abstract We know that infants' ability to coordinate attention with others toward the end of the first year is fundamental to language acquisition and social cognition. Yet, we understand little about the neural and cognitive mechanisms driving infant attention in shared interaction: do infants play a proactive role in creating episodes of joint attention? Recording electroencephalography (EEG) from 12-mo-old infants while they engaged in table-top play with their caregiver, we examined the communicative behaviors and neural activity preceding and following infant- vs. adult-led joint attention. Infant-led episodes of joint attention appeared largely reactive: they were not associated with increased theta power, a neural marker of endogenously driven attention, and infants did not increase their ostensive signals before the initiation. Infants were, however, sensitive to whether their initiations were responded to. When caregivers joined their attentional focus, infants showed increased alpha suppression, a pattern of neural activity associated with predictive processing. Our results suggest that at 10 to 12 mo, infants are not routinely proactive in creating joint attention episodes yet. They do, however, anticipate behavioral contingency, a potentially foundational mechanism for the emergence of intentional communication.
    MeSH term(s) Adult ; Humans ; Infant ; Caregivers ; Cognition ; Language Development ; Communication ; Electroencephalography
    Language English
    Publishing date 2023-04-04
    Publishing country United States
    Document type Journal Article ; Research Support, Non-U.S. Gov't
    ZDB-ID 209104-5
    ISSN 1091-6490 ; 0027-8424
    ISSN (online) 1091-6490
    ISSN 0027-8424
    DOI 10.1073/pnas.2122481120
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