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Measurement Of Neuromagnetic Brain Function In Pre-school Children With Custom Sized MEG
Published on: February 19, 2010
Measurement of brain function in pre-school children using a custom sized whole-head MEG sensor array
Blake W Johnson1, Stephen Crain, Rosalind Thornton
1Macquarie Centre for Cognitive Science, Macquarie University, Sydney, Australia. blake.johnson@mq.edu.au
Summary
Researchers successfully measured brain activity in young children using a novel, custom-sized whole-head magnetoencephalography (MEG) system. This new child-sized MEG technology enables routine neuromagnetic measurements in pre-schoolers, advancing the study of early brain development.
Area of Science:
- Neuroscience
- Biomedical Engineering
Background:
- Conventional whole-head magnetoencephalography (MEG) systems utilize fixed sensor arrays optimized for adult head sizes.
- These adult-optimized arrays are suboptimal for accurately measuring brain activity in the significantly smaller heads of young children.
Purpose of the Study:
- To assess the feasibility of using a novel, custom-sized whole-head MEG system designed specifically for pre-school-aged children.
- To measure brain activity in young children using this specialized pediatric MEG system.
Main Methods:
- Auditory evoked fields were measured from seven 4-year-old children.
- Measurements were conducted using a 64-channel KIT whole-head gradiometer MEG system, adapted with a child-sized helmet dewar.
Main Results:
- Head fit within the MEG helmet dewar was substantially improved in the child-sized helmet compared to the adult helmet.
- Successful measurement of auditory evoked fields and computation of dipole source locations were achieved in all seven children.
- The head fit in the child-sized system was comparable to that of adults in conventional adult MEG systems.
Conclusions:
- The study demonstrates the feasibility of routinely measuring neuromagnetic brain function in healthy, awake pre-school-aged children.
- The development of child-sized whole-head MEG systems provides new avenues for investigating cognitive brain development in early childhood.

