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Related Concept Videos

Language Development01:22

Language Development

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Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...
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The Nativist Approach01:21

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The nativist approach to infant cognitive development proposes that infants are born with inherent knowledge structures that allow them to interpret the world almost immediately. This perspective contrasts with earlier developmental theories, such as those proposed by Jean Piaget, which emphasized a more gradual acquisition of cognitive abilities through interaction with the environment. One key concept in this approach is object permanence — the understanding that objects continue to...
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Longstanding Auditory Sensory and Semantic Differences in Preterm Born Children.

Chrysa Retsa1,2,3, Hélène Turpin4,5, Eveline Geiser4

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Summary

Preterm birth impacts auditory processing, altering brain responses to sounds of living versus manmade objects by age 10. This difference in auditory evoked potentials (AEPs) can classify children by preterm status.

Keywords:
AuditoryAuditory Evoked Potential (AEP)DevelopmentElectroencephalography (EEG)Event-related Potential (ERP)ObjectSemantic

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Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Auditory Neuroscience

Background:

  • Over 10% of births are preterm, with significant long-term effects on sensory processing still unclear.
  • Preterm birth can impact cognitive development, including how individuals process non-linguistic auditory information.

Purpose of the Study:

  • To investigate the long-term effects of very preterm birth on auditory object recognition and brain activity at 10 years of age.
  • To compare auditory evoked potentials (AEPs) between very preterm-born children and full-term controls using sounds from living and manmade objects.

Main Methods:

  • Auditory object recognition task administered to 17 very preterm children and 15 full-term controls at 10 years old.
  • Recording of 64-channel auditory evoked potentials (AEPs) during sound presentation.
  • Analysis of AEPs in response to sounds of living (e.g., vocalizations) and manmade objects (e.g., tools).

Main Results:

  • Despite similar behavioral recognition, AEPs differed significantly between preterm and full-term children.
  • Preterm children showed distinct topographical AEPs and a reversed pattern of response strength to living versus manmade objects compared to controls.
  • Differential brain responses to sound categories reliably classified children by preterm birth status, observed in both AEPs and source estimations.

Conclusions:

  • Very preterm birth significantly shapes sensory and object processing, specifically altering auditory brain responses to semantic sound categories later in life.
  • The observed opposing patterns in AEPs suggest that early life experiences associated with preterm birth have lasting effects on neural processing of environmental sounds.