Child and Family Predictors for Mastery Motivation in Children With Developmental Delays.

Motivation is a key factor for child development, but very few studies have examined child and family predictors of both child task and perceived motivation. Thus, the three aims of this 6-month longitudinal study in preschoolers with global developmental delays (GDD) were to explore: 1) differences between task and perceived motivation in cognitive domain; 2) differences among three domains of perceived motivation: cognitive, gross motor, and social; and 3) early child and family predictors of cognitive task motivation and the three domains of perceived motivation 6 months later. Results indicated that preschoolers with GDD showed higher cognitive task motivation than cognitive perceived motivation, and lower perceived cognitive motivation than the other two perceived motivation domains.

Predictors of Emotional Prosody Identification by School-Age Children With Cochlear Implants and Their Peers With Normal Hearing.

Objectives: Children with cochlear implants (CIs) vary widely in their ability to identify emotions in speech. The causes of this variability are unknown, but this knowledge will be crucial if we are to design improvements in technological or rehabilitative interventions that are effective for individual patients. The objective of this study was to investigate how well factors such as age at implantation, duration of device experience (hearing age), nonverbal cognition, vocabulary, and socioeconomic status predict prosody-based emotion identification in children with CIs, and how the key predictors in this population compare to children with normal hearing who are listening to either normal emotional speech or to degraded speech.

School Readiness Test and Intelligence in Preschool as Predictors of Middle School Success: Result of an Eight-Year Longitudinal Study.

Research has shown that the development of cognitive and social skills in preschool predicts school readiness in kindergarten. However, most longitudinal studies are short-term, tracking children's development only through the early elementary school years. This study aims to investigate the long-term impact of preschool predictors, intelligence, and mothers' education on grade six school performance.

Personality and emotion dysregulation profiles predict differential engagement in a wide range of health-risk behaviors.

Objective: Health-risk behaviors have an unclear etiology and college students have elevated risk for engagement. Emotion dysregulation and several personality dimensions have been implicated in health-risk behaviors, but these constructs have rarely been studied together. Further, it is unknown if different types of health-risk behaviors have distinct etiologies.

Multi-Voiced Music Bypasses Attentional Limitations in the Brain.

Attentional limits make it difficult to comprehend concurrent speech streams. However, multiple musical streams are processed comparatively easily. Coherence may be a key difference between music and stimuli like speech, which does not rely on the integration of multiple streams for comprehension.

Impact of Auditory-Motor Musical Training on Melodic Pattern Recognition in Cochlear Implant Users.

Objective: Cochlear implant (CI) users struggle with tasks of pitch-based prosody perception. Pitch pattern recognition is vital for both music comprehension and understanding the prosody of speech, which signals emotion and intent. Research in normal-hearing individuals shows that auditory-motor training, in which participants produce the auditory pattern they are learning, is more effective than passive auditory training.

Perception of Child-Directed Versus Adult-Directed Emotional Speech in Pediatric Cochlear Implant Users.

Objectives: Cochlear implants (CIs) are remarkable in allowing individuals with severe to profound hearing loss to perceive speech. Despite these gains in speech understanding, however, CI users often struggle to perceive elements such as vocal emotion and prosody, as CIs are unable to transmit the spectro-temporal detail needed to decode affective cues. This issue becomes particularly important for children with CIs, but little is known about their emotional development.

Emotional development is complicated.

In this commentary on the special issue on emotional development, I focus on the papers by Holodynski and Seeger (2019) and by Hoemann, Xu, and Barrett (2019). I suggest that although understanding our emotions is an important part of emotional development; emotional development cannot be reduced to concept development, even when such concepts include understanding of physiological and behavioral responses and feelings. I highlight the importance of emotions as promoters of immediate and urgent responses that cannot and should not be preceded by contemplative thought, and as the core of who we are as individuals, and I discuss the many levels at which emotional development occurs-from gene to behavior.

Mapping the interconnected neural systems underlying motivation and emotion: A key step toward understanding the human affectome.

As a part of a larger Affectome Project (http://neuroqualia.org/background.php) with an overarching goal of mapping and redefining biological substrates of feelings and emotions, we explored the neural underpinnings for the functions of motivation and emotion.

Classical creativity: A functional magnetic resonance imaging (fMRI) investigation of pianist and improviser Gabriela Montero.

Improvisation is sometimes described as instant composition and offers a glimpse into real-time musical creativity. Over the last decade, researchers have built up our understanding of the core neural activity patterns associated with musical improvisation by investigating cohorts of professional musicians. However, since creative behavior calls on the unique individuality of an artist, averaging data across musicians may dilute important aspects of the creative process.

A tonal-language benefit for pitch in normally-hearing and cochlear-implanted children.

In tonal languages, voice pitch inflections change the meaning of words, such that the brain processes pitch not merely as an acoustic characterization of sound but as semantic information. In normally-hearing (NH) adults, this linguistic pressure on pitch appears to sharpen its neural encoding and can lead to perceptual benefits, depending on the task relevance, potentially generalizing outside of the speech domain. In children, however, linguistic systems are still malleable, meaning that their encoding of voice pitch information might not receive as much neural specialization but might generalize more easily to ecologically irrelevant pitch contours.

Art and science: how musical training shapes the brain.

What makes a musician? In this review, we discuss innate and experience-dependent factors that mold the musician brain in addition to presenting new data in children that indicate that some neural enhancements in musicians unfold with continued training over development. We begin by addressing effects of training on musical expertise, presenting neural, perceptual, and cognitive evidence to support the claim that musicians are shaped by their musical training regimes. For example, many musician-advantages in the neural encoding of sound, auditory perception, and auditory-cognitive skills correlate with their extent of musical training, are not observed in young children just initiating musical training, and differ based on the type of training pursued.

Tonguing behaviours in persons with Down syndrome: moderator of the effects of negative mood on behaviour problems.

Background: There is concern that tongue protrusion may be maladaptive in individuals with Down syndrome (DS). However, tonguing and other self-manipulatory behaviours have been shown to contribute to emotion regulation in children without disabilities.

Method: Sixty individuals with intellectual disability (40 with DS, 20 of mixed aetiology) and their parents were videotaped during a puzzle-book task.

Botulinum toxin and the facial feedback hypothesis: can looking better make you feel happier?

The facial feedback hypothesis suggests that muscular manipulations which result in more positive facial expressions may lead to more positive emotional states in affected individuals. In this essay, we hypothesize that the injection of botulinum toxin for upper face dynamic creases might induce positive emotional states by reducing the ability to frown and create other negative facial expressions. The use of botulinum toxin to pharmacologically alter upper face muscular expressiveness may curtail the appearance of negative emotions, most notably anger, but also fear and sadness.

Applying the Emotional Availability Scales to children with disabilities.

In this article, we describe issues regarding emotional availability and its application to children with disabilities. We then apply this approach to the scoring of emotional availability for caregiver-child interactions of children with disabilities, with information based on children with genetic mental retardation syndromes, children with autism, and children with hearing impairments.