Gestational Duration and Postnatal Age-Related Changes in Aperiodic and Periodic Parameters in Neonatal and Toddler Electroencephalogram (EEG).

The brain develops most rapidly during pregnancy and early neonatal months. While prior electrophysiological studies have shown that aperiodic brain activity undergoes changes across infancy to adulthood, the role of gestational duration in aperiodic and periodic activity remains unknown. In this study, we aimed to bridge this gap by examining the associations between gestational duration and aperiodic and periodic activity in the EEG power spectrum in both neonates and toddlers.

Music and reading activities in early childhood associated with improved language development in preterm infants at 2-3 years of age.

Introduction: Children born preterm are at increased risk for adverse neurodevelopmental outcomes. Music and reading activities in childhood could ameliorate these difficulties, as they have shown benefits on both neural and behavioral levels. However, only a few studies have assessed these potential benefits in preterm-born children.

Maternal occupational noise exposure during pregnancy and children's early language acquisition.

Introduction: Noise exposure during pregnancy may affect a child's auditory system, which may disturb fetal learning and language development. We examined the impact of occupational noise exposure during pregnancy on children's language acquisition at the age of one.

Methods: A cohort study was conducted among women working in the food industry, as kindergarten teachers, musicians, dental nurses, or pharmacists who had a child aged <1 year.

Changes in physiological arousal during an arithmetic task: profiles of elementary school students and their associations with mindset, task performance and math grade.

Task-related change in physiological arousal is suggested to reflect active involvement with the task. While studies often examine such task-related changes in arousal as averaged across the entire task, the present study focused on temporal changes in arousal during a task. More specifically, we investigated changes in elementary school students' physiological arousal during an arithmetic task and associations between these changes and students' mindset, performance on the task, and math grades.

No impact of parental singing during the neonatal period on cognition in preterm-born children at 2-3 years.

Aim: Studies examining the long-term effects of neonatal music interventions on the cognition of children born preterm are scarce. We investigated whether a parental singing intervention before term age improves cognitive and language skills in preterm-born children.

Methods: In this longitudinal, two-country Singing Kangaroo, randomised controlled trial, 74 preterm infants were allocated to a singing intervention or control group.