AI Article Synopsis
- The study investigates how Visual Evoked Potentials (VEP), specifically the P1 component, relate to cognitive abilities in children from urban slums in Bangladesh.
- The research includes data from infants (6 months) and toddlers (36 months) to assess the correlation between VEP responses and cognitive test scores.
- Findings indicate that the P1 amplitude not only reflects current cognitive performance but also predicts future cognitive outcomes, while caregiving experiences influence the VEP at 36 months and children's cognitive development.
Article Abstract
In this paper we explore the relationship between the Visual Evoked Potential (VEP), a component of the electroencephalogram elicited by visual stimuli, and cognitive functions in children growing up in an urban slum in Bangladesh. VEPs in response to pattern-reversing checkerboards were collected in 6 month-old-infants (n = 91) and 36-month-old children (n = 112). We examine variation in the amplitude and latency of the first positive component, the P1, of the VEP in relation to cognitive scores on the Mullen Scales of Early Learning and the Wechsler Preschool and Primary Scale of Intelligence. We also examine whether children's caregiving experiences prior to the neuro-cognitive assessment explain variation in the P1 of the VEP. We find that the P1 amplitude of the VEP is related to concurrent cognitive performance in each respective cohort. We also find that the P1 amplitude at 6 months is prospectively associated with cognitive outcomes at 27 months, and the P1 amplitude at 36 months is prospectively associated with children's IQ at 60 months. We find no associations between caregiving experiences and variation in the P1 of the VEP at 6 months, yet caregiving experience do explain variation in the P1 amplitude at 36 months. Caregiving experiences also explain variation in children's concurrent and prospective cognitive functioning. The VEP may be used as a biomarker to index the neurobiological embedding of early adversity, which in turn may impact children's cognitive functions.
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|---|---|
| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6401115 | PMC |
| http://dx.doi.org/10.1038/s41598-019-39242-x | DOI Listing |
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