Developmental Cognitive Neuroscience

Readings

This section outlines reading assignments for the course by the overall topic and specific subtopics. Readings with an asterisk (*) are assigned; all other papers are optional except for the presenter.

OVERVIEW	SPECIFIC TOPICS
Session 1. Introduction & Assignment of Presentations for First 6 Weeks
Carey, Susan. “Some Preliminaries.” Chapter 1 in The Origins of Concepts. Oxford University Press, 2011. ISBN: 9780199838806. [Preview with Google Books] Saxe, Rebecca R., and Kevin A. Pelphrey. “Introduction to a Special Section of Developmental Social Cognitive Neuroscience.” Child Development 80, no. 4 (2009): 946–51.
Session 2. Geometry and Navigation—A Candidate Innate Representation
*Lee, Sang Ah, and Elizabeth S. Spelke. “Two Systems of Spatial Representation Underlying Navigation.” Experimental Brain Research 206, no. 2 (2010): 179–88.	A. Innate geometric representations without experience	*Vallortigara, Giorgio, et al. “Doing Socrates Experiment Right: Controlled Rearing Studies of Geometrical Knowledge in Animals.” Current Opinion in Neurobiology 19, no. 1 (2009): 20–6. Chiandetti, Cinzia, and Giorgio Vallortigara. “Experience and Geometry: Controlled—rearing Studies with Chicks.” Animal Cognition 13, no. 3 (2010): 463–70.
	B. Development of neural spatial representations	*Wills, Tom J., et al. “Development of the Hippocampal Cognitive Map in Preweanling Rats.” Science 328, no. 5985 (2010): 1572–6. Langston, Rosamund F., et al. “Development of the Spatial Representation System in the Rat.” Science 328, no. 5985 (2010): 1576–80.
	C. Developmental disorders of spatial representations	*Iaria, Giuseppe, and Jason J. S. Barton. “Developmental Topographical Disorientation: A Newly Discovered Cognitive Disorder.” Experimental Brain Research 206, no. 2 (2010): 189–96. Iaria, Giuseppe, et al. “Developmental Topographical Disorientation: Case One.” Neuropsychologia 47, no. 1 (2009): 30–40. Lakusta, Laura, et al. “Impaired Geometric Reorientation Caused by Genetic Defect.” Proceedings of the National Academy of Sciences of the United States of America 107, no. 7 (2010): 2813–7.
Session 3. Faces—Another Candidate Innate Representation
*Sugita, Yoichi. “Innate Face Processing.” Current Opinion in Neurobiology 19, no. 1 (2009): 39–44.	A. Face representations in the absence of experience	*Mahon, Bradford Z., et al. “Category-Specific Organization in the Human Brain Does Not Require Visual Experience.” Neuron 63, no. 3 (2009): 397–405. Rosa-Salva, Orsola, et al. “Faces are Special for Newly Hatched Chicks: Evidence for Inborn Domain-specific Mechanisms Underlying Spontaneous Preferences for Face-like Stimuli.” Developmental Science 13, no. 4 (2010): 565–77.
	B. Face perception is heritable	*Zhu, Qi, et al. “Heritability of the Specific Cognitive Ability of Face Perception.” Currerent Biology 20, no. 2 (2010): 137–42. *Polk, Thad A., et al. “Nature versus Nurture in Ventral Visual Cortex: A Functional Magnetic Resonance Imaging Study of Twins.” The Journal of Neuroscience 27, no. 51 (2007): 13921–5. Carbon, Claus-Christian, et al. “Dissociation of Facial Attractiveness and Distinctiveness Processing in Congenital Prosopagnosia.” Visual Cognition 18, no. 5 (2010): 641–54.
	C. Face recognition signatures emerge early	*Grossman, Tobias, et al. “Early Cortical Specialization for Face-to-face Communication in Human Infants.” Proceedings of the Royal Society B: Biological Sciences 275, no. 1653 (2008): 2803–11. Pascalis, Olivier, and David J. Kelly. “The Origins of Face Processing in Humans: Phylogeny and Ontogeny.” Perspectives on Psychological Science 4, no. 2 (2009): 200–9.
Session 4. Activity-dependent and Experience-dependent Change
*Scholl, Brian J. “Innateness and (Bayesian) Visual Perception: Reconciling Nativism and Development.” Chapter 3 in The Innate Mind 1: Structure and Contents. Edited by Peter Carruthers, Stephen Laurence and Stephen Stich. Oxford University Press, 2005, pp. 34–52. ISBN: 9780195179996. [Preview with Google Books]	A. Retinal waves: activity-dependent change without experience	*Blankenship, Aaron G., and Marala B. Feller. “Mechanisms Underlying Spontaneous Patterned Activity in Developing Neural Circuits.” Nature Neuroscience Reviews 11 (2010): 18–29. Xu, Hong-Ping, et al. “An Instructive Role for Patterned Spontaneous Retinal Activity in Mouse Visual Map Development.” Neuron 70, no. 6 (2011): 1115–27.
	B. Experience-dependent plasticity in a critical period	*Wang, Bor-Shuen, et al. “Critical Period Plasticity Matches Binocular Orientation Preference in the Visual Cortex.” Neuron 65, no. 2 (2010): 246–56. Elstrott, Justin, and Marala B. Feller. “Vision and the Establishment of Direction**—**selectivity: a Tale of Two Circuits.” Current Opinion in Neurobiology 19, no. 3 (2009): 293–7.
	C. Experience-dependent plasticity in adulthood	*May, Arne. “Experience-dependent Structural Plasticity in the Adult Human Brain.” Trends in Cognitive Sciences 15, no. 10 (2011): 475–82. Bavelier, Daphne, et al. “Removing Brakes on Adult Brain Plasticity: from Molecular to Behavioral Interventions.” The Journal of Neuroscience 30, no. 45 (2010): 14964–71.
Session 5. Faces 2—Experience Hones Representations
*Slater, Alan, et al. “The Shaping of the Face Space in Early Infancy: Becoming a Native Face Processor.” Child Development Perspectives 4, no. 3 (2010): 205–11.	A. Early experience affects face representations	*Scott, Lisa S., and Alexandra Monesson. “Experience-dependent Neural Specialization During Infancy.” Neuropsychologia 48, no. 6 (2010): 1857–61. Grand, Rechard Le, et al. “Impairment in Holistic Face Processing Following Early Visual Deprivation.” Psychological Science 15, no.  11 (2004): 762–8. Kelly, David J., et al. “Development of the Other-race Effect During Infancy: Evidence Toward Universality?” Journal of Experimental Child Psychology 104, no. 1 (2009): 105–14.
	B. Representing faces in face space	*Freiwald, Winrich A., et al. “A Face Feature Space in the Macaque Temporal Lobe.” Nature Neuroscience 12, no. 9 (2009): 1187–96. Jeffrey, Linda, et al. “Four-to-six-year-old Children use Norm-based Coding in Face-space.” Journal of Vision 10, no. 5 (2010): 1–19.
	C. Face area development	*Cantlon, Jessica F., et al. “Cortical Representations of Symbols, Objects, and Faces are Pruned Back during Early Childhood.” Cerebral Cortex 21, no. 1 (2011): 191–9. Dilks, Daniel D., et al. (submitted) The FFA Develops Early, but the pSTS and OFA Develop Late.
Session 6. Words & Reading—Cultural Experience Creates New Representations
*Boyd, Robert, and Peter J. Richerson. “Culture, Adaptation, and Innateness.” Chapter 2 in The Innate Mind 2: Culture and Cognition. Edited by Peter Carruthers, Stephen Laurence and Stephen Stich. Oxford University Press, 2007, pp. 23–38. ISBN: 9780195310146. [Preview with Google Books]	A. How do “special brain regions” form?	*Dehaene, Stanislas, and Laurent Cohen. “Cultural Recycling of Cortical Maps.” Neuron 56, no. 2 (2007): 384–98. Srihasam, Krishna, et al. “Behavioral and Anatomical Consequences of Early versus Late Symbol Training in Macaques.” Neuron 73, no. 3 (2012): 608–19.
	B. Development of brain regions for word recognition	*Ben-Shachar, Michal, et al. “The Development of Cortical Sensitivity to Visual Word Forms.” Journal of Cognitive Neuroscience 23, no. 9 (2011): 2387–99. Yamada, Yoshiko, et al. “Emergence of the Neural Network for Reading in Five-year-old Beginning Readers of Different Levels of Pre-literacy Abilities: An FMRI Study.” Neuroimage 57, no. 3 (2011): 704–13.
	C. Dyslexia	*Gabrieli, John D. E. “Dyslexia: A New Synergy Between Education and Cognitive Neuroscience.” Science 325, no. 5938 (2009): 280–3. Hoeft, Fumiko, et al. “Neural Systems Predicting Long-term Outcome in Dyslexia.” Proceedings of the National Academy of Sciences of the United States of America 108, no. 1 (2011): 361–6.
Session 7. What is Innate About Language
Kuhl, Patricia K. “Brain Mechanisms in Early Language Acquisition.” Neuron 67, no. 5 (2010): 713–27.	A. Early & specific neural responses to language	*Perani, Daniela, et al. “Neural Language Networks at Birth.” Proceedings of the National Academy of Sciences of the United States of America 108, no. 38 (2011): 16056–61. Dehaene-Lamertz, G., et al. “Language or music, mother or Mozart? Structural and environmental influences on infants’ language networks. " Brain and Language 114, no. 2 (2010): 53–65. Fedorenko, Evelina, et al. “Functional Specificity for High-level Linguistic Processing in the Human Brain.” Proceedings of the National Academy of Sciences of the United States of America 108, no. 39 (2011): 16428–33.
	B. Similar neural representations of sign language	*Capek, Cheryl M., et al. “Brain Systems Mediating Semantic and Syntactic Processing in Deaf Native Signers: Biological Invariance and Modality Specificity.” Proceedings of the National Academy of Sciences of the United States of America 106, no. 21 (2009): 8784–9. MacSweeney, Mairead, et al. “Phonological Processing in Deaf Signers and the Impact of Age of First Language Acquisition.” Neuroimage 40, no. 3 (2008): 1369–79.
	C. Other brain regions can acquire language	*Liegois, Frederique, et al. “Speaking with a Single Cerebral Hemisphere: FMRI Language Organization after Hemispherectomy in Childhood.” Brain and Language 106, no. 3 (2008): 195–203. Rowe, Meredith L., et al. “[Does Linguistic Input Play the Same Role in Language Learning for Children with and without Early Brain Injury?](http://dx.doi.org/ 10.1037/a0012848)” Developmental Psychology 45, no. 1 (2009): 90–102. Bedny, Marina, et al. “Language Processing in the Occipital Cortex of Congenitally Blind Adults.” Proceedings of the National Academy of Sciences of the United States of America 108, no. 11 (2011): 4429–34.
Session 8. Learning as Declarative Memory
*Rovee-Collier, Carolyn, and Amy Giles. “Why a Neuromaturational Model of Memory Fails: Exuberant Learning in Early Infancy.” Behavioral Processes 83, no. 2 (2010): 197–206. *Eichenbaum, Howard, and Nobert J. Fortin. “The Neurobiology of Memory Based Predictions.” Philosophical Transactions of the Royal Society B: Biological Sciences 364, no. 1521 (2009): 1183–91.	A. Hippocampus & learning	*Komorowski, Robert W., et al. “Robust Conjunctive Item—Place Coding by Hippocampal Neurons Parallels Learning What Happens Where.” The Journal of Neuroscience 29, no. 31 (2009): 9918–29. Sauvage, Magdalena M., et al. “Recognition Memory: Opposite Effects of Hippocampal Damage on Recollection and Familiarity.” Nature Neuroscience 11, no. 1 (2008): 16–8.
	B. Developmental amnesia	*Haan, Michelle de, et al. “Human Memory Development and its Dysfunction after Early Hippocampal Injury.” Trends in Neurosciences 29, no. 7 (2006): 374–81. Adlam, Anna-Lynne R., et al. “Dissociation between Recognition and Recall in Developmental Amnesia.” Neuropsychologia 47, no. 11 (2009): 2207–10. Temple, Christine M., and Paul Richardson. “Developmental Amnesia: a New Pattern of Dissociation with Intact Episodic Memory.” Neuropsychologica 42, no. 6 (2004): 764–81.
	C. Imagining the future	*Cooper, Janine M., et al. “The Effect of Hippocampal Damage in Children on Recalling the Past and Imagining New Experiences.” Neuropsychologia 49, no. 7 (2011): 1843–50. Race, Elizabeth, et al. “Medial Temporal Lobe Damage Causes Deficits in Episodic Memory and Episodic Future Thinking not Attributable to Deficits in Narrative Construction.” The Journal of Neuroscience 31, no. 28 (2011): 10262–9.
Session 9. Learning as Exploration
*Schulz, Laura. “The Origins of Inquiry: Inductive Inference in Early Childhood.” Trends in Cognitive Sciences 16, no. 7 (2012): 382–9.	A. Children’s exploration is theory-driven	*Cook, Claire, Noah D. Goodman, and Laura E. Schulz. “Where Science Starts: Spontaneous Experiments in Preschoolers’ Exploratory Plan.” Cognition 120, no. 3 (2011): 341–9. Bonawitz, Elizabeth Baraff, et al. “Children Balance Theories and Evidence in Exploration, Explanation, and Learning.” Cognitive Psychology 64, no. 4 (2012): 215–34.
	B. Exploration as stochastic search	*Fee, M. S., and J. H. Goldberg. “A Hypothesis for Basal-ganglia Dependent Reinforcement Learning in the Songbird.” Neuroscience 198 (2011): 152–70. Ullman, Tomer D., et al. (in press) “Theory Acquisition as Stochastic Search.” Cognitive Development 2012. [Preprint version]
	C. Rational foraging as a neural model of exploration	*Hayden, Benjamin Y., et al. “Neuronal Basis of Sequential Foraging Decisions in a Patchy Environment.” Nature Neuroscience 14, no. 7 (2011): 933–9. Hills, T. T., P. M. Todd, and R. L. Goldstone. “Search in External and Internal Spaces: Evidence for Generalized Cognitive Search Processes.” Psychological Science 19, no. 8 (2008): 802–8.
Session 10. Executive Function
*Crone, Eveline A., and K. Richard Riddenkoff. “The Developing Brain: From Theory to Neuroimaging and Back.” Developmental Cognitive Neuroscience 1, no. 2 (2011): 101–9.	A. Executive function is heritable and stable over decades	*Friedman, Naomi P., et al. “Developmental Trajectories in Toddlers’ Self-restraint Predict Individual Differences in Executive Functions 14 Years Later: a Behavioral Genetic Analysis.” Developmental Psychology 47, no. 5 (2010): 1410–30. Casey, B. J., et al. “Behavioral and Neural Correlates of Delay of Gratification 40 Years Later.” Proceedings of the National Academy of Sciences of the United States of America 108, no. 36 (2011): 14998–5003. Moffitt, Terrie E., et al. “A Gradient of Childhood Self-control Predicts Health, Wealth, and Public Safety.” Proceedings of the National Academy of Sciences of the United States of America 108, no. 7 (2011): 2693–8.
	B. Effects of environment 1: Improving executive function	*Diamond, Adele, and Kathleen Lee. “Interventions Shown to Aid Executive Function Development in Children 4 to 12 Years Old.” Science 333, no. 6045 (2011): 959–64. Kovacs, Agnes Melinda, and Jacques Mehler. “Cognitive Gains in 7-month-old Bilingual Infants.” Proceedings of the National Academy of Sciences of the United States of America 106, no. 16 (2009): 6556–60.
	C. Effects of environment 2: Impairing executive function	*Blair, Clancy. “Stress and the Development of Self-Regulation in Context.” Child Development Perspectives 4, no. 3 (2010): 181–8. Talwar, Victoria, et al. “Effects of a Punitive Environment on Children’s Executive Functioning: A Natural Experiment.” Social Development 20, no. 4 (2011): 805–24. McDermott, Jennifer M., et al. “Early Adversity and Neural Correlates of Executive Function: Implications for Academic Adjustment.” Developmental Cognitive Neuroscience 2, no. 2 (2012): (Supplement 1): S59–S66.
Session 11. How Executive Function Development Affects Other Cognitive Functions
*Thompson-Schill, Sharon L., et al. “Cognition Without Control: When a Little Frontal Lobe Goes a Long Way.” Current Directions in Psychological Science 18, no. 5 (2007): 259–63. *Baillargeon, R., R. M. Scott, et al. “False-belief Understanding in Infants.” Trends in Cognitive Sciences 14, no. 3 (2010): 110–8.	A. The role of EF in adult ToM	*Apperly, Ian A., et al. “Studies of Adults Can Inform Accounts of Theory of Mind Development.” Developmental Psychology 45, no. 1 (2009): 190–201. Qureshi, Adam W., et al. “Executive Function is Necessary for Perspective Selection, not Level-1 Visual Perspective Calculation: Evidence from a Dual-task Study of Adults.” Cognition 117, no. 2 (2010): 230–6.
	B. The role of EF in developing ToM	*Hughes, Claire, and Rosie Ensor. “Executive Function and Theory of Mind: Predictive Relations from Ages 2 to 4.” Developmental Psychology 43, no. 6 (2007): 1447–59. Powell, and Carey (in prep). “Executive Function Depletion in Children and its Impact on Theory of Mind.”
	C. ToM development independent of EF- neural evidence	*Sabbagh, Mark A., et al. “Neurodevelopmental Correlates of Theory of Mind in Preschool Children.” Child Development 80, no. 4 (2009): 1147–62. Lackner, Christine, et al. “Dopamine Receptor D4 Gene Variation Predicts Preschoolers’ Developing Theory of Mind.” Developmental Science 15, no. 2 (2012): 272–80. Saxe, Rebecca, et al. “Reading Minds Versus Following Rules: Dissociating Theory of Mind and Executive Control in the Brain.” Social Neuroscience 1, no. 3–4 (2006): 284–98.
Session 12. Conceptual Change
Tenenbaum, Joshua B., et al. “How to Grow a Mind: Statistics, Structure, and Abstraction.” Science 331, no. 6022 (2011): 1279–85. Carey, Susan. “Precis of The origins of concepts.” Behavioral and Brain Sciences 24, no. 3 (2011): 113–24. ———. “Fractions” and “Temperature.” In The Origins of Concepts. Oxford University Press, 2009, pp. 344–59, and 361–76. ISBN: 9780195367638. [Preview with Google Books]