Genes, genomes, and developmental process.

The view advanced by Madole & Harden falls back on the dogma of a gene as a DNA sequence that codes for a fixed product with an invariant function regardless of temporal and spatial contexts. This outdated perspective entrenches the metaphor of genes as static units of information and glosses over developmental complexities.

Contingent conversations build more than language: How communicative interactions in toddlerhood relate to preschool executive function skills.

High-quality communicative interactions between caregivers and children provide a foundation for children's social and cognitive skills. Although most studies examining these types of interactions focus on child language outcomes, this paper takes another tack. It examines whether communicative, dyadic interactions might also relate to child executive function (EF) skills and whether child language might mediate this relation. Using a subset of data from the NICHD Study of Early Child Care and Youth Development, dyadic interactions between 2-year-olds and their mothers were coded for three behaviors: symbol-infused joint engagement, routines and rituals, and fluency and connectedness. Child language was assessed at age 3 and three facets of EF (self-regulation, sustained attention, and verbal working memory) were assessed at age 4.5. Structural equation modeling showed that dyadic interaction related to later child sustained attention and verbal working memory, indirectly through child language and directly related with child self-regulation. This suggests that communicative interactions with caregivers that include both verbal and non-verbal elements relate to child EF, in part through child language. Our findings have implications for the role of caregiver interactions in the development of language and cognitive skills more broadly. RESEARCH HIGHLIGHTS: Using structural equation modeling, we examined how communicative interactions between caregivers and toddlers relate to preschool executive function skills Communicative interactions relate to later language which in turn relates to sustained attention and verbal working memory in preschool Communicative interactions relate directly to self-regulation in preschool Associations between communicative interactions, language, and executive function vary across facets of executive function and may not be unidirectional.

Neural measures of anticipatory bodily attention in children: Relations with executive function.

The ability to selectively direct attention to a certain location or modality is a key neurocognitive skill. One important facet of selective attention is anticipation, a foundational biological construct that bridges basic perceptual processes and higher-order cognition. The current study focuses on the neural correlates of bodily anticipation in 6- to 8-year-old children using a task involving tactile stimulation. Electroencephalographic (EEG) activity over sensorimotor cortex was measured after a visual cue directed children to monitor their right or left hand in anticipation of tactile stimulation. Prior to delivery of the tactile stimulus, a regionally-specific desynchronization of the alpha-range mu rhythm occurred over central electrode sites (C3/C4) contralateral to the cue direction. The magnitude of anticipatory mu rhythm desynchronization was associated with children's performance on two executive function tasks (Flanker and Card Sort). We suggest that anticipatory mu desynchronization has utility as a specific neural marker of attention focusing in young children, which in turn may be implicated in the development of executive function.

Sensorimotor Oscillations During a Reciprocal Touch Paradigm With a Human or Robot Partner.

Robots provide an opportunity to extend research on the cognitive, perceptual, and neural processes involved in social interaction. This study examined how sensorimotor oscillatory electroencephalogram (EEG) activity can be influenced by the perceived nature of a task partner - human or robot - during a novel "reciprocal touch" paradigm. Twenty adult participants viewed a demonstration of a robot that could "feel" tactile stimulation through a haptic sensor on its hand and "see" changes in light through a photoreceptor at the level of the eyes; the robot responded to touch or changes in light by moving a contralateral digit. During EEG collection, participants engaged in a joint task that involved sending tactile stimulation to a partner (robot or human) and receiving tactile stimulation back. Tactile stimulation sent by the participant was initiated by a button press and was delivered 1500 ms later via an inflatable membrane on the hand of the human or on the haptic sensor of the robot partner. Stimulation to the participant's finger (from the partner) was sent on a fixed schedule, regardless of partner type. We analyzed activity of the sensorimotor mu rhythm during anticipation of tactile stimulation to the right hand, comparing mu activity at central electrode sites when participants believed that tactile stimulation was initiated by a robot or a human, and to trials in which "nobody" received stimulation. There was a significant difference in contralateral mu rhythm activity between anticipating stimulation from a human partner and the "nobody" condition. This effect was less pronounced for anticipation of stimulation from the robot partner. Analyses also examined beta rhythm responses to the execution of the button press, comparing oscillatory activity when participants sent tactile stimulation to the robot or the human partner. The extent of beta rebound at frontocentral electrode sites following the button press differed between conditions, with a significantly larger increase in beta power when participants sent tactile stimulation to a robot partner compared to the human partner. This increase in beta power may reflect greater predictably in event outcomes. This new paradigm and the novel findings advance the neuroscientific study of human-robot interaction.