"Walking selectivity" in the occipital place area in 8-year-olds, not 5-year-olds.

A recent neuroimaging study in adults found that the occipital place area (OPA)-a cortical region involved in "visually guided navigation" (i.e. moving about the immediately visible environment, avoiding boundaries, and obstacles)-represents visual information about walking, not crawling, suggesting that OPA is late developing, emerging only when children are walking, not beforehand. But when precisely does this "walking selectivity" in OPA emerge-when children first begin to walk in early childhood, or perhaps counterintuitively, much later in childhood, around 8 years of age, when children are adult-like walking? To directly test these two hypotheses, using functional magnetic resonance imaging (fMRI) in two groups of children, 5- and 8-year-olds, we measured the responses in OPA to first-person perspective videos through scenes from a "walking" perspective, as well as three control perspectives ("crawling," "flying," and "scrambled"). We found that the OPA in 8-year-olds-like adults-exhibited walking selectivity (i.e. responding significantly more to the walking videos than to any of the others, and no significant differences across the crawling, flying, and scrambled videos), while the OPA in 5-year-olds exhibited no walking selectively. These findings reveal that OPA undergoes protracted development, with walking selectivity only emerging around 8 years of age.

Neither Enhanced Nor Lost: The Unique Role of Attention in Children's Neural Representations.

A defining feature of children's cognition is the especially slow development of their attention. Despite a rich behavioral literature characterizing the development of attention, little is known about how developing attentional abilities modulate neural representations in children. This information is critical to understanding how attentional development shapes the way children process information. One possibility is that attention might be less likely to shape neural representations in children as compared with adults. In particular, representations of attended items may be less likely to be enhanced relative to unattended items. To investigate this possibility, we measured brain activity using fMRI while children (seven to nine years; male and female) and adults (21-31 years; male and female) performed a one-back task in which they were directed to attend to either motion direction or an object in a display where both were present. We used multivoxel pattern analysis to compare decoding accuracy of attended and unattended information. Consistent with attentional enhancement, we found higher decoding accuracy for task-relevant information (i.e., objects in the object-attended condition) than for task-irrelevant information (i.e., motion in the object-attended condition) in adults' visual cortices. However, in children's visual cortices, both task-relevant and task-irrelevant information were decoded equally well. What is more, whole-brain analysis showed that the children represented task-irrelevant information more than adults in multiple regions across the brain, including the prefrontal cortex. These findings show that (1) attention does not modulate neural representations in the child visual cortex, and (2) developing brains can, and do, represent more information than mature brains.SIGNIFICANCE STATEMENT Children have been shown to struggle with maintaining their attention to specific information, and at the same time, can show better learning of "distractors." While these are critical properties of childhood, their underlying neural mechanisms are unknown. To fill in this critical knowledge gap, we explored how attention shapes what is represented in children's and adults' brains using fMRI while both were asked to focus on just one of two things (objects and motion). We found that unlike adults, who prioritize the information they were asked to focus on, children represent both what they were asked to prioritize and what they were asked to ignore. This shows that attention has a fundamentally different impact on children's neural representations.

The development of human cortical scene processing.

Decades of research have uncovered the neural basis of place (or "scene") processing in adulthood, revealing a set of three regions that respond selectively to visual scene information, each hypothesized to support distinct functions within scene processing (e.g., recognizing a particular kind of place versus navigating through it). Despite this considerable progress, surprisingly little is known about how these cortical regions develop. Here we review the limited evidence to date, highlighting the first few studies exploring the origins of cortical scene processing in infancy, and the several studies addressing when the scene regions reach full maturity, unfortunately with inconsistent findings. This inconsistency likely stems from common pitfalls in pediatric functional magnetic resonance imaging, and accordingly, we discuss how these pitfalls may be avoided. Furthermore, we point out that almost all studies to date have focused only on general scene selectivity and argue that greater insight could be gleaned by instead exploring the more distinct functions of each region, as well as their connectivity. Finally, with this last point in mind, we offer a novel hypothesis that scene regions supporting navigation (including the occipital place area and retrosplenial complex) mature later than those supporting scene categorization (including the parahippocampal place area).

Neural Representations in the Prefrontal Cortex Are Task Dependent for Scene Attributes But Not for Scene Categories.

Natural scenes deliver rich sensory information about the world. Decades of research has shown that the scene-selective network in the visual cortex represents various aspects of scenes. However, less is known about how such complex scene information is processed beyond the visual cortex, such as in the prefrontal cortex. It is also unknown how task context impacts the process of scene perception, modulating which scene content is represented in the brain. In this study, we investigate these questions using scene images from four natural scene categories, which also depict two types of scene attributes, temperature (warm or cold), and sound level (noisy or quiet). A group of healthy human subjects from both sexes participated in the present study using fMRI. In the study, participants viewed scene images under two different task conditions: temperature judgment and sound-level judgment. We analyzed how these scene attributes and categories are represented across the brain under these task conditions. Our findings show that scene attributes (temperature and sound level) are only represented in the brain when they are task relevant. However, scene categories are represented in the brain, in both the parahippocampal place area and the prefrontal cortex, regardless of task context. These findings suggest that the prefrontal cortex selectively represents scene content according to task demands, but this task selectivity depends on the types of scene content: task modulates neural representations of scene attributes but not of scene categories.SIGNIFICANCE STATEMENT Research has shown that visual scene information is processed in scene-selective regions in the occipital and temporal cortices. Here, we ask how scene content is processed and represented beyond the visual brain, in the prefrontal cortex (PFC). We show that both scene categories and scene attributes are represented in PFC, with interesting differences in task dependency: scene attributes are only represented in PFC when they are task relevant, but scene categories are represented in PFC regardless of the task context. Together, our work shows that scene information is processed beyond the visual cortex, and scene representation in PFC reflects how adaptively our minds extract relevant information from a scene.

Children automatically abstract categorical regularities during statistical learning.

Statistical learning allows us to discover myriad structures in our environment, which is saturated with information at many different levels-from items to categories. How do children learn different levels of information-about regularities that pertain to items and the categories they come from-and how does this differ from adults? Studies on category learning and memory have suggested that children may be more focused on items than adults. If this is also the case for statistical learning, children may not extract and learn the multi-level regularities that adults can. We report three experiments showing that children and adults extract both item- and category-level regularities in statistical learning. In Experiments 1 and 2, we show that both children and adults can learn structure at the item and category levels when they are measured independently. In Experiment 3, we show that both children and adults learn about categories even when exposure does not require this: both are able to generalize their learning from the item to the category level. Results indicate that statistical learning operates across multi-level structure in children and adults alike, enabling generalization of learning from specific items to exemplars from categories of those items that observers have never seen. Even though children may be more focused on items during other forms of learning, they learn about categories from item-level input during statistical learning.

Modality-Independent Coding of Scene Categories in Prefrontal Cortex.

Natural environments convey information through multiple sensory modalities, all of which contribute to people's percepts. Although it has been shown that visual or auditory content of scene categories can be decoded from brain activity, it remains unclear how humans represent scene information beyond a specific sensory modality domain. To address this question, we investigated how categories of scene images and sounds are represented in several brain regions. A group of healthy human subjects (both sexes) participated in the present study, where their brain activity was measured with fMRI while viewing images or listening to sounds of different real-world environments. We found that both visual and auditory scene categories can be decoded not only from modality-specific areas, but also from several brain regions in the temporal, parietal, and prefrontal cortex (PFC). Intriguingly, only in the PFC, but not in any other regions, categories of scene images and sounds appear to be represented in similar activation patterns, suggesting that scene representations in PFC are modality-independent. Furthermore, the error patterns of neural decoders indicate that category-specific neural activity patterns in the middle and superior frontal gyri are tightly linked to categorization behavior. Our findings demonstrate that complex scene information is represented at an abstract level in the PFC, regardless of the sensory modality of the stimulus.SIGNIFICANCE STATEMENT Our experience in daily life includes multiple sensory inputs, such as images, sounds, or scents from the surroundings, which all contribute to our understanding of the environment. Here, for the first time, we investigated where and how in the brain information about the natural environment from multiple senses is merged to form modality-independent representations of scene categories. We show direct decoding of scene categories across sensory modalities from patterns of neural activity in the prefrontal cortex (PFC). We also conclusively tie these neural representations to human categorization behavior by comparing patterns of errors between a neural decoder and behavior. Our findings suggest that PFC is a central hub for integrating sensory information and computing modality-independent representations of scene categories.

Effect of Attention on the Initiation of Binocular Rivalry.

Recent studies suggest that attention is necessary for perceptual alternations in binocular rivalry. It has been shown that attention plays a role in not only accelerating but also even enabling perceptual fluctuation in ongoing phase of binocular rivalry. In this study, we tested whether attention also plays a role in suppressing a rival stimulus in its initial phases by measuring proportions of mixed dominance. We hypothesized that when attention is directed toward the location of rival stimuli prior to their presentation, the proportion of mixed dominance is lower than when attention is directed away from that location because of attentional facilitation. However, we found that the proportion of mixed dominance did not differ depending on the locus of attention, although we adopted well-established experimental paradigms for manipulating spatial attention. This result suggests that attention is not a determining factor in establishing initial perceptual dominance in binocular rivalry.

Effects of attention on visible and invisible adapters.

It has been shown that attention can modulate the processing of a stimulus, even when it is invisible (Bahrami, Carmel, Walsh, Rees, & Lavie, 2008, Perception, 37, 1520-1528). Previous studies, however, investigated the effect of spatial attention on the processing of only invisible items. Thus, it remains unclear how the effect of spatial attention is distributed over visible and invisible items when these items are simultaneously attended at the same location. In the present study we addressed this question using two types of adapters, one visible and one invisible, and compared how attention affected the processing of each adapter. Moving gratings and tilted gratings were presented to each eye; the moving ones were dominant over the tilted ones. Both types of stimuli were located on the left and right sides of a fixation cross, and the participants performed a task that modulated their attention to one side or the other. In experiment 1 they were asked to detect the contrast decrement of one of the moving gratings, and in experiment 2 they detected a dot that was presented to both eyes. We found that attention increased the amount of motion aftereffects induced by the visible adapters. However, we did not find effects of attention on tilt aftereffects from the invisible adapters. Finally, in experiment 3 we found that attention successfully increased the amount of tilt aftereffects when the adapters were not suppressed. These findings suggest that spatial attention is more likely to influence visible items than invisible items in the same location. We also found that invisible items do not interfere with the attentional modulation of the processing of visible items.