Brain development during the preschool years.
Brain development during the preschool years.
复制标题
学龄前年份的大脑发育。
DOI：
10.1007/s11065-012-9214-1
复制
发表时间：
2012-12
影响因子：
5.8
通讯作者：
Jernigan, Terry L.
中科院分区：
文献类型：
--
作者：
Brown, Timothy T.;Jernigan, Terry L.
关键词：
学龄前是一个心理成长的时期，许多心理能力的初步表达将继续完善到成年。同样，这个年龄段的大脑发育也以其“开花”的性质为特征，显示出一些最具活力和精心设计的解剖学和生理学变化。在这篇文章中，我们回顾了人类大脑在学龄前的发展，从各种来源中取样科学证据。首先，我们涵盖了出生后早期发育的神经生物学基础，解释了在神经影像学研究中大规模观察到的一些主要机制。接下来，我们回顾了来自结构和功能成像研究的证据，这些证据现在占我们目前对典型大脑发育理解的很大一部分。在解剖成像，我们专注于发展中的大脑形态和组织特性，包括白色物质纤维束的扩散率的研究。我们还提出了新的数据变化在学龄前的皮质面积，厚度和体积。然后回顾生理大脑发育，触及几种不同的功能成像和记录方式在学龄前和学龄早期的影响力的结果，包括正电子发射断层扫描（PET），脑电图（EEG）和事件相关电位（ERP），功能磁共振成像（fMRI），脑磁图（MEG），和近红外光谱（NIRS）。在此，更多的篇幅用于解释解释所需的一些关键方法因素。最后，我们将介绍多模态和多维成像方法，我们相信这对于提高我们对学龄前及以后大脑发育及其与认知和行为发育关系的理解至关重要。
The preschool years represent a time of expansive psychological growth, with the initial expression of many psychological abilities that will continue to be refined into young adulthood. Likewise, brain development during this age is characterized by its “blossoming” nature, showing some of its most dynamic and elaborative anatomical and physiological changes. In this article, we review human brain development during the preschool years, sampling scientific evidence from a variety of sources. First, we cover neurobiological foundations of early postnatal development, explaining some of the primary mechanisms seen at a larger scale within neuroimaging studies. Next, we review evidence from both structural and functional imaging studies, which now accounts for a large portion of our current understanding of typical brain development. Within anatomical imaging, we focus on studies of developing brain morphology and tissue properties, including diffusivity of white matter fiber tracts. We also present new data on changes during the preschool years in cortical area, thickness, and volume. Physiological brain development is then reviewed, touching on influential results from several different functional imaging and recording modalities in the preschool and early school-age years, including positron emission tomography (PET), electroencephalography (EEG) and event-related potentials (ERP), functional magnetic resonance imaging (fMRI), magnetoencephalography (MEG), and near-infrared spectroscopy (NIRS). Here, more space is devoted to explaining some of the key methodological factors that are required for interpretation. We end with a section on multimodal and multidimensional imaging approaches, which we believe will be critical for increasing our understanding of brain development and its relationship to cognitive and behavioral growth in the preschool years and beyond.
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影响因子：
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作者：
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通讯作者：
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