6th Annual Flux Congress - Aug 30 - Sept 1, 2018 Berlin, Germany - Harnack-Haus, Berlin - Flux Society
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6th Annual
Flux Congress
Aug 30 – Sept 1, 2018
Berlin, Germany
Harnack-Haus, Berlin
The Conference Venue of
the Max Planck Society
www.fluxsociety.org
Program-at-a-Glance Program Contents
6th Annual Flux Congress • August 30–September 1, 2018
Thursday 30 Aug Friday 31 Aug Saturday 1 Sept About the Flux Congress Inside front Flux Congress 2017
8:00 AM Coffee Coffee Coffee The aim of the congress is to provide a
Program-at-a-Glance
8:15 AM (8:00-8:30am) (8:00-8:30am) (8:00-8:30am)
forum for developmental cognitive
8:30 AM Welcome Remarks
8:45 AM (8:30-9:00am) neuroscientists to share their findings on 1 About the Flux Congress
Oral Session 2 Oral Session 5
9:00 AM the development of brain processes that
Abstract session Motivation
9:15 AM (8:30-10:00am) (8:30-10:00am) support cognition and motivation from an
9:30 AM Local Symposium
9:45 AM
Plasticity: Integrating integrative neuroscience perspective. 2-4 Welcome Letters
microgenetic and ontogenetic Thus, it provides an opportunity for
10:00 AM perspectives Break (10:00-10:20am) Break (10:00-10:20am) scientists in the field to expand their
10:15 AM (9:00-11:00am)
Registration /Information Desk Open 8:00am-5:00pm
10:30 AM knowledge base, and also be better 5 Flux Leadership
10:45 AM informed of translational approaches.
Oral Session 3 Oral Session 6
Registration /Information Desk Open 7:30am-6:00pm
11:00 AM
Registration /Information Desk Open 8:00-6:00pm
Early experience Plasticity and sensitive windows
11:15 AM (10:20-12:00pm) (10:20-12:00pm) The Flux Society was launched in June
Science Of Learning
11:30 AM 6 General Congress Information
Exhibits on Display
(11:00-12:15pm) 2014, and has seen growth in its
11:45 AM
membership each year. To learn more
12:00 PM
12:15 PM about the Flux Society, please visit
Exhibits on Display
Lunch Lunch
12:30 PM
Lunch
(12:00-1:00pm) (12:00-1:00pm) www.fluxsociety.org. 7 Congress Venue Floor Plan
(12:15-1:00pm)
12:45 PM
Exhibits on Display
1:00 PM
1:15 PM Oral Session 1
1:30 PM Learning and plasticity
Oral Session 4 Oral Session 7 8 Flux Social Functions with map
Mechanisms Developmental Processes
1:45 PM (1:00-2:15pm)
(1:00-2:30pm) (1:00-2:30pm)
2:00 PM
2:15 PM 9-14 Flux Congress Program Schedule
Huttenlocher Lecture
2:30 PM Young Investigator Award Talk Break (2:30-2:50pm)
(2:15-3:00pm)
2:45 PM (2:30 - 3:00pm)
3:00 PM Flash Talks Flash Talks
3:15 PM (3:00-3:45pm) (3:00-3:45pm) Oral Session 8 15-26 Flux Congress Oral Presentations
3:30 PM Social learning
3:45 PM (2:50-4:30pm)
4:00 PM
4:15 PM
27-31 Flux Congress Poster Author Index
4:30 PM Poster Session Poster Session Closing Ceremony
4:45 PM (3:45-6:00pm) (3:45-6:00pm) (4:30-5:00pm)
5:00 PM 32-43 Flux Congress Posters
5:15 PM
5:30 PM Titles, Authors and Affiliations
5:45 PM
6:00 PM
6:15 PM Welcome Reception
6:30 PM (6:00-7:00pm)
44-47 Flux Congress Poster Floor Plan
6:45 PM
7:00 PM
7:15 PM 48 Flux Congress Sponsors
7:30 PM
7:45 PM and Exhibitors
8:00 PM Flux Fun Night
8:15 PM Hofbräu Wirtshaus Berlin
8:30 PM (6:30-10:00pm)
8:45 PM
9:00 PM
9:15 PM
9:30 PM
9:45 PM
10:00 PM
FLUX: THE SOCIETY FOR DEVELOPMENTAL COGNITIVE NEUROSCIENCE | 1
Welcome
to Flux Congress attendees
W
elcome to our sixth meeting of Flux, We are particularly grateful for the support We want to remind you of our ever growing job bank University), Jiska Peper (Leiden University), Daniel
the International Congress for from the German Research Foundation where there are postings for every level of career Ansari (University of Western Ontario), Gregoire Borst
Integrative Developmental Cognitive (DFG) enabling us to enhance our scientific development for those looking for a position and those (Université Paris - Sorbonne), Catherine Hartley (New
Neuroscience, at the Max Planck Institute in aims, including the support for the confer- looking to hire. York University), Sean Deoni (Brown University),
Berlin, Wow! The enthusiasm keeps increasing ence venue and the travel of international Finally, we are delighted to invite you to plan on attending Christos Constantinidis (Wake Forest University),
with 219 abstract submissions and 335 speakers. Flux 7, August 29 – 31, 2019, in New York City Jocelyne Bachevalier (Emory University), Linda
memberships, so far this year. Over 100 more A special thank you to Podium Conference hosted by Nim Tottenham (Columbia University) and the Wilbrecht (University of California, Berkeley), Iroise
than last year!! Specialists Marischal DeArmond and host committee including: Xavier Castellanos (New Dumontheil (Birkbeck, University of London).
We are very thankful for being hosted in Berlin Pam Prewett who have worked tirelessly York University), Michael Millham (Child Mind Institute), We are looking forward to expanding our understanding
by the Max Planck Institute for Human organizing every detail and supporting the Rita Goldstein (Mount Sinai Institue), and Adrianna of developmental cognitive neuroscience and interacting
Development and to the invaluable support effective execution of our conference. DiMartino (New York University) in Midtown Manhattan. with attendees and are confident that you will leave with
from our Chair of the Local Organizing Finally, a warm thank you to the members The scientific program promises to be extraordinary as it greater understanding, new friends, and enhanced
Committee Prof. Ulman Lindenberger of the Flux society and conference is being led by Chair Deanna Barch and her Program creativity in your approach.
(Director of Developmental Psychology at Max participants for making the time to attend the Committee: Damien Fair (Oregon Health & Science
Planck Institute for Human Development) and Flux conference and making it such an exciting event!
the host committee in securing this unique and Welcome new Fluxers and a special thank you to those Sincererly,
prestigious opportunity to have Flux at such a who have been supporting Flux through its emerging Beatriz Luna Bruce McCandliss Damien Fair
scientifically important and historic venue! development, your contributions are noted and greatly President Executive Treasurer Board Member
A special thank you to Eveline Crone, Program Chair appreciated! Brad Schlaggar Eveline Crone Nim Tottenham
(Leiden University) and Silvia Bunge, Co-Chair A reminder of the bond that brings us together is that Vice-President Executive Board Member Board Member
(University of California at Berkeley), and the insightful “Flux” is not an acronym but rather a term used to
initiator for Flux Berlin, for the fantastic job developing a highlight that, as developmental cognitive neuroscientists,
truly impactful program! Thank you also to the great we are distinct in our investigations of the dynamic
intellectual support of their team of illustrative nature of cognition through development as stated in the
developmental cognitive neurosciencetists: Ulman aim of the Flux society “To advance the understanding of
Lindenberger (Max Planck Institute for Human
PHOTO BY SVEN PRZEPIORKA ON UNSPLASH
human brain development by serving as a forum for
Development), J. Bruce Morton (University of Western professional and student scientists, physicians, and
Ontario), Nim Tottenham (Columbia University), Eva educators to: exchange information and educate the next
Telzer (University of North Carolina at Chapel Hill), generation of developmental cognitive neuroscience
Wouter van den Bos (Max Planck Institute for Human researchers; make widely available scientific research
Development), and Linda Wilbrecht (University of findings on brain development; encourage translational
California at Berkeley). Thank you! research to clinical populations; promote public
We are particularly grateful for the continued support information by discussing implications on the fields of
from the Jacobs Foundation enabling us to enhance education, health, juvenile law, parenting, and mental
our scientific aims, including the ability to provide student health, and encourage further progress in the field of
travel awards and our Young Investigator Award. We were developmental cognitive neuroscience.” The Flux Society
thrilled to have awarded 6 International student travel strives to support Flux meetings going forward, but also
awards and 7 local travel awards along with 3 to expand our ability to provide venues for scientific
Awards for speakers in the Jacobs Foundation discussion and translational application.
Symposium on the Science of Learning. We have received tremendous positive feedback from
We are also thankful to Elsevier for their continued previous Flux meetings as well as great suggestions on
significant support of Flux and, importantly, publishing improvements that have been incorporated into the
Developmental Cognitive Neuroscience, the Official design of this meeting as we continue to make this unique
journal of Flux. event serve the needs and ambitions of our growing
Thank you to the 2018 Huttenlocher Awardee Uta society. We are actively considering ways that we can
Frith for her outstanding and pioneering work in expand as a Society, finding new and interesting ways to
Developmental Cognitive Neuroscience providing enhance discussion and dissemination. We are always
important discoveries on the neurocognitive looking for those who want to become involved in
underpinnings of autism and for opening the meeting by extending venues for us as a field to advance our science
enlightening us with her view of the field. through discussions and collaborations. We have an open
search for those who want to head the organization of
Thank you to the 2018 Young Investigator Award Webinars to hold discussions on current topics in DCN as
Leah Somerville for her impactful insights on the brain well as a newsletter. If you are interested please approach
basis of cognitive, motivational, social, and emotional a board member or conference organizer at the meeting.
behavior through the important transition through We are happy to hear any suggestions from members
adolescence and for sharing with us your innovative regarding either the conference or ways in which the Flux
approaches. Society can best serve our field.
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Flux Leadership
Welcome
to the sixth meeting of Flux
Society Executive Committee
Beatriz Luna
President
University of Pittsburgh, USA
Brad Schlaggar Washington University in St. Louis, USA
Vice President
O
n behalf of the Flux Board and the Scientific from Berlin in 1994. It was subsequently handed over to
Program Committee, we welcome you the Max Planck Society as the Kaiser Wilhelm Society’s Eveline Crone Leiden University, Netherlands
enthusiastically to Berlin for Flux 2018! This year’s legal successor. As in 1929, it has become a meeting Executive Board Member
local host is the Max Planck Institute for Human place for the international scientific community of the Max
Bruce McCandliss Vanderbilt University, USA
Development. Planck Society and its guests from all over the world.
Executive Treasurer
Scientific Program You will get a taste for a few of Berlin’s neighborhoods
during the evening activities (see below), but we hope Damien Fair Oregon Health & Science University, USA
This year, the conference’s overarching theme is Plasticity. that you will have time to explore more of it on this trip… Board Member
Our program features an all-star cast of speakers, ranging not during the conference sessions, of course! Note that Nim Tottenham Columbia University, USA
from rising stars to senior investigators– and our honored Berlin has excellent public transportation, and that the
speaker Uta Frith, from University College London, will Board Member
subway gets you directly into the city center.
deliver the Huttenlocher Lecture. We will also present
Leah Somerville as the 2018 winner of the Flux Young Evening activities Congress Local Organizing Chair
Investigator Award-winner. The schedule includes On the first evening, the Max Planck Institute for Human Silvia Bunge University of California, Berkeley, USA
symposia, special lectures, flash talks, and poster Development will host the Opening Reception at the Flux Congress
sessions, not to mention various opportunities to catch up Harnack Haus. On the following night, the official Flux Fun
with friends and network. Congress Local Host Chair Management
Night will be held at a beer garden in the hip district of
We will kick off the first day, August 30th, with the Local Alexanderplatz in the eastern part of Berlin. And stay Ulman Lindenberger Max Planck Institute for Human Development Podium Conference
Symposium, which brings together researchers from tuned for details regarding Karaoke Night, an unofficial Specialists
around Europe who are doing cutting-edge research on Flux tradition! Congress Scientific Program Committee Marischal De Armond
brain plasticity at the levels of systems and cognitive We look forward to meeting you in a great city for an Eveline Crone, Chair Leiden University Pam Prewett
neuroscience. This session will be followed by our Annual exciting conference! Nim Tottenham Columbia University
Science of Learning Symposium, supported by the
Jacobs Foundation. Sincerely, Eva Telzer Unversity of North Carolina, Chapel Hill
The program includes eight Oral Sessions. These are Wouter van den Bos Max Planck Institute for Human Development
Program Co-Chair and Local Organizing
loosely organized around broad topics such as Early Committee member J. Bruce Morton University of Western Ontario
Experience, Motivation, Plasticity & Sensitive Windows, Linda Wilbrecht University of California, Berkeley
Silvia Bunge, University of California at Berkeley
and Learning, although there are sure to be many
connections across sessions. Bruce McCandliss Stanford University
Flux Congress Local Host Chair
Conference Venue: The Harnack Haus in Dahlem Ulman Lindenberger, Max Planck Institute
PHOTO BY RICARDO GOMEZ ANGEL ON UNSPLASH
Berlin is a fascinating and historically significant city, with for Human Development
many different types of neighborhoods spanning what
was once were separated into West and East Berlin. Program Chair
The conference venue is in Dahlem, at the southwest Eveline Crone, Leiden University
corner of the city. The Seminaris hotel, where many of
Congress Scientific Program Committee
you will be staying, is within walking distance of Harnack
Haus – or one stop away via subway. Dahlem has long Nim Tottenham, Columbia University
been a scientific hotbed (read: quiet district). It boasts not Eva Telzer, Unversity of North Carolina, Chapel Hill
only the Max Planck Institute for Human Development but Wouter van den Bos, Max Planck Institute
also the Freie University, one of the city’s three major for Human Development
universities. Many luminaries have lived or worked in
J. Bruce Morton, University of Western Ontario
Dahlem for over one hundred years. In the lobby of the
Harnack Haus, you will find a wall of photos – don’t miss Linda Wilbrecht, University of California, Berkeley
the opportunity to lift up some of them to reveal the Bruce McCandliss, Stanford University
names and histories of the VIPs who stayed there over
the years.
For history buffs: Harnack House was built in 1929 to
provide guest accommodation and a conference venue
for the Kaiser Wilhelm Society, the Max Planck Society’s
predecessor organization. Scientists from all over the
world, artists, politicians and captains of industry stayed
here or came to attend events. When the National
Socialists seized power, senior Nazi Party officials visited
the house, as did the members of various resistance
groups. At the end of WWII, the US Armed Forces
confiscated the building. Harnack House was used as an
officers’ club until the withdrawal of the Allied Forces
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FLUX: THE SOCIETY FOR DEVELOPMENTAL COGNITIVE NEUROSCIENCE | 5
General Congress Information Congress Venue Floor Plan
Meeting Venue Flux Social Functions
Harnack-Haus
Humboldt Room
Liebniz
Opening Reception
Ihnestrasse 16-20
14195 Berlin, Germany The Opening Reception will take place at the Planck
Mozart
Lobby & Terrace from 6:00 – 7:00 PM. Light refreshments
Tel: +49 30 8413-3800
will be served, and there will be a cash bar.
Fax: +49 30 8413-38
All congress sessions and the Welcome Cocktail Reception Flux Fun Night
will take place at this location, and the Flux Fun Night will This year’s Flux excursion will take place at Hofbräu
take place at an offsite venue. Wirtshaus Berlin located at the Alexanderplatz in down-
town Berlin. Advance ticket purchase is required for this
Registration event. Hofbräu Wirtshaus Berlin is a 30-minute drive from
Congress registration fees include access to all sessions Harnack-Haus. If you prefer to take transport, buses from
including the welcome reception, speaker presentations, the Harnack-Haus will depart at 6:30 PM from the Planck
grazing lunches, coffee breaks, and poster sessions. Lobby main entrance. Shuttles will return to Harnack-Haus
starting at 9:30 PM. See map on page 8 for directions.
Planck Lobby
Name Badges
Reception
Your name badge is your admission ticket to all
Entrance
conference sessions, reception, lunch, and coffee breaks.
Poster Information
Main
Please wear it at all times. At the end of the conference we
ask that you recycle your name badge at one of the name Information on Poster Authors, Poster Numbers
badge recycling stations, or leave it at the Registration and Poster Titles begins on page 27. For a
Desk. complete list of all poster abstracts visit the Flux
website www.fluxsociety.org
Registration and Information Desk Hours Easy reference Poster Floor Plans for each
The Registration and Information Desk, located in the session can also be found on pages 44-47 of this
Planck Lobby, will be open during the following dates program.
and times: Set-Up / Removal
Thursday, August 30 8:00 AM – 6:00 PM There are two Poster Sessions during the Meeting
and posters have been allocated to one of the
Friday, August 31 8:00 AM – 6:00 PM
sessions based on poster themes. Poster
Goethe Hall
Warburg
Saturday, September 8:00 AM – 5:00 PM presenters must set-up and remove their posters
during the following times.
If you need assistance during the meeting, please visit the
Registration Desk. Poster Session 1 – Thursday, August 30
Poster Set-up:
Staff
Thursday, August 30: 7:30 – 8:30 AM
Congress staff from Podium Conference Specialists
can be identified by orange ribbons on their name badges. Poster Hours:
For immediate assistance, please visit us at the registration 12:15 – 1:00 PM Lunch Break
desk in the lobby. 3:45 PM – 6:00 PM Poster Session
Removal of all posters by: 7:00 PM on August 30
Complimentary WIFI Information:
Complimentary Wifi is available in the hotel lobby on the
Harnack House
Poster Session 2 – Friday, August 31
ground floor and in your hotel guestroom. Please note
Poster Set-up:
Ground Floor
there is no wifi available in the meeting rooms.
Meitner Hall
Friday, August 31: 7:30am – 8:30 AM
Network: HH-Guest Password: Helium-02
Poster Hours:
Going Local Berlin App 12:00 – 1:00 PM Lunch Break
Experience Berlin like a Berliner! Download the “Going 3:45 PM – 6:00 PM Poster Session
Local Berlin” app to get instant access to more than 700 Removal of all posters by: 6:00 PM on August 31
selected Berlin tips. The app is free, and after downloading
the app to your phone, the pictures, maps and tips can be
accessed without a data connection. You’ll get tips and
information for Berlin’s 12 districts and their distinct
neighbourhoods, including “Hidden Places”, “Must-Sees”
and “Food & Drink” as well as annual event highlights.
Available for iPhone and Android.
6 | FLUX: THE SOCIETY FOR DEVELOPMENTAL COGNITIVE NEUROSCIENCE FLUX: THE SOCIETY FOR DEVELOPMENTAL COGNITIVE NEUROSCIENCE | 7
Flux Social Functions Flux Congress Program Schedule
Opening Reception Flux Fun Night
Day 1 Thursday, August 30
Thursday, August 30 This year’s Flux excursion will take place at Hofbräu
Wirtshaus Berlin located at the Alexanderplatz in
The Opening Reception will take place at the Planck
downtown Berlin. Advance ticket purchase is required for
Lobby & Terrace from 6:00 – 7:00 PM. Light refreshments 8:00 – 8:30 AM Coffee
this event. Hofbräu Wirtshaus Berlin is a 30-minute drive
will be served, and there will be a cash bar.
from Harnack-Haus. If you prefer to take transport, buses
from the Harnack-Haus will depart at 6:30 PM from the 8:30 – 9:00 AM Welcome Comments
Planck Lobby main entrance. Shuttles will return to Beatriz Luna University of Pittsburgh, USA
Harnack-Haus starting at 9:30 PM. See map for directions. Silvia Bunge University of California at Berkeley, USA
Hofbräu Berlin Local Symposium: Plasticity: Integrating microgenetic
Berlin Venue / Accomodation Locations Karl-Liebknecht-Str. 30
and ontogenetic perspectives
Chair: Ulman Lindenberger Max Planck Institute for Human Development
Discussant: Martin Lövdén Karolinska Institutet, Sweden
9:00 – 9:30 AM The evolution and development of memory engrams
Tomás Ryan Trinity College Dublin, Ireland
9:30 – 10:00 AM Set to change? Lifespan factors influencing neurocognitive trajectories
and plasticity
Kristine Walhövd University of Oslo, Norway
10:00 – 10:30 AM Plasticity during skill acquisition: The expansion–renormalization model
Elisabeth Wenger Max Planck Institute for Human Development, Germany
10:30 – 11:00 AM Q&A
Jacobs Foundation Symposium on the Science of Learning
Co-chair: Silvia Bunge University of California at Berkley, USA
Co-chair: Bruce McCandliss Stanford University, USA
11:00 – 11:20 AM The science of learning mathematics: neurocognitive markers of heterogeneity
Teresa Iuculano Université Paris - Sorbonne
11:20 – 11:40 AM Altering developing neural synchrony with cognitive training: mechanisms
and transfer
Duncan Astle University of Cambridge
11:40 – 12:00 PM Cognitive training and mathematics – the role of interindividual differences
Torkel Klingberg Karolinska Institutet, Sweden
12:00 – 12:15 PM Q&A
12:15 – 1:00 PM Lunch
Oral Session 1: Learning and plasticity
Chair: Xiaoqian Chai Johns Hopkins University
1:00 – 1:30 PM Cognitive control contributions to learning and memory development in childhood
and adolescence
© Copyright OpenStreetMap Contributors Yana Fandakova Max Planck Institute for Human Development, Germany
1:30 – 2:00 PM Environmental effects on learning and memory
Max Planck Institute for Human Development • Lentzeallee 94
Yee Lee Shing Goethe University Frankfurt
Seminaris Campus Hotel • Takustraße 39
2:00 – 2:15 PM Q&A
Harnack-Haus (conference venue) • Ihnestraße 16-20
8 | FLUX: THE SOCIETY FOR DEVELOPMENTAL COGNITIVE NEUROSCIENCE FLUX: THE SOCIETY FOR DEVELOPMENTAL COGNITIVE NEUROSCIENCE | 9
Flux Congress Daily Schedule • Day 1
Huttenlocher Lecture Day 2 Friday, August 31
2:15 – 3:00 PM What autism has taught us about mentalising
Uta Frith University College London
8:00 – 8:30 AM Coffee
Flash Talks
Chair: Niko Steinbeis University College London Oral Session 2 - Abstract Session
Chair: Nora Raschle University Hospital Basel
3:00 – 3:05 PM Investigating shared and nonshared factors contributing to variation 8:30 – 8:45 AM Emerging functional specialisation in the ventral occipital cortex of prereaders:
in temperament development in MZ twins An EEG-fMRI study on visual character processing
Eloise Cameron Murdoch Childrens Research Institute/University of Melbourne Silvia Brem University of Zurich
3:05 – 3:10 PM Attenuated Pavlovian learning biases in adolescence 8:45 – 9:00 AM The influence of maternal stress during pregnancy on toddlers sleep problems:
Juliet Davidow Harvard University The role of cortico-cerebellar connectivity in utero
Marion van den Heuvel Tilburg University
3:10 – 3:15 PM Leveraging neural topographies of inhibition and disinhibition to predict
trial-by-trial risk taking in adolescence 9:00 – 9:15 AM The role of default network in memory development
Joao Guassi Moreira University of California, Los Angeles Xiaoqian Chai Johns Hopkins University
3:15 – 3:20 PM IQoala-T: A supervised-learning tool for quality control of automatic segmented 9:15 – 9:30 AM Lifespan developmental differences in the effects of opportunity costs
MRI data on cognitive effort
Eduard Klapwijk Leiden University Ben Eppinger Concordia University
3:20 – 3:25 PM Developmental trajectories of hubness and functional connectivity 9:30 – 9:45 AM Neural signatures of probablistic reversal learning: a developmental computational
of the Prefrontal Cortex modeling approach
Katherine Lopez Washington University in St Louis Martin Schulte-Rüther University Hospital RWTH Aachen
3:25 – 3:30 PM The bio-behavioral impact of poverty on executive function: A cross-species study 9:45 – 10:00 AM Different developmental trajectories for working memory and reinforcement
Rosemarie Perry New York University learning contributions to learning in adolescence
Linda Wilbrecht University of California, Berkeley
3:30 – 3:35PM Associations between family environment and child brain function and structure
are mediated by accelerated pubertal development 10:00 – 10:20 AM Break
Sandra Thijssen Erasums University of Rotterdam
Oral Session 3: Early Experience
3:35 – 3:40 PM Mother-child interactions affect self- and mother-evaluations and self-related
brain activation Chair: Moriah Thomason New York University
Renske van der Cruijsen Leiden University
10:20 – 10:45 AM Learning and plasticity across development: Regulation by parents and role
of the microbiome
3:40 – 3:45 PM Memory development: Complementary roles of the hippocampus
and prefrontal cortex Bridget Callaghan Columbia University
Qijing Yu Wayne State University
10:45 – 11:10 AM Neural plasticity following early-life adversity
Kate McLaughlin University of Washington
3:45 – 6:00 PM Poster Session 1
11:10 – 11:35 AM Characterizing pro-sociality through reward learning
6:00 – 7:00 PM Opening Reception Youngbin Kwak University of Massachusetts Amherst
Planck Lobby & Terrace
11:35 – 12:00 AM Q&A
12:00 – 1:00 PM Lunch
Oral Session 4: Mechanisms
Chair: J. Bruce Morton University of Western Ontario
1:00 – 1:20 PM Neural circuits of working memory and response inhibition in a non-human
primate model of adolescence
Christos Constantinidis Wake Forest University
1:20 – 1:40 PM Enriched environments and new neurons: The neurobiology of cognitive reserves
Gerd Kempermann Technische Universität Dresden
10 | FLUX: THE SOCIETY FOR DEVELOPMENTAL COGNITIVE NEUROSCIENCE FLUX: THE SOCIETY FOR DEVELOPMENTAL COGNITIVE NEUROSCIENCE | 11
Flux Congress Daily Schedule • Day 2
1:40 – 2:00 PM Neuronal mechanisms of performance monitoring and adaptive control 3:45 – 6:00 PM Poster Session 2
Markus Ullsperger Otto-von-Guericke-Universität Magdeburg
2:00 – 2:30 PM Q&A 7:00 – 10:00 pm Flux Fun Night at Hofbräu Wirtshaus Berlin.
See General Information section and the map on page 8
2:30 – 3:00 PM Young Investigator Award Lecture
A social and cognitive neuroscience approach to understanding adolescents’
strengths and vulnerabilities
Leah Somerville Harvard University
My lab’s research focuses on the role of neurodevelopment in shaping adolescent-typical behavioral Day 3 Saturday, September 1
profiles that shed light on their strengths and vulnerabilities. Through the development of new task
paradigms, a focus on brain-behavior linkages, and expansion to “big data”, we have launched new
lines of inquiry that are beginning to explain variability in emotional, social, and decision making
behaviors during adolescence. My talk will provide a high-level overview of our aims and approach, 8:00 – 8:30 AM Coffee
and I will highlight key findings from several lines of research spearheaded by talented members of
my laboratory. Oral Session 5: Motivation
Chair: Juliet Davidow Harvard University
Flash Talks
8:30 – 8:55 AM Changing computations underlying the development of goal-directed behavior
Chair: Jiska Peper Leiden University
Cate Hartley New York University
3:00 – 3:05 PM Restricted and repetitive behavior and brain functional connectivity in
infants and toddlers at risk for developing autism spectrum disorder 8:50 – 9:20 AM (under) Representation of cultural diversity and high-risk youth samples in
Adam Eggebrecht Washington University School of Medicine research on adolescent motivational processes
Eva Telzer University of North Carolina at Chapel Hill
3:05 – 3:10 PM Prosocial behavior is linked to cortical development during adolescence and young
adulthood: A longitudinal structural MRI study 9:20 – 9:45 AM How multiple memory systems support value-based decisions in adolescence
Lia Ferschmann University of Oslo Daphna Shohamy Columbia University
-
3:10 – 3:15 PM The neurocognitive architecture of fluid ability in children and adolescents 9:45 – 10:00 AM Q&A
Delia Fuhrmann University of Cambridge
10:00 – 10:20 AM Break
3:15 – 3:20 PM Precision functional mapping of an individual child brain
Scott Marek Washington University in St Louis
Oral Session 6: Plasticity and sensitive windows
3:20 – 3:25 PM Medial PFC relates to age-related differences in observational reinforcement learning
Chair: Dylan Gee Yale University
Ben Eppinger Concordia University
10:20 – 11:00 AM Why do sensitive periods exist?
3:25 – 3:30 PM Where you lead, I will follow: Observing older sibling risky behavior changes
adolescent brain and behavior Willem Frankenhuis Radboud University
Christina Rogers University of North Carolina at Chapel Hill 11:00 – 11:40 AM Nature & nurture in neurocognitive development: insights from studies
of plasticity in blindness
3:30 – 3:35 PM Functional brain connectivity study in children who differ in temperamental
self-regulation Marina Bedny Johns Hopkins University
Noelia Sánchez Pérez University of Murcia
11:40 – 12:00 PM Q&A
3:35 – 3:40 PM Medial prefrontal cortex supports identification of increasing threat in adolescents
12:00 – 1:00 AM Lunch
Sarah Tashjian University of California, Los Angeles
3:40 – 3:45PM Affective reactivity during adolescence: Differential associations with age, Oral Session 7: Developmental Processes
puberty and testosterone Chair: Grégoire Borst Université Paris - Sorbonne
Nandita Vijayakumar University of Oregon
1:00 – 1:35 PM Plasticity and the plentiful infant learning toolbox
Dima Amso Brown University
11:35 – 11:40 AM Mutualistic coupling supports development of cognitive abilities:
Findings from three longitudinal cohorts
Rogier Keivit Cambridge University
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Flux Congress Daily Schedule • Day 3 Flux Congress Oral Presentations
1:35 – 2:10 Q&A
PM
Day1 Thursday, August 30
Science of Learning Symposium
2:10 – 2:30 PM Break
Co-chair: Silvia Bunge University of California,
Local Symposium
Berkeley
Oral Session 8: Social Learning Plasticity: Integrating microgenetic and
ontogenetic perspectives Co-chair: Bruce McCandliss Stanford University
Chair: Jennifer Silvers University of California, Los Angeles
Teresa Iuculano Université Paris - Sorbonne
Chair: Ulman Lindenberger, Max Planck Institute
2:50 – 3:15 PM Learning with peers: Neural processing of performance feedback in a social The science of learning mathematics:
for Human Development, Berlin, Germany
context across adolescence neurocognitive markers of heterogeneity
Discussant: Martin Lövdén Karolinska Institutet, Functional plasticity is a fundamental characteristic of the
Berna Guroglu Leiden University
Sweden human brain that lies at the core of its ability to learn new
3:15 – 3:40 PM Social reward learning: developmental mechanisms and therapeutic opportunities information. Critically, little is known about cognitive- and
Tomás Ryan Trinity College Dublin, Ireland emotion-related plasticity associated with heterogeneity of
Gul Dolan Johns Hopkins University mathematical skill acquisition during the early school-years.
The evolution and development of memory
engrams Here, we combine an intensive 8-week, math cognitive
3:40 – 4:10 PM How the developing brain comes to understand the mind training with task-based functional resonance imaging
How is memory stored in the brain as information? Over the (fMRI), to assess functional brain plasticity in different
Mark Sabbagh Queens University
past 5 years, the ability to label, observe, and manipulate cohorts of elementary school children. We show that math
specific neuronal ensembles in an activity-dependent training improves performance, and remediates aberrant
4:10 – 4:30 PM Q&A manner has allowed us to identify components of specific brain function in a population of 7-9 year olds with
memory engrams in the rodent brain. This approach has Mathematical Learning Disabilities (MLD). Training resulted
4:30 – 5:00 PM Closing Ceremony the potential to revolutionize the study of memory, but our in significant reduction of over-activation in multiple brain
knowledge of memory engrams is still in its infancy. I will systems important for mathematical cognition
discuss our research group's ongoing to work to investigate encompassing frontal, parietal, and ventral temporal-
the biology of memory engram formation and information occipital cortices. Crucially, in typically developing (TD)
storage. I will describe two recent departures to investigate children, the same training was associated with greater
how engram formation is modulated by development from engagement of memory systems anchored in the
infancy to adulthood, and how an evolutionary analysis of hippocampus, and concurrent increases in hippocampal-
memory engrams (and their relationship to instincts) may cortical functional connectivity. Finally, in a third study, we
lead to new insights into information storage. show that children with high levels of math anxiety,
exhibited significant functional brain changes after the same
Kristine Walhövd University of Oslo, Norway math cognitive training. Effects were evident in emotion-
Set to change? Lifespan factors influencing related circuits anchored in the basolateral amygdala.
PHOTO BY NATHAN WRIGHT ON UNSPLASH
neurocognitive trajectories and plasticity Together our findings suggest that recruitment of brain
systems supporting mathematical learning varies as a
Are we set to change neurocognitively in certain ways? In function of heterogeneity of cognitive and affective profiles,
this presentation, I use magnetic resonance imaging, highlighting potential venues for educational intervention.
standardized and experimental cognitive and registry data
to show how individual differences in neurocognitive
change and plasticity are influenced by factors through the Duncan Astle University of Cambridge
lifespan. A challenge is now to identify the impact of early Altering developing neural synchrony with
life factors on later neurocognitive changes and plasticity. cognitive training: mechanisms and transfer
Example influences discussed include prenatal Whether we can enhance cognitive abilities through
environment, genetics and lifestyle variables. Taking factors intensive training is one of the most controversial topics of
present at birth into account may further understanding of cognitive psychology. This is particularly controversial in
both the mechanisms at work early in life, and what and childhood, where aspects of cognition, such as working
how residual variance may be affected by late-life factors. memory, are closely related to school success and are
implicated in numerous developmental disorders. We
Elisabeth Wenger Max Planck Institute for Human provide the first neurophysiological account of working
Development, Germany memory training using magnetoencephalography (N=27).
Plasticity during skill acquisition: The expansion– We borrowed an analysis approach more typically used in
renormalization model other animal models, called phase amplitude coupling.
Following training, the coupling between the upper alpha
Brain volume expansion in task-relevant areas is a common, rhythm (at 16 Hz), recorded in superior frontal and parietal
yet poorly understood finding in studies on human skill cortex, became significantly coupled with high gamma
acquisition. Lifelong learning is at odds with plasticity as a activity (at ∼90 Hz) in inferior temporal cortex. This
perpetual process of growth. Drawing on animal models, enhancement is consistent with a framework in which
ontogenetic evidence, and Darwinian theories of neural slower cortical rhythms enable the dynamic regulation of
organization, we propose the expansion-renormalization higher-frequency oscillatory activity related to task-related
model of plastic change in humans. The model predicts an cognitive processes. We then combined machine learning
initial increase of gray matter, followed by a complete or with a large dataset (N=179) to identify the boundary
partial return to volume baseline. We use our own work on constraints of this training and subgroups of children with
motor learning and auditory training to illustrate the model, different profiles of response. This multivariate modelling
and discuss its implications for existing evidence and future approach highlights that task relationships change following
research the training - children are recruiting different cognitive
14 | FLUX: THE SOCIETY FOR DEVELOPMENTAL COGNITIVE NEUROSCIENCE FLUX: THE SOCIETY FOR DEVELOPMENTAL COGNITIVE NEUROSCIENCE | 15
Flux Congress Oral Presentations
mechanisms after the intervention. Furthermore, there are cingulo-opercular regions support the development of MRI data, we can begin to evaluate how our moment decisions about whether to take risks. 24 youth
differential response profiles, with different children effective monitoring and control, and contribute to temperaments/personalities develop and learn what (Mage=15.8) underwent fMRI while playing the yellow
enhancing different elements of cognition through the improvements in learning and memory performance during factors are important in brain and temperament light game (YLG)--an ecologically valid risk-taking task--and
training. Importantly group membership is predicted by development. I will outline ongoing work examining the development. This study aims to investigate the shared the flanker task, an executive function task. Flanker data
children's pre-training fluid reasoning skills. mechanisms and progression of plasticity in the cognitive and nonshared contributions of the brain and environment were used to calculate subject-specific neural patterns of
control brain network in middle childhood. to variation in temperaments of MZ twins aged 9-15 years. inhibition and disinhibition. Pattern expression analyses
Torkel Klingberg Karolinska Institutet Using a co-twin control design, we are collecting self- were then used to estimate the extent to which trial-by-trial
Yee Lee Shing Goethe University Frankfurt reported environmental data and MRI data of the brain - brain activity during the YLG was expressed as patterns of
Cognitive training and mathematics – the role of
Environmental effects on learning and memory specifically structural and diffusion imaging data. We are inhibition or disinhibition. We then examined whether such
interindividual differences
interested how the properties of neural structures (e.g. expression could be used to differentiate between trials
Mathematical performance is dependent on learning of Cognitive and brain development is shaped by individuals’
gray and white matter volume, cortical thickness or when a participant made a risky, compared to safe,
maths specific skills, but also correlated with more general experiences within the environments they live in. I will
surface area), and diffusion metrics (e.g. white matter decision. Results revealed greater neural expression of an
cognitive abilities, including non-verbal reasoning, spatial present two lines of work that aim to better understand the
microstructure and network connectivity) impact upon inhibition pattern was related to a lower likelihood of
ability and working memory. One would thus assume that mechanisms through which environmental factors impact
children’s early development. First, we longitudinally both the twin temperaments and variation in twin making a risky decision (γ=-.61), whereas greater
enhancing these abilities would improve maths
followed children born close to the cut-off date for school temperaments. expression of disinhibition (γ=.93) was linked with a
performance. However, working memory training (WMT)
studies has shown mixed result, with both negative and entry, who subsequently did or did not enter school that greater propensity to make a risky decision. Our study is
positive findings regarding transfer to mathematics. year. With such design, we are examining the effects of the first to model trial-by-trial fluctuations in risk taking
Juliet Davidow Harvard University
formal schooling on neurocognitive development. Second, behavior as a function of information expressed in neural
The explanation for this inconsistency could be that only Attenuated Pavlovian learning biases in
in the Jacobs longitudinal study, we are investigating the topographies. Interestingly, these data suggest the neural
certain aspects of mathematics benefit from WMT, and/or adolescence
roles of glucocorticoid in translating stress-related social code undergirding adolescent risk-taking is best
that inter-individual differences in cognitive performance
matter, such that only certain individuals benefit. Support of disadvantages into differences in brain and memory Adolescence is a period rich with new experiences. characterized by topographical patterns instead of modular
the latter hypothesis comes from a study of WMT and development. Learning to engage in rewarding experiences, and avoid units.
mathematics, where WMT did not improve maths punishing ones, relies on multiple systems. Pavlovian
performance in general, but did so in individuals with learning (cue-outcome) and instrumental learning (cue-
Eduard Klapwijk Leiden University
higher capacity already at baseline (Nemmi et al. 2016). Huttenlocher Lecture action-outcome) are powerful systems for reward and
Qoala-T: A supervised-learning tool for quality
punishment learning. When demands are congruent
In order to investigate the relationship between baseline Uta Frith University College London control of automatic segmented MRI data
cognitive performance and the benefit of cognitive training, (approach cue, obtain reward), these systems cooperate;
What autism has taught us about mentalising however, when action and outcome valence are opposed Performing quality control to detect image artifacts and
we analyzed data from 931 children, age 6-8 years, who
where randomized into three groups, with training of Some 30 years ago my colleagues and I proposed that the (approach cue, avoid punishment), the Pavlovian system data-processing errors is crucial in structural magnetic
maths, WMT, non-verbal reasoning or spatial rotation in characteristic features of social communication in autistic can disrupt the instrumental system, reducing learning. resonance imaging, especially in developmental studies.
different proportions. Math tests were performed on the children could be explained by failure in a cognitive The influence of these learning systems under conflict has Currently, many studies rely on visual inspection by
third day of training and after 25 days of training. mechanism, termed mentalising - using mental states to not been studied over development. N=88 participants 11- trained raters for quality control. The subjectivity of these
predict what an agent is going to do next. We devised 22 years old learned from probabilistic reinforcement to manual procedures lessens comparability between
Overall, the three groups did not differ in the progress
made on the maths tests. However, a cluster analysis on strictly matched tasks that do and do not require execute or withhold a button press (Action) to obtain studies, and with growing study sizes quality control is
baseline cognitive performance identified four clusters of mentalising, which allowed us and others to identify a reward or avoid punishment (Valence). The intersection of increasingly time consuming. In addition, both inter-rater
individuals. These clusters differed significantly in the mentalising network in the brain. While verbally able these factors is congruent (press to obtain reward, as well as intra-rater variability of manual quality control is
response to different types of interventions, with lower autistic adults can perform explicit mentalising tasks using withhold to avoid punishment) or incongruent (press to high and may lead to inclusion of poor quality scans and
performing children improving from a mixture of different strategies, their implicit mentalising remains avoid punishment, withhold to obtain reward). We exclusion of scans of usable quality. In the current study
maths+WMT+rotation training and higher performing doubtful. The distinction between these two forms of employed and compared a series of computational models we present the Qoala-T tool, which is an easy and free to
childrens improving most from a mixture of mentalising can inform us about the development of social to estimate psychological effects typifying biases in use supervised-learning model to reduce rater bias and
maths+WMT+non-verbal reasoning. cognitive abilities. learning. There was an interaction of age on Action-by- misclassification in manual quality control procedures.
These results suggests that the effect of cognitive training Valence learning. To explain, we fit linear and non-linear First, we manually rated quality of N = 784 FreeSurfer-
is dependent on inter-individual differences in cognitive models of age to a Pavlovian bias model parameter. We processed T1-weighted scans. Different supervised-
performance. Individual tailoring of cognitive training Flash Talks found a significant U-shaped fit with lowest Pavlovian learning models were then compared to predict manual
dependent on traits could lead to substantial improvement influence in late adolescence. This better explained quality ratings. Results show that the Qoala-T tool using
in transfer from cognitive training. Chair: Niko Steinbeis University College London learning than simpler age or computational models, random forests is able to predict scan quality with both
suggesting that during adolescence there is an attenuation high sensitivity and specificity (mean area under the curve
Eloise Cameron Murdoch Childrens Research of Pavlovian learning biases. This could afford adolescents (AUC) = 0.98). In addition, the Qoala-T tool was also able
Institute/University of Melbourne better instrumental learning when information is in to adequately predict the quality of a novel unseen dataset
Oral Session 1 Investigating shared and nonshared factors conflict. (N = 112; mean AUC = 0.95). These outcomes indicate
Learning and plasticity contributing to variation in temperament that using Qoala-T in other datasets could greatly reduce
Chair: Xiaoqian Chai Johns Hopkins University development in MZ twins the time needed for quality control. More importantly, this
Joao Guassi Moreira University of California, Los
Temperament is linked to many other aspects of our lives - procedure could further help to reduce variability related
Angeles
Yana Fandakova Max Planck Institute for Human educational achievement, mental health conditions, to manual quality control, thereby benefiting the
Leveraging neural topographies of inhibition and comparability of data quality between studies.
Development behavior regulation, peer relationships - therefore it's
disinhibition to predict trial-by-trial risk taking in
Cognitive control contributions to learning and important to investigate how our environments impact this
adolescence
memory development in childhood and adolescence development. However the factors influencing
temperament development are largely unknown. Recently, While adolescents may differ in their trait risk taking
Cognitive control processes play a critical role for
the importance of the nonshared environment on child behavior, no one individual takes risks all of the time or
scaffolding learning and memory by monitoring and
neurodevelopment has become evident, with the research none of the time. However, neurodevelopmental studies of
regulating information processing in line with current goals
indicating that an individual's unique environment is risk taking often neglect this intraindividual variability by
and task demands. These processes are implemented by a
core set of frontal and posterior parietal regions and exhibit important for temperament development. By combining estimating brain activity averaged over risky & safe
a relatively protracted development across childhood and temperament, environmental (such as the twin decisions. The present study sought to identify what
adolescence. I will demonstrate how changes in frontal and relationship, parental treatment, unique experiences), and neural computations predict adolescents' moment-to-
16 | FLUX: THE SOCIETY FOR DEVELOPMENTAL COGNITIVE NEUROSCIENCE FLUX: THE SOCIETY FOR DEVELOPMENTAL COGNITIVE NEUROSCIENCE | 17Flux Congress Oral Presentations
Katherine Lopez Washington University in St Louis for how early-life adversity disrupts cognitive skills, which ROI analyses showed that with more negativity in mothers, cortex represents a pivotal developmental process, which
Developmental trajectories of hubness and are vital to classroom learning and academic achievement. adolescents engage right DLPFC stronger for mother- sets the basis for targeted and efficient information
functional connectivity of the Prefrontal Cortex evaluations. When mothers show more warmth, processing. However, it remains largely unclear, how such
adolescents engage less right TPJ for mother-evaluations, functional specialisation in the human cortex emerges
The prefrontal cortex (PFC) exhibits a prolonged Sandra Thijssen Erasmus University of Rotterdam
and more left DLPFC for self-evaluations. These findings during child development. Methods Neural correlates of
developmental trajectory extending from childhood to Associations between family environment and show evidence for a neurobehavioral change in mother- print processing were tracked with simultaneous high-
adulthood. Structural and task-based MRI studies have child brain function and structure are mediated by relations and trait evaluations, with a potential role of density electroencephalography and functional magnetic
suggested that different PFC regions exhibit distinct age- accelerated pubertal development mother-child attachment. resonance imaging in 18 pre-reading children (aged
related changes into adulthood. Less is known about
Psychosocial Acceleration Theory suggests that pubertal 6.7±0.36y). The effect of varying expertise to characters
developmental variations in resting-state functional
maturation is accelerated in response to adversity. on neural activation was examined, firstly, by training false
connectivity (RSFC) and network topology of functionally Qijing Yu Wayne State University
Evidence suggests that development of the amygdala- font-speech sound associations, and secondly, by
defined PFC subdivisions, with many studies examining Memory development: Complementary roles of the
medial prefrontal cortex (Am-mPFC) circuit is accelerated comparing characters differing in the expertise acquired
select PFC regions (e.g. VMPFC only). We sought to hippocampus and prefrontal cortex
following suboptimal care. It is unclear if these findings are through abundant exposure in the everyday environment
integrate graph theory and seed-based analyses to
related. Here, we assess whether associations of family Episodic memory undergoes robust development during (digits, letters, false fonts). Results We found a training
characterize age-related changes in both hubness and
environment (FamEnv) and Am-mPFC circuit are mediated childhood and depends on the function of the performance and expertise dependent activation of the
RSFC patterns associated with different PFC regions. Using
by pubertal development in 9-10 y.o. children. This study hippocampus (HC) and prefrontal cortex (PFC). Only visual event-related potential around 220ms (N1) and of
Power et al. 2010 parcellations, we selected 30 PFC seeds,
includes 2000+ participants from the Adolescent Brain limited evidence specifically links individual differences in the corresponding vOT BOLD response. Furthermore,
covering lateral and medial regions of the dorsal, ventral,
Cognitive Development Study, a prospective population- HC and PFC structure to memory function in children. Here functional connectivity between the vOT and left inferior
and orbital PFC. 615 individuals (8-21 years old) from the
based United States cohort we examined the relation between individual differences in parietal regions was increased with regard to better
Philadelphia Neurodevelopmental Cohort dataset were
(http://dx.doi.org/10.15154/1412097). Using Structural HC subfields and PFC volumes to measures of episodic training performance. Conclusion To summarize, our
examined to investigate linear and non-linear (e.g.
Equation Modeling, three latent variables (LV): memory. We assessed episodic memory using a novel results demonstrate that learning enhances preferential
quadratic, cubic) age-related effects of degree centrality
demographic and parent information, child reported, and paradigm in which we vary the degree of similarity across activation for characters in the vOT and emphasize the
(DC), participation coefficient (PC), and RSFC profiles
parent reported data on family dynamics were compiled stimuli and the type of recognition memory. Thirty-five 5- critical role of the rapidly emerging connectivity during
associated with each seed. Findings demonstrated that the
into a higher-level FamEnv LV (RMSEA = 0.04). Image to-6-year-olds (mean age=6.20, N=35, 40% females) specialisation.
DLPFC and VLPFC displayed exponential decreases in
processing and analysis were performed by the ABCD studied stimuli consisting of multiple exemplars from a
hubness (pFlux Congress Oral Presentations
Xiaoqian Chai Johns Hopkins University rate rather than reward magnitude on lifespan age learning processes: learning rates increased linearly with Oral Session 4
The role of default network in memory differences in cognitive control engagement. age. Furthermore, younger participants were also
significantly more likely to neglect negative feedback.
Mechanisms
development
These results shed new light on the developmental Chair: J. Bruce Morton University of Western
The default network has been shown to be involved in Martin Schulte-Rüther University Hospital RWTH
Aachen science of learning in adolescence: children showed adult Ontario
autobiographic memory. Previous research in adults
level of working-memory contributions to learning, and
suggest an "encoding-retrieval flip" of the default network Neural signatures of probablistic reversal learning:
their weaker overall performance was linked to Christos Constantinidis Wake Forest University
in memory. During successful memory encoding, the a developmental computational modeling approach
reinforcement learning, rather than executive processes.
default network is suppressed. During successful recall, Cognitive flexibility is essential to navigate through an Neural circuits of working memory and response
the posterior part of the default network is activated. ever-changing environment and can be examined using inhibition in a non-human primate model of
Hippocampus couples with the default network during reversal learning (RL) tasks. Although computational Oral Session 3 adolescence
recall but not during encoding. We investigated the modeling is increasingly used to infer psychological Executive functions mature late in life, in adolescence or
encoding/retrieval dynamics of the default network during
Early Experience
mechanisms in cognitive neuroscience, developmental early adulthood, and may be enhanced even in adulthood
development in participants 8 to 24 years of age in a approaches are still scarce. We investigated 18 typically Chair: Moriah Thomason New York University through cognitive training. Little is known about how the
series of memory experiment. During memory encoding, developing (TD) children (8 - 12 years of age) and 18 TD activity of the prefrontal cortex is modified so as to
we found that in adults, items that were later remembered adolescents (13 - 18 years of age) using a probabilistic Bridget Callaghan Columbia University mediate such cognitive changes. To address this question,
deactivated the default network more than items that were reversal learning task with either social or individualized Learning and plasticity across development: my laboratory has performed a series of experiments
later forgotten. However, default network regions in feedback during fMRI scanning, and additional runs Regulation by parents and role of the microbiome recording activity in adolescent and adult monkeys.
Children did not differentiate remembered and forgotten outside the scanner. Behavioral responses were modeled Comparing neural activity between adolescent and adult
Parents, shape the maturation of our brain and body along
trials. This finding was replicated in multiple datasets. In a in two variants of a Hierarchical Gaussian Filter (HGF) animals revealed unchanged representation of visual
trajectories that end in health or illness. Understanding the
cued recall experiment, adults showed positive model and a simple Rescorla-Wagner learning model. The stimuli, increased activation during working memory, but
neurobiology of these parental influences is critical for
engagement of the default network: the posterior regions results suggest that children make more overall and decreased representation of distracting stimuli. These
improving child outcomes in physical and mental health
were more activated for successfully recalled items regressive errors, while less perseverative errors than results reveal the nature of changes in neural activity that
domains. Using a cross species translational framework
compared to forgotten items. Children again did not show adolescents. Behavioral responses were best explained by underlie cognitive enhancement in development.
(rodents and humans), I will describe how exposure to
different activation levels in these regions between an HGF model containing the volatility parameter omega parental deprivation influences the development of
remembered versus forgotten trials. Hippocampal (which was significantly smaller in children than in emotion behavior and related circuitry, as well as the Gerd Kempermann Technische Universität Dresden
activations in children were similar in children and adults adolescents). This may indicate that children have a bias incidence of physical symptoms that are highly comorbid
for both encoding and retrieval. Conclusion: These results towards updating their estimation of the prediction Enriched environments and new neurons: The
with emotional disorders – gastrointestinal distress. I will
suggest that the default network in children has not fully strength for a rewarding outcome slower than neurobiology of cognitive reserves
then analyze the role of gastrointestinal bacteria (the
come online for episodic memory processes, instead, adolescents, resulting in less efficient learning in the “Enriched environments” represent an experimental
microbiome) as a regulator of mental and physical distress
children might rely on the hippocampal system during context of an unstable, switching environment. The paradigm that allows to dissect the manifold interactions
in development.
successful memory processes. decision parameter was correlated with an index of between genes and environment and how these in turn
stereotypical behavior (SRS-RBB), suggesting a relation Kate McLaughlin University of Washington affect brain structure and function over the course of life.
Ben Eppinger Concordia University between inflexible behavioral patterns and reduced The regulation of adult hippocampal neurogenesis by
exploration behavior. Analysis of the fMRI data are Neural plasticity following early-life adversity environmental enrichment is a prime example of this
Lifespan developmental differences in the effects Exposure to early-life adversity is associated with altered
currently conducted and will be presented and discussed interaction. Because individual animal in an enriched
of opportunity costs on cognitive effort neural development across multiple networks. Prior work
at the meeting. environment have a slightly different experiences
Previous work suggests that lifespan developmental has examined a wide range of adverse early experiences differences between individuals will arise. Enrichment thus
differences in cognitive control abilities might be due to ranging from abuse and neglect to chronic poverty, often not only provides rich extrinsic stimuli but becomes a
Anne Collins University of California Berkeley
maturational and aging-related changes in prefrontal implicitly assuming that these different types of trigger of activity-driven individual experience as the basis
cortex functioning. However, there are also alternative Different developmental trajectories for working experiences influence neural development through the of brain plasticity.
explanations: For example, it could be that children and memory and reinforcement learning contributions same underlying mechanisms. This talk presents a
older adults differ from younger adults in how they to learning in adolescence conceptual model distinguishing between adverse
balance the effort of engaging in control against its Multiple neurocognitive systems contribute simultaneously experiences involving threat (e.g., violence) from those Markus Ullsperger Otto-von-Guericke-Universität
potential benefits. In this work we assume that the degree to human decision making and learning. For example, the involving deprivation (e.g., neglect) and reviews evidence Magdeburg
of engagement in cognitive effort depends on the striatum uses dopamine signaling to slowly learn from for domains of neural development that are differentially Neuronal mechanisms of performance monitoring
opportunity cost of time (average reward rate per unit rewards which choices are most valuable, a form of influenced by these types of experiences as well as and adaptive control
time). If the average reward rate is high, subjects should reinforcement learning. Prefrontal cortex (PFC) executive networks that are impacted similarly by multiple forms of Monitoring for erroneous and unexpected action
speed up responding whereas if it is low, they should functions contribute other computations, such as actively early-life adversity. outcomes is essential to determine when adaptation is
respond more slowly. Developmental changes in maintaining single trial information in working memory or needed to optimize goal achievement. Building on current
opportunity cost assessments may lead to differences in signaling a need to switch strategy. How the systems work theories relating performance monitoring to reinforcement
Youngbin Kwak University of Massachusetts Amherst
the sensitivity to changes in reward rate. To examine this together is not well understood. We investigate the learning mechanisms, I will discuss which signals are
hypothesis in children, younger and older adults, we use developmental trajectory of their contributions to learning Characterizing pro-sociality through reward
represented in a key region of performance monitoring,
two well-established cognitive control tasks, an Erikson across adolescence. We predicted that behaviors learning
the posterior medial frontal cortex, and how they relate to
Flanker and a task-switching paradigm with a reward rate dependent on striatal function would stabilize earlier than Pro-sociality, a behavioral tendency to benefit others, is adaptation. Thereafter, I will present neuroimaging and
manipulation. Descriptive analyses show impairments in those dependent on PFC. We collected measures of ubiquitous in humans as well as in the animal kingdom. invasive and non-invasive electrophysiological studies in
cognitive control in children and older adults compared to learning in 180 youth (ages 8-17 years) and 53 adults (ages The nature of pro-sociality has been studied extensively in humans addressing post-error adjustments. Furthermore,
younger adults during task switching, but not during 25-30) using four reward learning tasks, including a task behavioral economics using single-shot games, which based on lateralized beta power over motor cortices which
conflict monitoring. In both tasks reward magnitude designed to separate out contributions of working memory gives an explicit measure of preference. This talk will reflects the dynamics of decision formation I will address
modulates cognitive control. That is, subjects respond from reinforcement learning. We used computational introduce an implicit measure of pro-sociality expressed the currently debated question whether post-error slowing
faster and are more error-prone when reward is high modeling to identify individual markers of working during a dynamic card game task during which one can is adaptive or rather disruptive for subsequent
compared to when it is low. However, these effects don't memory and reinforcement learning. Contrary to our earn monetary rewards for oneself and others. I will talk performance.
differ as a function of age. In future computational prediction, we found no effect of age on working memory. about how the choice and ERPs during task performance
analyses we will focus on the effects of average reward However, we found strong effects of age on reinforcement captures the differential sensitivity to rewards directed to
self and others.
20 | FLUX: THE SOCIETY FOR DEVELOPMENTAL COGNITIVE NEUROSCIENCE FLUX: THE SOCIETY FOR DEVELOPMENTAL COGNITIVE NEUROSCIENCE | 21You can also read
