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Development of mechanisms of recognition of fragmented images differing in the degree of fragmentation in children of preschool and primary school ages

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Abstract

Recognition of fragmented images with an increasing number of fragments was studied in children of three age groups (five to six, seven to eight, and nine to ten years of age) to compare the behavioral and neurophysiological parameters of recognition in these groups. The most pronounced changes in effectiveness of recognition were observed when the five- to six-year-old and seven- to eight-year-old children were compared. In the former, recognition was not accompanied by any significant changes in the event-related potentials of the prefrontal cortex or by an increase in N250–400 (Ncl) in the extrastriate cortex (though it is an important characteristic of the process). However, the amplitude of the N170–200 component, which reflects analysis and encoding of sensory features, did increase at the age of five to six years. Immaturity of the prefrontal cortex is manifested in a deficiency of the control: these children respond hastily and make numerous mistakes. In seven- to eight-year-old children, recognition is accompanied by an increase in the amplitude of the N100 and N250 components in the prefrontal cortex, whereas the amplitude of the Ncl component increases in the extrastriate cortex. The error rate and recognition threshold are significantly lower in these children than at the age of five to six years. The role of prefrontal cortex is the most pronounced at the age of nine to ten years, which is manifested in the Ncl amplitude and the later phases corresponding to the cognitive recognition. Our results demonstrate qualitative differences in the mechanisms of recognition in children of the preschool and primary school age. At the age of five to six years, recognition is a result of integration of the sensory signs. Beginning from the age of seven to eight years, the prefrontal cortex plays an important role in recognition of the fragmentary images; this brain region is responsible for a search of possible analogues in memory and identification of an object.

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  1. Institute of Developmental Physiology, Russian Academy of Education, Moscow, 119869, Russia

    D. A. Farber & N. E. Petrenko

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  1. D. A. Farber
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Original Russian Text © D.A. Farber, N.E. Petrenko, 2012, published in Fiziologiya Cheloveka, 2012, Vol. 38, No. 5, pp. 5–15.

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Farber, D.A., Petrenko, N.E. Development of mechanisms of recognition of fragmented images differing in the degree of fragmentation in children of preschool and primary school ages. Hum Physiol 38, 453–462 (2012). https://doi.org/10.1134/S0362119712050052

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