Is left-behind a real reason for children's social cognition deficit? An fNIRS study on the effect of social interaction on left-behind preschooler's prefrontal activation.

The left-behind phenomenon, caused by parent out-migration, has become a common social issue and might lead to long-term and potential risks for children in rural areas of China. It is important to investigate the effect of social interaction on prefrontal activation of left-behind children in China...

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Autores principales:	Keya Ding, Chuanjiang Li, Huibin Jia, Mingming Zhang, Dongchuan Yu
Formato:	article
Lenguaje:	EN
Publicado:	Public Library of Science (PLoS) 2021
Materias:	Medicine R Science Q
Acceso en línea:	https://doaj.org/article/dba31f821d0346eba9ab437fb6a5a2b7
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spelling	oai:doaj.org-article:dba31f821d0346eba9ab437fb6a5a2b72021-12-02T20:14:33ZIs left-behind a real reason for children's social cognition deficit? An fNIRS study on the effect of social interaction on left-behind preschooler's prefrontal activation.1932-620310.1371/journal.pone.0254010https://doaj.org/article/dba31f821d0346eba9ab437fb6a5a2b72021-01-01T00:00:00Zhttps://doi.org/10.1371/journal.pone.0254010https://doaj.org/toc/1932-6203The left-behind phenomenon, caused by parent out-migration, has become a common social issue and might lead to long-term and potential risks for children in rural areas of China. It is important to investigate the effect of social interaction on prefrontal activation of left-behind children in China because of possible effects of parent out-migration on children's social cognition. We recruited 81 rural Chinese preschoolers aged 52-76 months (mean = 64.98 ± 6.321 months) preschoolers with three different statuses of parental out-migration (including non-, partially, and completely left-behind children). Using functional Near-Infrared Spectroscopy (fNIRS), we compared behavior and brain activation and in three groups (non-, partially-, completely-left-behind children) under two different social interaction conditions (child-teacher and child-stranger situation). Results revealed that initiating joint attention (IJA) may evoke higher brain activation than responding to joint attention (RJA) in the prefrontal cortex (PFC), especially in the case of initiating joint attention with the stranger. In addition, the activation of joint attention was positively correlated with children's language score, cognitive flexibility, and facial expression recognition. More importantly, partially-left-behind children evoked higher brain activation in the IJA condition and presented a higher language level than completely/non-left-behind children. The current study provides insight into the neural basis of left-behind children's development and revealed for the first time that family economic level and left-behind status may contribute to the lower social cognition.Keya DingChuanjiang LiHuibin JiaMingming ZhangDongchuan YuPublic Library of Science (PLoS)articleMedicineRScienceQENPLoS ONE, Vol 16, Iss 9, p e0254010 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Medicine R Science Q
spellingShingle	Medicine R Science Q Keya Ding Chuanjiang Li Huibin Jia Mingming Zhang Dongchuan Yu Is left-behind a real reason for children's social cognition deficit? An fNIRS study on the effect of social interaction on left-behind preschooler's prefrontal activation.
description	The left-behind phenomenon, caused by parent out-migration, has become a common social issue and might lead to long-term and potential risks for children in rural areas of China. It is important to investigate the effect of social interaction on prefrontal activation of left-behind children in China because of possible effects of parent out-migration on children's social cognition. We recruited 81 rural Chinese preschoolers aged 52-76 months (mean = 64.98 ± 6.321 months) preschoolers with three different statuses of parental out-migration (including non-, partially, and completely left-behind children). Using functional Near-Infrared Spectroscopy (fNIRS), we compared behavior and brain activation and in three groups (non-, partially-, completely-left-behind children) under two different social interaction conditions (child-teacher and child-stranger situation). Results revealed that initiating joint attention (IJA) may evoke higher brain activation than responding to joint attention (RJA) in the prefrontal cortex (PFC), especially in the case of initiating joint attention with the stranger. In addition, the activation of joint attention was positively correlated with children's language score, cognitive flexibility, and facial expression recognition. More importantly, partially-left-behind children evoked higher brain activation in the IJA condition and presented a higher language level than completely/non-left-behind children. The current study provides insight into the neural basis of left-behind children's development and revealed for the first time that family economic level and left-behind status may contribute to the lower social cognition.
format	article
author	Keya Ding Chuanjiang Li Huibin Jia Mingming Zhang Dongchuan Yu
author_facet	Keya Ding Chuanjiang Li Huibin Jia Mingming Zhang Dongchuan Yu
author_sort	Keya Ding
title	Is left-behind a real reason for children's social cognition deficit? An fNIRS study on the effect of social interaction on left-behind preschooler's prefrontal activation.
title_short	Is left-behind a real reason for children's social cognition deficit? An fNIRS study on the effect of social interaction on left-behind preschooler's prefrontal activation.
title_full	Is left-behind a real reason for children's social cognition deficit? An fNIRS study on the effect of social interaction on left-behind preschooler's prefrontal activation.
title_fullStr	Is left-behind a real reason for children's social cognition deficit? An fNIRS study on the effect of social interaction on left-behind preschooler's prefrontal activation.
title_full_unstemmed	Is left-behind a real reason for children's social cognition deficit? An fNIRS study on the effect of social interaction on left-behind preschooler's prefrontal activation.
title_sort	is left-behind a real reason for children's social cognition deficit? an fnirs study on the effect of social interaction on left-behind preschooler's prefrontal activation.
publisher	Public Library of Science (PLoS)
publishDate	2021
url	https://doaj.org/article/dba31f821d0346eba9ab437fb6a5a2b7
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Is left-behind a real reason for children's social cognition deficit? An fNIRS study on the effect of social interaction on left-behind preschooler's prefrontal activation.

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