Neural origin of cognitive shifting in young children

TLDR

Cognitive shifting, the ability to adapt to environmental changes, depends on the prefrontal cortex, with adult studies showing inferior prefrontal activation and developmental research indicating significant changes during preschool years, yet direct evidence linking prefrontal maturation to shifting in young children is lacking. The study aimed to determine whether inferior prefrontal activation underlies successful cognitive shifting in young children using near‑infrared spectroscopy. Near‑infrared spectroscopy was employed to measure inferior prefrontal activation during shifting tasks in young children. The study found that preschool children exhibit adult‑like inferior prefrontal activation during shifting tasks, confirming the neural basis of cognitive shifting and offering insights into typical and atypical brain development.

Abstract

Cognitive shifting is the ability to adapt to changes in the environment. Extensive research has revealed that the prefrontal cortex plays an important role in cognitive shifting. Adult neuroimaging studies have shown that the inferior prefrontal cortex is activated during cognitive shifting tasks. Developmental studies have shown that cognitive shifting changes significantly during preschool years. It is known that 3-year-old children often perseverate to previous mental sets, whereas 5-year-old children do not. Developmental psychologists assume that maturation of the prefrontal cortex plays an essential role in the development of shifting; however, direct supporting evidence is lacking. We used near-infrared spectroscopy and showed that inferior prefrontal activation is associated with successful shifting in young children. We also showed that even preschool children display adult-like inferior prefrontal activation during a simple cognitive shifting task. This report demonstrates the neural origins of cognitive shifting in young children. These results have the potential to contribute to our understanding of cognitive and brain development in both typically and atypically developed children.