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. 2012 Jul 10;13(3):281-294.
doi: 10.1080/15248372.2012.691143. Epub 2012 May 30.

Using EEG to Study Cognitive Development: Issues and Practices

Martha Ann Bell  1 , Kimberly Cuevas
Affiliations

Using EEG to Study Cognitive Development: Issues and Practices

Martha Ann Bell et al. J Cogn Dev. .

Abstract

Developmental research is enhanced by use of multiple methodologies for examining psychological processes. The electroencephalogram (EEG) is an efficient and relatively inexpensive method for the study of developmental changes in brain-behavior relations. In this review, we highlight some of the challenges for using EEG in cognitive development research. We also list best practices for incorporating this methodology into the study of early cognitive processes. Consideration of these issues is critical for making an informed decision regarding implementation of EEG methodology.

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Figures

Figure 1
Figure 1
The experimental arrangement for EEG data collection during the infant looking A-not-B task.
Figure 2
Figure 2
Adult (top) and 8-month-old infant (bottom) EEG tracings of F3 and F4 (left and right medial frontal) scalp locations. There are differences in the amplitude and frequency of infant and adult EEG. The large deflections in the adult tracing are eye blinks. Eyeblinks in the infant record are difficult to see because of the high amplitude of the infant tracing.
See this image and copyright information in PMC

References

    1. Bell MA. The ontogeny of the EEG during infancy and childhood: Implications for cognitive development. In: Garreau B, editor. Neuroimaging in child neuropsychiatric disorders. Berlin: Springer-Verlag; 1998. pp. 97–111.
    1. Bell MA. Power changes in infant EEG frequency bands during a spatial working memory task. Psychophysiology. 2002;39:450–458. doi: 10.1017.S0048577201393174. - PubMed
    1. Bell MA. A psychobiological perspective on working memory performance at 8 months of age. Child Development. 2012;83:251–265. doi: 10.1111/j.1467-8624.2011.01684.x. - DOI - PubMed
    1. Bell MA, Adams SE. Comparable performance on looking and reaching version of the A-not-B task at 8 months of age. Infant Behavior and Development. 1999;22:221–235. doi: 10.1016/S0163-6383(99)00010-7. - DOI
    1. Bell MA, Fox NA. The relations between frontal brain electrical activity and cognitive development during infancy. Child Development. 1992;63:1142–1163. doi: 10.1111/1467-8624.ep9301210012. - DOI - PubMed

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