Does the child brain rest?: An examination and interpretation of resting cognition in developmental cognitive neuroscience

Abstract

In cognitive neuroscience, measurements of "resting baseline" are often considered stable across age and used as a reference point against which to judge cognitive state. The task-based approach-comparing resting baseline to task conditions-implies that resting baseline is an equalizer across participants and-in the case of studies of developmental changes in cognition-across age groups. In contrast, network neuroscience explicitly examines the development of "resting state" networks across age, at odds with the idea of a consistent resting baseline. Little attention has been paid to how cognition during rest may shift across development, particularly in children under the age of eight. Childhood is marked by striking maturation of neural systems, including a protracted developmental period for cognitive control systems. To grow and shape these cognitive systems, children have a developmental imperative to engage their neural circuitry at every possible opportunity. Thus, periods of "rest" without specific instructions may require additional control for children as they fight against developmental expectation to move, speak, or otherwise engage. We therefore theorize that the child brain does not rest in a manner consistent with the adult brain as longer rest periods may represent increased cognitive control. To shape this theory, we first review the extant literature on neurodevelopment across early childhood within the context of cognitive development. Next, we present nascent evidence for a destabilized baseline for comparisons across age. Finally, we present recommendations for designing, analyzing, and interpreting tasks conducted with young children as well as for resting state. Future work must aim to tease apart the cognitive context under which we examine functional brain development in young children and take considerations into account unique to each age.

Keywords: Baselines; Brain development; Cognitive development; Early childhood; Resting state.

Figure 1:

Model of cognitive development focusing on the frontoparietal network and default mode network. The protracted development of these networks is divided into 3 phases for simplicity named for the type of network development that is largely and notably occurring at that stage. “Basic Architecture” refers to the spatial development of the functional network and is the most striking piece of neurodevelopment occurring in the first 3 years of life. “Intra-Network” refers to the sharp increase in within network connectivity that occurs across childhood as networks become more integrated. “Inter-network” refers to communication between networks, a developmental process that is refined across adolescence. Importantly, these stages of network are not confined to these age windows but occur to some degree across the lifespan. Checkpoints in cognitive development are denoted with black vertical lines indicating the approximate age at which children begin to perform these domains at adult levels. “Spontaneous movement” denotes the age at which movement during fMRI does not differ significantly between task and non-task contexts.