Readiness potential as a neural correlate of motor planning in toddlers and young children - PROJECT SUMMARY/ABSTRACT Motor planning is an essential aspect of motor function and development. Prior to a movement, the brain compiles both previously acquired information with the compatibility of the task to develop a feedforward modeling system. This skill is measurable through behavioral and neurological mechanisms. Electroencephalography (EEG) is a method of documenting neural correlates of motor planning. One neurophysiologic phenomenon captured by EEG is the Readiness Potential (RP). Well-documented in adults, RP is a spike in brain activity that precedes the onset of movement. How this brain pattern changes through the lifespan remains to be elucidated. In young children, motor planning is most often measure through kinematic or behavioral outputs. While kinematic information can inform behavioral changes across development, identifying correlating activity in the brain provides unique insights into the brain-body connection. Additionally, literature reveals potential differences between the adult RP and child RP features. Therefore, this project aims to evaluate and describe the characteristics of RP in an age group not previously studied. Our first aim addresses this by first identifying when RP is measured in children from 18-72 months of age and will utilize both EEG and motion capture technology to record the onset of intentional movement. Our second aim will then compare features of RP to established adult values. We are focused on the potential amplitude, latency, and laterality differences between young children and adults. We also incorporate an exploratory aim to explore potential differences between the younger and older children. In all of these aims, we hypothesize that younger children will demonstrate more positive amplitudes, longer latencies, and more centralized activation. This work will inform assessment of typical development in toddlers and young children. Long-term application includes identification of atypical development. A training plan has been developed that crafts a clear path toward my long-term career goals as a leader in the scientific community. Through regular meetings with mentors across a wide range of expertise, technical training in the collection and analysis of EEG event-related potentials, and ample opportunities to disseminate and communicate scientific research at conferences, discussion groups, and through manuscript publications, the University of Southern California and the Children’s Hospital Los Angeles provide the necessary resources and training to ensure the success of this proposal.
