Modality-level obstacles and initiatives to improve representation in fetal, infant, and toddler neuroimaging research samples
Fetal, infant, and toddler (FIT) neuroimaging researchers study early brain development to gain insights into neurodevelopmental processes and identify early markers of neurobiological vulnerabilities to target for intervention. However, the field has historically excluded people from global majorit...
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| Format: | Article |
| Language: | English |
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Elsevier
2025-04-01
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| Series: | Developmental Cognitive Neuroscience |
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| Online Access: | http://www.sciencedirect.com/science/article/pii/S187892932400166X |
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| author | Emma T. Margolis Paige M. Nelson Abigail Fiske Juliette L.Y. Champaud Halie A. Olson María José C. Gomez Áine T. Dineen Chiara Bulgarelli Sonya V. Troller-Renfree Kirsten A. Donald Marisa N. Spann Brittany Howell Dustin Scheinost Marta Korom |
| author_facet | Emma T. Margolis Paige M. Nelson Abigail Fiske Juliette L.Y. Champaud Halie A. Olson María José C. Gomez Áine T. Dineen Chiara Bulgarelli Sonya V. Troller-Renfree Kirsten A. Donald Marisa N. Spann Brittany Howell Dustin Scheinost Marta Korom |
| author_sort | Emma T. Margolis |
| collection | DOAJ |
| description | Fetal, infant, and toddler (FIT) neuroimaging researchers study early brain development to gain insights into neurodevelopmental processes and identify early markers of neurobiological vulnerabilities to target for intervention. However, the field has historically excluded people from global majority countries and from marginalized communities in FIT neuroimaging research. Inclusive and representative samples are essential for generalizing findings across neuroimaging modalities, such as magnetic resonance imaging, magnetoencephalography, electroencephalography, functional near-infrared spectroscopy, and cranial ultrasonography. These FIT neuroimaging techniques pose unique and overlapping challenges to equitable representation in research through sampling bias, technical constraints, limited accessibility, and insufficient resources. The present article adds to the conversation around the need to improve inclusivity by highlighting modality-specific historical and current obstacles and ongoing initiatives. We conclude by discussing tangible solutions that transcend individual modalities, ultimately providing recommendations to promote equitable FIT neuroscience. |
| format | Article |
| id | doaj-art-76ad5704ec6e4ba3b528cd95d690ee58 |
| institution | DOAJ |
| issn | 1878-9293 |
| language | English |
| publishDate | 2025-04-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Developmental Cognitive Neuroscience |
| spelling | doaj-art-76ad5704ec6e4ba3b528cd95d690ee582025-08-20T02:47:36ZengElsevierDevelopmental Cognitive Neuroscience1878-92932025-04-017210150510.1016/j.dcn.2024.101505Modality-level obstacles and initiatives to improve representation in fetal, infant, and toddler neuroimaging research samplesEmma T. Margolis0Paige M. Nelson1Abigail Fiske2Juliette L.Y. Champaud3Halie A. Olson4María José C. Gomez5Áine T. Dineen6Chiara Bulgarelli7Sonya V. Troller-Renfree8Kirsten A. Donald9Marisa N. Spann10Brittany Howell11Dustin Scheinost12Marta Korom13Department of Psychology, Northeastern University, Boston, MA, USA; Center for Cognitive and Brain Health, Northeastern University, Boston, MA, USADepartment of Psychological and Brain Sciences, University of Iowa, Iowa City, IA, USADepartment of Psychology, Lancaster University, Lancaster, UKDepartment of Neuroscience, Psychology and Pharmacology, University College London, UK; Centre for the Developing Brain, King’s College London, UKMcGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA, USAResearch Institute of the McGill University Health Centre, McGill University, Montreal QC, CanadaTrinity College Institute of Neuroscience, Trinity College Dublin, Dublin 2, Ireland; School of Psychology, Trinity College Dublin, Dublin 2, IrelandCentre for Brain and Cognitive Development, Birkbeck, University of London, London, UKDepartment of Human Development, Teachers College, Columbia University, NY, United StatesDivision of Developmental Paediatrics, Department of Paediatrics and Child Health, Red Cross War Memorial Children’s Hospital, University of Cape Town, Cape Town; The Neuroscience Institute, University of Cape Town, Cape Town, South AfricaDepartment of Psychiatry, Vagelos College of Physicians and Surgeons, Columbia University, New York, NY, USAFralin Biomedical Research Institute at VTC, Roanoke, VA, USA; Department of Human Development and Family Science, Virginia Tech, Blacksburg, VA, USADepartment of Radiology & Biomedical Imaging, Yale School of Medicine, New Haven, CT, United States; Department of Biomedical Engineering, Yale University, New Haven, CT, United States; Department of Statistics & Data Science, Yale University, New Haven, CT, United States; Child Study Center, Yale School of Medicine, New Haven, CT, United StatesSection on Development and Affective Neuroscience, National Institute of Mental Health, Bethesda, MD, USA; Corresponding author.Fetal, infant, and toddler (FIT) neuroimaging researchers study early brain development to gain insights into neurodevelopmental processes and identify early markers of neurobiological vulnerabilities to target for intervention. However, the field has historically excluded people from global majority countries and from marginalized communities in FIT neuroimaging research. Inclusive and representative samples are essential for generalizing findings across neuroimaging modalities, such as magnetic resonance imaging, magnetoencephalography, electroencephalography, functional near-infrared spectroscopy, and cranial ultrasonography. These FIT neuroimaging techniques pose unique and overlapping challenges to equitable representation in research through sampling bias, technical constraints, limited accessibility, and insufficient resources. The present article adds to the conversation around the need to improve inclusivity by highlighting modality-specific historical and current obstacles and ongoing initiatives. We conclude by discussing tangible solutions that transcend individual modalities, ultimately providing recommendations to promote equitable FIT neuroscience.http://www.sciencedirect.com/science/article/pii/S187892932400166XFetal, infant, toddlerNeuroimagingBrain developmentDiversityInclusive representationRecruitment |
| spellingShingle | Emma T. Margolis Paige M. Nelson Abigail Fiske Juliette L.Y. Champaud Halie A. Olson María José C. Gomez Áine T. Dineen Chiara Bulgarelli Sonya V. Troller-Renfree Kirsten A. Donald Marisa N. Spann Brittany Howell Dustin Scheinost Marta Korom Modality-level obstacles and initiatives to improve representation in fetal, infant, and toddler neuroimaging research samples Developmental Cognitive Neuroscience Fetal, infant, toddler Neuroimaging Brain development Diversity Inclusive representation Recruitment |
| title | Modality-level obstacles and initiatives to improve representation in fetal, infant, and toddler neuroimaging research samples |
| title_full | Modality-level obstacles and initiatives to improve representation in fetal, infant, and toddler neuroimaging research samples |
| title_fullStr | Modality-level obstacles and initiatives to improve representation in fetal, infant, and toddler neuroimaging research samples |
| title_full_unstemmed | Modality-level obstacles and initiatives to improve representation in fetal, infant, and toddler neuroimaging research samples |
| title_short | Modality-level obstacles and initiatives to improve representation in fetal, infant, and toddler neuroimaging research samples |
| title_sort | modality level obstacles and initiatives to improve representation in fetal infant and toddler neuroimaging research samples |
| topic | Fetal, infant, toddler Neuroimaging Brain development Diversity Inclusive representation Recruitment |
| url | http://www.sciencedirect.com/science/article/pii/S187892932400166X |
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