Is left-behind a real reason for children’s social cognition deficit? An fNIRS study on the effect of social interaction on left-behind preschooler’s prefrontal activation

• Keya Ding,

  Roles Conceptualization, Data curation, Formal analysis, Methodology, Writing – original draft, Writing – review & editing

  Affiliations Key Laboratory of Child Development and Learning Science of Ministry of Education, School of Biological Science and Medical Engineering, Southeast University, Nanjing, China, Division of Child and Adolescent Psychiatry, Washington University in St. Louis, St. Louis, MO, United States of America

  https://orcid.org/0000-0001-8327-8195

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• Chuanjiang Li,

  Roles Conceptualization, Methodology, Resources, Writing – review & editing

  Affiliation Hangzhou College of Early Childhood Teacher’s Education, Zhejiang Normal University, Hangzhou, China

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• Huibin Jia,

  Roles Formal analysis, Methodology, Writing – review & editing

  Affiliation School of Psychology, Henan University, Kaifeng, China

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• Mingming Zhang,

  Roles Investigation, Visualization

  Affiliation School of Psychology, Shanghai Normal University, Shanghai, China

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• Dongchuan Yu

  Roles Funding acquisition, Supervision

  * E-mail: dcyu@seu.edu.cn

  Affiliations Key Laboratory of Child Development and Learning Science of Ministry of Education, School of Biological Science and Medical Engineering, Southeast University, Nanjing, China, The Third Affiliated Hospital of Zhengzhou University, Zhengzhou, Henan, China

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