Why and how to collect representative study samples in educational neuroscience research.

BACKGROUND: Educational neuroscience research, which investigates the neurobiological mechanisms of learning, has historically incorporated samples drawn mostly from white, middle-class, and/or suburban populations. However, sampling in research without attending to representation can lead to biased interpretations and results that are less generalizable to an intended target population. Prior research revealing differences in neurocognitive outcomes both within- and across-groups further suggests that such practices may obscure significant effects with practical implications. BARRIERS: Negative attitudes among historically marginalized communities, stemming from historical mistreatment, biased research outcomes, and implicit or explicit attitudes among research teams, can hinder diverse participation. Qualities of the research process including language requirements, study locations, and time demands create additional barriers. SOLUTIONS: Flexible data collection approaches, community engaugement, and transparent reporting could build trust and enhance sampling diversity. Longer-term solutions include prioritizing research questions relevant to marginalized communities, increasing workforce diversity, and detailed reporting of sample demographics. Such concerted efforts are essential for robust educational neuroscience research to maximize positive impacts broadly across learners.

Neural specialization with generalizable representations underlies children's cognitive development of attention.

From childhood to adulthood, the human brain develops highly specialized yet interacting neural modules that give rise to nuanced attention and other cognitive functions. Each module can specialize over development to support specific functions, yet also coexist in multiple neurobiological modes to support distinct processes. Advances in cognitive neuroscience have conceptualized human attention as a set of cognitive processes anchored in highly specialized yet interacting neural systems. The underlying mechanisms of how these systems interplay to support children's cognitive development of multiple attention processes remain unknown. Leveraging developmental functional magnetic resonance imaging with attention network test paradigm, we demonstrate differential neurocognitive development of three core attentional processes from childhood to adulthood, with alerting reaching adult-like level earlier, followed by orienting and executive attention with more protracted development throughout middle and late childhood. Relative to adults, young children exhibit immature specialization with less pronounced dissociation of neural systems specific to each attentional process. Children manifest adult-like distributed representations in the ventral attention and cingulo-opercular networks, but less stable and weaker generalizable representations across multiple processes in the dorsal attention network. Our findings provide insights into the functional specialization and generalization of neural representations scaffolding cognitive development of core attentional processes from childhood to adulthood. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Epigenetic modification of the oxytocin receptor gene is associated with child-parent neural synchrony during competition.

Interpersonal neural synchrony (INS) occurs when neural electrical activity temporally aligns between individuals during social interactions. It has been used as a metric for interpersonal closeness, often during naturalistic child-parent interactions. This study evaluated whether other biological correlates of social processing predicted the prevalence of INS during child-parent interactions, and whether their observed cooperativity modulated this association. Child-parent dyads (n = 27) performed a visuospatial tower-building task in cooperative and competitive conditions. Neural activity was recorded using mobile electroencephalogram (EEG) headsets, and experimenters coded video-recordings post-hoc for behavioral attunement. DNA methylation of the oxytocin receptor gene (OXTRm) was measured, an epigenetic modification associated with reduced oxytocin activity and socioemotional functioning. Greater INS during competition was associated with lower child OXTRm, while greater behavioral attunement during competition and cooperation was associated with higher parent OXTRm. These differential relationships suggest that interpersonal dynamics as measured by INS may be similarly reflected by other biological markers of social functioning, irrespective of observed behavior. Children's self-perceived communication skill also showed opposite associations with parent and child OXTRm, suggesting complex relationships between children's and their parents' social functioning. Our findings have implications for ongoing developmental research, supporting the utility of biological metrics in characterizing interpersonal relationships.

Matrix optics of artificial intraocular pinhole apertures in astigmatic eyes: modelling depth of field.

This study uses matrix optics to develop a model to predict depth of field in eyes that may have astigmatic elements and apertures that may be elliptical in general. Depth of field is modelled as the visual acuity (VA) as a function of working distance and is illustrated graphically for model eyes that have artificial intraocular pinhole apertures. A small amount of residual myopia is an advantage to increasing the depth of field at near without interfering with distance-vision. A small amount of residual astigmatism is not an advantage to increasing depth of field, without compromising VA at all distances.

Mother-child synchrony is high across child executive function levels for both physical and digital spatial play.

PURPOSE: Play is a powerful influence on children's learning and parents can provide opportunities to learn specific content by scaffolding children's play. Parent-child synchrony (i.e., harmony, reciprocity and responsiveness in interactions) is a component of parent-child interactions that is not well characterized in studies of play. PROCEDURES: We tested whether children's executive function relates to mother-child synchrony during physical and digital play in sixty mother-child dyads. MAIN FINDINGS: Mother-child synchrony did not relate to children's executive function or differ by play type (physical, digital), though during digital play mother-child synchrony was higher for girls relative to boys. CONCLUSIONS: The findings suggest that mother-child synchrony is not influenced by children's executive function and physical and digital play can be similarly beneficial in offering the opportunity for responsive, reciprocal, dynamic interactions. The sex difference suggests that further factors should be explored as influences of play synchrony.

Measurement of interpersonal physiological synchrony in dyads: A review of timing parameters used in the literature.

When individuals share interpersonal connections, such as the bond between a mother and child or between a therapist and their client, they often exhibit measurable coordination of some physiological response patterns during their interactions known as interpersonal physiological synchrony (IPS Butler, 2011; Palumbo et al., 2016; Tscacher & Meier, 2019). However, as there is no single definition of IPS in the literature, researchers across fields have not established a standardized method for its study. This paper outlines methodological considerations that researchers should take into account when designing studies of IPS. Due to the inherent temporal component of synchrony analyses, we direct particular focus to the issue of measurement timing. Synchrony is described across multiple physiological processes, including electrodermal skin activation, cardiac function, respiration, and neural oscillatory activity, and we make specific recommendations for each. Across physiological measures and analytic strategies, we recommend that when determining an experimental timeframe in which to isolate periods of dyadic IPS, researchers should account for the timing of both the biological systems of interest and the psychological processes theorized to underlie their activity in that particular context. In adopting this strategy, researchers can ensure that they capture all of the fluctuations associated with a psychological process of interest and can add to the growing body of literature examining physiological correlates of interpersonal bonds.

Dioptric power and refractive behaviour: a review of methods and applications.

Myopia is a global healthcare concern and effective analyses of dioptric power are important in evaluating potential treatments involving surgery, orthokeratology, drugs such as low-dose (0.05%) atropine and gene therapy. This paper considers issues of concern when analysing refractive state such as data normality, transformations, outliers and anisometropia. A brief review of methods for analysing and representing dioptric power is included but the emphasis is on the optimal approach to understanding refractive state (and its variation) in addressing pertinent clinical and research questions. Although there have been significant improvements in the analysis of refractive state, areas for critical consideration remain and the use of power matrices as opposed to power vectors is one such area. Another is effective identification of outliers in refractive data. The type of multivariate distribution present with samples of dioptric power is often not considered. Similarly, transformations of samples (of dioptric power) towards normality and the effects of such transformations are not thoroughly explored. These areas (outliers, normality and transformations) need further investigation for greater efficacy and proper inferences regarding refractive error. Although power vectors are better known, power matrices are accentuated herein due to potential advantages for statistical analyses of dioptric power such as greater simplicity, completeness, and improved facility for quantitative and graphical representation of refractive state.

Linear optics of the eye and optical systems: a review of methods and applications.

The purpose of this paper is to review the basic principles of linear optics. A paraxial optical system is represented by a symplectic matrix called the transference, with entries that represent the fundamental properties of a paraxial optical system. Such an optical system may have elements that are astigmatic and decentred or tilted. Nearly all the familiar optical properties of an optical system can be derived from the transference. The transference is readily obtainable, as shown, for Gaussian and astigmatic optical systems, including systems with elements that are decentred or tilted. Four special systems are described and used to obtain the commonly used optical properties including power, refractive compensation, vertex powers, neutralising powers, the generalised Prentice equation and change in vergence across an optical system. The use of linear optics in quantitative analysis and the consequences of symplecticity are discussed. A systematic review produced 84 relevant papers for inclusion in this review on optical properties of linear systems. Topics reviewed include various magnifications (transverse, angular, spectacle, instrument, aniseikonia, retinal blur), cardinal points and axes of the eye, chromatic aberrations, positioning and design of intraocular lenses, flipped, reversed and catadioptric systems and gradient indices. The optical properties are discussed briefly, with emphasis placed on results and their implications. Many of these optical properties have applications for vision science and eye surgery and some examples of using linear optics for quantitative analyses are mentioned.

Subcortical Cognition: The Fruit Below the Rind.

Cognitive neuroscience has highlighted the cerebral cortex while often overlooking subcortical structures. This cortical proclivity is found in basic and translational research on many aspects of cognition, especially higher cognitive domains such as language, reading, music, and math. We suggest that, for both anatomical and evolutionary reasons, multiple subcortical structures play substantial roles across higher and lower cognition. We present a comprehensive review of existing evidence, which indeed reveals extensive subcortical contributions in multiple cognitive domains. We argue that the findings are overall both real and important. Next, we advance a theoretical framework to capture the nature of (sub)cortical contributions to cognition. Finally, we propose how new subcortical cognitive roles can be identified by leveraging anatomical and evolutionary principles, and we describe specific methods that can be used to reveal subcortical cognition. Altogether, this review aims to advance cognitive neuroscience by highlighting subcortical cognition and facilitating its future investigation.

Brain preparedness: The proactive role of the cortisol awakening response in hippocampal-prefrontal functional interactions.

Upon awakening from nighttime sleep, the stress hormone cortisol in humans exhibits a robust rise within thirty to forty-five minutes. This cortisol awakening response (CAR), a crucial point of reference within the healthy cortisol circadian rhythm, has been linked to various psychological, psychiatric and health-related conditions. The CAR is thought to prepare the brain for anticipated challenges of the upcoming day to maintain one's homeostasis and promote adaptive responses. Using brain imaging with a prospective design and pharmacological manipulation, we investigate the neurobiological mechanisms underlying this preparation function of the CAR across two studies. In Study 1, a robust CAR is predictive of less hippocampal and prefrontal activity, though enhanced functional coupling between those regions during a demanding task hours later in the afternoon. Reduced prefrontal activity is in turn linked to better working memory performance, implicating that the CAR proactively promotes brain preparedness based on improved neurocognitive efficiency. In Study 2, pharmacologically suppressed CAR using Dexamethasone mirrors this proactive effect, which further causes a selective reduction of prefrontal top-down functional modulation over hippocampal activity. These findings establish a causal link between the CAR and its proactive role in optimizing functional brain networks involved in neuroendocrine control, executive function and memory.

How Closely Related Are Parent and Child Reports of Child Alexithymia?

Alexithymia is a subclinical trait involving difficulty describing and identifying emotions. It is common in a number of psychiatric conditions. Alexithymia in children is sometimes measured by parent report and sometimes by child self-report, but it is not yet known how closely related the two measures are. This is an important question both theoretically and practically, in terms of research design and clinical practice. We conducted a preliminary study to investigate this question in a sample of 6- to 11-year-old neurotypical children and their parents (N = 29 dyads). Parent and child reports were not correlated, and 93% of parents under-estimated their child's level of alexithymia relative to the child's self-report. Based on these results, we hypothesize that when asked to report on the child's alexithymia, children and parents may not be reporting on the same phenomenon, and thus these two measures may not be interchangeable. These provocative findings, however, must be considered preliminary: our analyses were sufficiently powered to detect a strong relation between the two types of report had one existed, but our analyses were not sufficiently powered to distinguish between a small relation and no relation at all.

How Lifestyle Factors Affect Cognitive and Executive Function and the Ability to Learn in Children.

In today's research environment, children's diet, physical activity, and other lifestyle factors are commonly studied in the context of health, independent of their effect on cognition and learning. Moreover, there is little overlap between the two literatures, although it is reasonable to expect that the lifestyle factors explored in the health-focused research are intertwined with cognition and learning processes. This thematic review provides an overview of knowledge connecting the selected lifestyle factors of diet, physical activity, and sleep hygiene to children's cognition and learning. Research from studies of diet and nutrition, physical activity and fitness, sleep, and broader influences of cultural and socioeconomic factors related to health and learning, were summarized to offer examples of research that integrate lifestyle factors and cognition with learning. The literature review demonstrates that the associations and causal relationships between these factors are vastly understudied. As a result, current knowledge on predictors of optimal cognition and learning is incomplete, and likely lacks understanding of many critical facts and relationships, their interactions, and the nature of their relationships, such as there being mediating or confounding factors that could provide important knowledge to increase the efficacy of learning-focused interventions. This review provides information focused on studies in children. Although basic research in cells or animal studies are available and indicate a number of possible physiological pathways, inclusion of those data would distract from the fact that there is a significant gap in knowledge on lifestyle factors and optimal learning in children. In a climate where childcare and school feeding policies are continuously discussed, this thematic review aims to provide an impulse for discussion and a call for more holistic approaches to support child development.

Vector space of generalized radii of ellipses for quantitative analysis of blur patches and other referred apertures in the astigmatic eye.

Ellipses are features of several structures in astigmatic eyes; they include retinal blur patches. How can one calculate change or averages or perform other quantitative analyses on such elliptical structures? The matrix A in the equation rTAr=1, commonly used to represent an ellipse, is positive definite; such matrices do not define vector spaces. They are unsuitable, therefore, for quantitative analysis of ellipses. This paper defines a generalized radius R of an ellipse that is positive or negative definite for locally diverging or converging rays, respectively, indefinite between line foci, and singular at foci. Generalized radii of ellipses constitute a vector space and are suitable for quantitative analysis of elliptical ocular structures.

Neural signatures of co-occurring reading and mathematical difficulties.

Impaired abilities in multiple domains is common in children with learning difficulties. Co-occurrence of low reading and mathematical abilities (LRLM) appears in almost every second child with learning difficulties. However, little is known regarding the neural bases of this combination. Leveraging a unique and tightly controlled sample including children with LRLM, isolated low reading ability (LR), and isolated low mathematical ability (LM), we uncover a distinct neural signature in children with co-occurring low reading and mathematical abilities differentiable from LR and LM. Specifically, we show that LRLM is neuroanatomically distinct from both LR and LM based on reduced cortical folding of the right parahippocampal gyrus, a medial temporal lobe region implicated in visual associative learning. LRLM children were further distinguished from LR and LM by patterns of intrinsic functional connectivity between parahippocampal gyrus and brain circuitry underlying reading and numerical quantity processing. Our results critically inform cognitive and neural models of LRLM by implicating aberrations in both domain-specific and domain-general brain regions involved in reading and mathematics. More generally, our results provide the first evidence for distinct multimodal neural signatures associated with LRLM, and suggest that this population displays an independent phenotype of learning difficulty that cannot be explained simply as a combination of isolated low reading and mathematical abilities.

Positive Attitude Toward Math Supports Early Academic Success: Behavioral Evidence and Neurocognitive Mechanisms.

Positive attitude is thought to impact academic achievement and learning in children, but little is known about its underlying neurocognitive mechanisms. Using a large behavioral sample of 240 children, we found that positive attitude toward math uniquely predicted math achievement, even after we accounted for multiple other cognitive-affective factors. We then investigated the neural mechanisms underlying the link between positive attitude and academic achievement in two independent cohorts of children (discovery cohort: n = 47; replication cohort: n = 28) and tested competing hypotheses regarding the differential roles of affective-motivational and learning-memory systems. In both cohorts, we found that positive attitude was associated with increased engagement of the hippocampal learning-memory system. Structural equation modeling further revealed that, in both cohorts, increased hippocampal activity and more frequent use of efficient memory-based strategies mediated the relation between positive attitude and higher math achievement. Our study is the first to elucidate the neurocognitive mechanisms by which positive attitude influences learning and academic achievement.

Mechanisms of interactive specialization and emergence of functional brain circuits supporting cognitive development in children.

Cognitive development is thought to depend on the refinement and specialization of functional circuits over time, yet little is known about how this process unfolds over the course of childhood. Here we investigated growth trajectories of functional brain circuits and tested an interactive specialization model of neurocognitive development which posits that the refinement of task-related functional networks is driven by a shared history of co-activation between cortical regions. We tested this model in a longitudinal cohort of 30 children with behavioral and task-related functional brain imaging data at multiple time points spanning childhood and adolescence, focusing on the maturation of parietal circuits associated with numerical problem solving and learning. Hierarchical linear modeling revealed selective strengthening as well as weakening of functional brain circuits. Connectivity between parietal and prefrontal cortex decreased over time, while connectivity within posterior brain regions, including intra-hemispheric and inter-hemispheric parietal connectivity, as well as parietal connectivity with ventral temporal occipital cortex regions implicated in quantity manipulation and numerical symbol recognition, increased over time. Our study provides insights into the longitudinal maturation of functional circuits in the human brain and the mechanisms by which interactive specialization shapes children's cognitive development and learning.

Neurobiological Sex Differences in Developmental Dyslexia.

Understanding sex differences at the neurobiological level has become increasingly crucial in both basic and applied research. In the study of developmental dyslexia, early neuroimaging investigations were dominated by male-only or male-dominated samples, due at least in part to males being diagnosed more frequently. While recent studies more consistently balance the inclusion of both sexes, there has been little movement toward directly characterizing potential sex differences of the disorder. However, a string of recent work suggests that the brain basis of dyslexia may indeed be different in males and females. This potential sex difference has implications for existing models of dyslexia, and would inform approaches to the remediation of reading difficulties. This article reviews recent evidence for sex differences in dyslexia, discusses the impact these studies have on the understanding of the brain basis of dyslexia, and provides a framework for how these differential neuroanatomical profiles may develop.

Lens internal curvature effects on age-related eye model and lens paradox.

The gradient index (GRIN) model is the most accurate way to represent the eye lens which, because of its growth mode, is a lamellar, shell-like structure. The GRIN is thought to provide optical properties that counteract age-related changes in curvature that would otherwise create an increasingly myopic eye: the so-called lens paradox. This article investigates how fine-tuning the refractive index and the internal curvatures of the lenticular indicial contours may prevent the ageing eye from becoming myopic. A system matrix approach is applied for analysis of a shell model with 200 shells to obtain the paraxial characteristics of the eye model.