Cognitive and neural mechanisms of learning and interventions for improvement across the adult lifespan: A systematic review protocol.

BACKGROUND: There continues to be growing interest in the Science of Learning including identifying applications for findings from this work outside the laboratory to support learning. Presently, there exists a gap in our understanding of learning during healthy adulthood as well as effective ways in which that learning can be improved. Developing a more comprehensive understanding of learning during adulthood, and effective ways of improving that learning, are crucial goals given the impact of a rapidly aging global population. The main objective of the proposed systematic review is to identify and synthesize all recent cognitive and brain research investigating learning across the adult lifespan. METHODS: Searches will be performed across Scopus, Web of Science, and ProQuest databases. Both published and unpublished literature will be screened for inclusion. Included articles will be limited to research in healthy adult samples reporting measures of learning-related cognition, brain structure or function and their relationship with age, or the impact of interventions to improve learning. All steps of the review will be performed by three trained reviewers. Tabular, narrative, and quantitative syntheses will be provided based on the characteristics of included studies. DISCUSSION: Findings from the proposed review will contribute to our understanding of learning in adulthood. Additionally, this review will identify research gaps in need of further investigation and relevant findings for translation, informing the scope of future funding priorities in the Science of Learning.

AI and Aphasia in the Digital Age: A Critical Review.

Aphasiology has a long and rich tradition of contributing to understanding how culture, language, and social environment contribute to brain development and function. Recent breakthroughs in AI can transform the role of aphasiology in the digital age by leveraging speech data in all languages to model how damage to specific brain regions impacts linguistic universals such as grammar. These tools, including generative AI (ChatGPT) and natural language processing (NLP) models, could also inform practitioners working with clinical populations in the assessment and treatment of aphasia using AI-based interventions such as personalized therapy and adaptive platforms. Although these possibilities have generated enthusiasm in aphasiology, a rigorous interrogation of their limitations is necessary before AI is integrated into practice. We explain the history and first principles of reciprocity between AI and aphasiology, highlighting how lesioning neural networks opened the black box of cognitive neurolinguistic processing. We then argue that when more data from aphasia across languages become digitized and available online, deep learning will reveal hitherto unreported patterns of language processing of theoretical interest for aphasiologists. We also anticipate some problems using AI, including language biases, cultural, ethical, and scientific limitations, a misrepresentation of marginalized languages, and a lack of rigorous validation of tools. However, as these challenges are met with better governance, AI could have an equitable impact.

Does Language Distance Modulate the Contribution of Bilingualism to Cognitive Reserve in Seniors? A Systematic Review.

We report a systematic review and exploratory meta-regression investigating the hypothesis that the effects of bilingualism on cognitive reserve are modulated by the distance between the pair of languages a bilingual uses. An inclusive multiple database search was performed in order to identify all relevant published research conducted in bilingual seniors. A combination of qualitative and quantitative synthesis methods were used in order to investigate our research questions. Results suggest that healthy bilingual seniors speaking more distant language pairs show improved monitoring performance on cognitive tasks. Evidence regarding a modulatory influence of language distance (LD) on the age of dementia diagnosis was inconclusive due to the small number of published studies meeting our inclusion criteria. We recommend more detailed reporting of individual differences in bilingual experience to assess the impact of LD and other variables on typical cognitive aging and the development of dementia. Linguistic differences in samples should also be considered as a constraint on bilingual advantages in future studies. Preregistration: PROSPERO CRD42021238705; OSF DOI 10.17605/OSF.IO/VPRBU.

Inhibitory control as a significant predictor of academic performance in Chinese high schoolers.

Studies investigating the relationship between cognitive function and academic performance have recently shifted focus from differences in intelligence to executive function. To date, these studies have focused disproportionately on samples recruited from Western countries, despite evidence in support of cultural differences in the development of executive function. To address this gap, the present study investigated whether differences in two dimensions of executive function, inhibitory and attentional control, could predict academic performance in a sample of Chinese adolescents (n = 42). Participants reported on demographic details and completed both the Simon task and Attention Network Test. Data were analyzed using multiple linear regression controlling for gender, age, SES, English language proficiency, processing speed, and fluid intelligence. Results showed that one index of inhibitory control derived from non-cue trials on the Attention Network Test explained a significant amount of unique variance in academic performance. Our findings provide evidence that executive function, specifically inhibitory control, plays a significant role in academic performance.

Educational neurotechnology: Where do we go from here?

Recent educational trends point to an interest in educational neurotechnology. While these tools have the potential to change education, little is known about whether their use improves educational outcomes. Additionally, their adoption may be negatively impacted by teachers' lack of knowledge about the brain. In this paper we outline the potential of educational neurotechnology including what we know, what we do not yet know, and additional considerations for the ethical, successful adoption of these tools in classrooms around the world. Special consideration is given to the training needs of pre- and in-service educators whose support will be essential to the successful adoption of educational neurotechnology.

A resting-state network for novelty: Similar involvement of a global network under rest and task conditions.

Neuroimaging research provides converging evidence in support of functional networks active under rest conditions. While these networks are typically locally-distributed, a globally-distributed resting-state network (gRSN) was recently identified. The gRSN component is characterized by a scalp topography similar to that of the widely-studied P3 component of the event related potential, thought to represent the brain's response to novelty. In this study, we investigate similarities between the neural generators underlying these two networks to test the hypothesis that the gRSN is a resting-state network for novelty. By using the second-order blind identification (SOBI) algorithm, which works with temporal information, we show that (1) a resting-state component resembling the topography of the P3 can be recovered in all participants; (2) this gRSN component can be modeled with a set of ECDs with high goodness of fit; (3) ECD locations of the gRSN correspond to a network of globally-distributed brain structures overlapping heavily with the networking underlying the P3; and, (4) structures underlying these two networks are similarly involved during task and resting-state conditions. We interpret this as evidence in support of a resting-state network for detection and response to novelty.

A scoping review of research on neuroscience training for teachers.

BACKGROUND: Including neuroscience concepts in teacher training has continued to gain interest. While many studies advocate for this, little is known about currently published research. METHODS: The framework for a scoping review was followed in order to generate a more comprehensive understanding of current research on neuroscience training for teachers. The present study aims to: (1) describe the scope of existing research; (2) summarize findings; and (3) provide recommendations for future inquiry. RESULTS: Limited studies and methodological issues prevent strong conclusions from being drawn about the impact of this training although most results are promising. CONCLUSIONS: This scoping review provides the first comprehensive summary of the existing research on neuroscience training for teachers and discusses a number of considerations for improving future research in this area.