Learning, Arts, and the Brain: The Dana Consortium Report on Arts and Cognition

Reports findings from multiple neuroscientific studies on the impact of arts training on the enhancement of other cognitive capacities, such as reading acquisition, sequence learning, geometrical reasoning, and memory

Human neuromaturation, juvenile extreme energy liability, and adult cognition/cooperation

Human childhood and adolescence is the period in which adult cognitive competences (including those that create the unique cooperativeness of humans) are acquired. It is also a period when neural development puts a juvenile’s survival at risk due to the high vulnerability of their brain to energy shortage. The brain of a 4 year-old human uses ≈50% of its total energy expenditure (TEE) (cf. adult ≈12%). This brain expensiveness is due to (1) the brain making up ≈6% of a 4 year-old body compared to 2% in an adult, and (2) increased energy metabolism that is ≈100% greater in the gray matter of a child than in an adult (a result of the extra costs of synaptic neuromaturation). The high absolute number of neurons in the human brain requires as part of learning a prolonged neurodevelopment. This refines inter- and intraarea neural networks so they become structured with economical “small world” connectivity attributes (such as hub organization and high cross-brain differentiation/integration). Once acquired, this connectivity enables highly complex adult cognitive capacities. Humans evolved as hunter-gatherers. Contemporary hunter-gatherers (and it is also likely Middle Paleolithic ones) pool high energy foods in an egalitarian manner that reliably supported mothers and juveniles with high energy intake. This type of sharing unique to humans protects against energy shortage happening to the immature brain. This cooperation that protects neuromaturation arises from adults having the capacity to communicate and evaluate social reputation, cognitive skills that exist as a result of extended neuromaturation. Human biology is therefore characterized by a presently overlooked bioenergetic-cognition loop (called here the “HEBE ring”) by which extended neuromaturation creates the cooperative abilities in adults that support juveniles through the potentially vulnerable period of the neurodevelopment needed to become such adults

How can neuroscience contribute to moral philosophy, psychology and education based on Aristotelian virtue ethics?

The present essay discusses the relationship between moral philosophy, psychology and education based on virtue ethics, contemporary neuroscience, and how neuroscientific methods can contribute to studies of moral virtue and character. First, the present essay considers whether the mechanism of moral motivation and developmental model of virtue and character are well supported by neuroscientific evidence. Particularly, it examines whether the evidence provided by neuroscientific studies can support the core argument of virtue ethics, that is, motivational externalism. Second, it discusses how experimental methods of neuroscience can be applied to studies in human morality. Particularly, the present essay examines how functional and structural neuroimaging methods can contribute to the development of the fields by reviewing the findings of recent social and developmental neuroimaging experiments. Meanwhile, the present essay also considers some limitations embedded in such discussions regarding the relationship between the fields and suggests directions for future studies to address these limitations

Rich-club structure contributes to individual variance of reading skills via feeder connections in children with reading disabilities

The present work considers how connectome-wide differences in brain organization might distinguish good and poor readers. The connectome comprises a ‘rich-club’ organization in which a small number of hub regions play a focal role in assisting global communication across the whole brain. Prior work indicates that this rich-club structure is associated with typical and impaired cognitive function although no work so far has examined how this relates to skilled reading or its disorders. Here we investigated the rich-club structure of brain\u27s white matter connectome and its relationship to reading subskills in 64 children with and without reading disabilities. Among three types of white matter connections, the strength of feeder connections that connect hub and non-hub nodes was significantly correlated with word reading efficiency and phonemic decoding. Phonemic decoding was also positively correlated with connectivity between connectome-wide hubs and nodes within the left-hemisphere reading network, as well as the local efficiency of the reading network. Exploratory analyses also identified sex differences indicating these effects were stronger in girls. This work highlights the independent roles of connectome-wide structure and the more narrowly-defined reading network in understanding the neural bases of skilled and impaired reading in children

Influences of Neural Pathway Integrity on Children's Response to Reading Instruction

As the education field moves toward using responsiveness to intervention to identify students with disabilities, an important question is the degree to which this classification can be connected to a student's neurobiological characteristics. A few functional neuroimaging studies have reported a relationship between activation and response to instruction; however, whether a similar correlation exists with white matter (WM) is not clear. To investigate this issue, we acquired high angular resolution diffusion images from a group of first grade children who differed in their levels of responsiveness to a year-long reading intervention. Using probabilistic tractography, we calculated the strength of WM connections among nine cortical regions of interest and correlated these estimates with participants’ scores on four standardized reading measures. We found eight significant correlations, four of which were connections between the insular cortex and angular gyrus. In each of the correlations, a relationship with children's response to intervention was evident

Diffusion tensor imaging: application to the study of the developing brain

pre-printObjective: To provide an overview of diffusion tensor imaging (DTI) and its application to the study of white matter in the developing brain, in both healthy and clinical samples. Method: The development of DTI and its application to brain imaging of white matter tracts is discussed. 48 studies using DTI to examine diffusion properties of the developing brain are reviewed in the context of the structural magnetic resonance imaging (MRI) literature. Reports of how brain diffusion properties are affected in pediatric clinical samples and how they relate to cognitive and behavioral phenotypes are reviewed. Results: DTI has been successfully used to describe white matter development in pediatric samples. Changes in white matter diffusion properties are consistent across studies, with anisotropy increasing and overall diffusion decreasing with age. Diffusion measures in relevant white matter regions correlate with behavioral measures in healthy children and in clinical pediatric samples. Conclusions: DTI is an important tool for providing a more detailed picture of developing white matter than can be obtained with conventional MRI alone. Keywords: brain, development, white matter, diffusion tensor imaging, magnetic resonance imaging