Effective connectivity reveals strategy differences in an expert calculator

Mathematical reasoning is a core component of cognition and the study of experts defines the upper limits of human cognitive abilities, which is why we are fascinated by peak performers, such as chess masters and mental calculators. Here, we investigated the neural bases of calendrical skills, i.e. the ability to rapidly identify the weekday of a particular date, in a gifted mental calculator who does not fall in the autistic spectrum, using functional MRI. Graph-based mapping of effective connectivity, but not univariate analysis, revealed distinct anatomical location of “cortical hubs” supporting the processing of well-practiced close dates and less-practiced remote dates: the former engaged predominantly occipital and medial temporal areas, whereas the latter were associated mainly with prefrontal, orbitofrontal and anterior cingulate connectivity. These results point to the effect of extensive practice on the development of expertise and long term working memory, and demonstrate the role of frontal networks in supporting performance on less practiced calculations, which incur additional processing demands. Through the example of calendrical skills, our results demonstrate that the ability to perform complex calculations is initially supported by extensive attentional and strategic resources, which, as expertise develops, are gradually replaced by access to long term working memory for familiar material

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

Neuroeducation: Learning, Arts, and the Brain

Excerpts presentations and discussions from a May 2009 conference on the intersection of cognitive neuroscience, the arts, and learning -- the effects of early arts education on other aspects of cognition and implications for policy and practice

Cigarette smoking history is associated with poorer recovery in multiple neurocognitive domains following treatment for an alcohol use disorder.

Cigarette smoking is associated with neurocognitive dysfunction in various populations, including those seeking treatment for an alcohol use disorder (AUD). This study compared the rate and extent of recovery on measures of processing speed, executive functions, general intelligence, visuospatial skills and working memory in treatment-seeking alcohol dependent individuals (ALC) who were never-smokers (nvsALC), former-smoker (fsALC), and active smokers (asALC), over approximately 8 months of abstinence from alcohol. Methods: ALC participants were evaluated at approximately 1 month of abstinence (AP1; n = 132) and reassessed after 8 months of sobriety (AP2; n = 54). Never-smoking controls (CON; n = 33) completed a baseline and follow-up (n = 19) assessment approximately 9 months later. Domains evaluated were executive functions, general intelligence, processing speed, visuospatial skills and working memory; a domain composite was formed from the arithmetic average of the foregoing domains. nvsALC showed greater improvement than fsALC, asALC and CON on most domains over the AP1-AP2 interval. fsALC demonstrated greater recovery than asALC on all domains except visuospatial skills; fsALC also showed greater improvements than CON on general intelligence, working memory and domain composite. asALC did not show significant improvement on any domain over the AP1-AP2 interval. At 8 months of abstinence, asALC were inferior to CON and nvsALC on multiple domains, fsALC performed worse than nvsALC on several domains, but nvsALC were not different from CON on any domain. Our results provide robust evidence that smoking status influenced the rate and extent of neurocognitive recovery between 1 and 8 months of abstinence in this ALC cohort. Chronic smoking in AUD likely contributes to the considerable heterogeneity observed in neurocognitive recovery during extended abstinence. The findings provide additional strong support for the benefits of smoking cessation and the increasing clinical movement to offer smoking cessation resources concurrent with treatment for AUD

Born too early and too small: higher order cognitive function and brain at risk at ages 8–16

Prematurity presents a risk for higher order cognitive functions. Some of these deficits manifest later in development, when these functions are expected to mature. However, the causes and consequences of prematurity are still unclear. We conducted a longitudinal study to first identify clinical predictors of ultrasound brain abnormalities in 196 children born very preterm (VP; gestational age 32 weeks) and with very low birth weight (VLBW; birth weight 1500 g). At ages 8–16, the subset of VP-VLBW children without neurological findings (124) were invited for a neuropsychological assessment and an MRI scan (41 accepted). Of these, 29 met a rigorous criterion for MRI quality and an age, and gender-matched control group (n = 14) was included in this study. The key findings in the VP-VLBW neonates were: (a) 37% of the VP-VLBW neonates had ultrasound brain abnormalities; (b) gestational age and birth weight collectively with hospital course (i.e., days in hospital, neonatal intensive care, mechanical ventilation and with oxygen therapy, surgeries, and retinopathy of prematurity) predicted ultrasound brain abnormalities. At ages 8–16, VP-VLBW children showed: a) lower intelligent quotient (IQ) and executive function; b) decreased gray and white matter (WM) integrity; (c) IQ correlated negatively with cortical thickness in higher order processing cortical areas. In conclusion, our data indicate that facets of executive function and IQ are the most affected in VP-VLBW children likely due to altered higher order cortical areas and underlying WMThis study was supported by the Spanish Government Institute Carlos III (FIS Pl11/02860), Spanish Ministry of Health to MM-L, and the University of Castilla-La Mancha mobility Grant VA1381500149

Number sense : the underpinning understanding for early quantitative literacy

The fundamental meaning of Quantitative Literacy (QL) as the application of quantitative knowledge or reasoning in new/unfamiliar contexts is problematic because how we acquire knowledge, and transfer it to new situations, is not straightforward. This article argues that in the early development of QL, there is a specific corpus of numerical knowledge which learners need to integrate into their thinking, and to which teachers should attend. The paper is a rebuttal to historically prevalent (and simplistic) views that the terrain of early numerical understanding is little more than simple counting devoid of cognitive complexity. Rather, the knowledge upon which early QL develops comprises interdependent dimensions: Number Knowledge, Counting Skills and Principles, Nonverbal Calculation, Number Combinations and Story Problems - summarised as Number Sense. In order to derive the findings for this manuscript, a realist synthesis of recent Education and Psychology literature was conducted. The findings are of use not only when teaching very young children, but also when teaching learners who are experiencing learning difficulties through the absence of prerequisite numerical knowledge. As well distilling fundamental quantitative knowledge for teachers to integrate into practice, the review emphasises that improved pedagogy is less a function of literal applications of reported interventions, on the grounds of perceived efficacy elsewhere, but based in refinements of teachers' understandings. Because teachers need to adapt instructional sequences to the actual thinking and learning of learners in their charge, they need knowledge that allows them to develop their own theoretical understanding rather than didactic exhortations

The Neuroscience of Mathematical Cognition and Learning

The synergistic potential of cognitive neuroscience and education for efficient learning has attracted considerable interest from the general public, teachers, parents, academics and policymakers alike. This review is aimed at providing 1) an accessible and general overview of the research progress made in cognitive neuroscience research in understanding mathematical learning and cognition, and 2) understanding whether there is sufficient evidence to suggest that neuroscience can inform mathematics education at this point. We also highlight outstanding questions with implications for education that remain to be explored in cognitive neuroscience. The field of cognitive neuroscience is growing rapidly. The findings that we are describing in this review should be evaluated critically to guide research communities, governments and funding bodies to optimise resources and address questions that will provide practical directions for short- and long-term impact on the education of future generations

Comparing Evolutionary Operators, Search Spaces, and Evolutionary Algorithms in the Construction of Facial Composites

Facial composite construction is one of the most successful applications of interactive evolutionary computation. In spite of this, previous work in the area of composite construction has not investigated the algorithm design options in detail. We address this issue with four experiments. In the first experiment a sorting task is used to identify the 12 most salient dimensions of a 30-dimensional search space. In the second experiment the performances of two mutation and two recombination operators for interactive genetic algorithms are compared. In the third experiment three search spaces are compared: a 30-dimensional search space, a mathematically reduced 12-dimensional search space, and a 12-dimensional search space formed from the 12 most salient dimensions. Finally, we compare the performances of an interactive genetic algorithm to interactive differential evolution. Our results show that the facial composite construction process is remarkably robust to the choice of evolutionary operator(s), the dimensionality of the search space, and the choice of interactive evolutionary algorithm. We attribute this to the imprecise nature of human face perception and differences between the participants in how they interact with the algorithms. Povzetek: Kompozitna gradnja obrazov je ena izmed najbolj uspešnih aplikacij interaktivnega evolucijskega ra?cunanja. Kljub temu pa do zdaj na podro?cju kompozitne gradnje niso bile podrobno raziskane možnosti snovanja algoritma. To vprašanje smo obravnavali s štirimi poskusi. V prvem je uporabljeno sortiranje za identifikacijo 12 najbolj izstopajo?cih dimenzij 30-dimenzionalnega preiskovalnega prostora. V drugem primerjamo u?cinkovitost dveh mutacij in dveh rekombinacijskih operaterjev za interaktivni genetski algoritem. V tretjem primerjamo tri preiskovalne prostore: 30-dimenzionalni, matemati?cno reducirani 12-dimenzionalni in 12-dimenzionalni prostor sestavljen iz 12 najpomembnejših dimenzij. Na koncu smo primerjali uspešnost interaktivnega genetskega algoritma z interaktivno diferencialno evolucijo. Rezultati kažejo, da je proces kompozitne gradnje obrazov izredno robusten glede na izbiro evolucijskega operatorja(-ev), dimenzionalnost preiskovalnega prostora in izbiro interaktivnega evolucijskega algoritma. To pripisujemo nenatan?cni naravi percepcije in razlikam med interakcijami uporabnikov z algoritmom