Attentional control and engagement with digital technology

Multiple demands comprise the efficiency of attentional control. There is abundant evidence that when an individual attempts two or more attentionally demanding activities at the same time, the allocation of attention to the tasks is limited and performance suffers as a result. Yet, recent technological innovations require many individuals to manage multiple digital technologies simultaneously or to switch attentional control between tasks. The ability to multitask with various digital technologies involves dividing attention, switching between tasks, and keeping track of multiple strands of information in working memory

It is better than you think: fluid intelligence across the lifespan

The growth and decline of fluid intelligence is associated with brain structural changes. For example, development of fluid IQ is associated with cortex thickness during the critical period between 6 to 12 years old. On the other end of the lifespan, poor performance in cognitive functioning is attributed to a decrease of frontal gray matter density in elderly populations. In particular, there is a sharp decline in fluid IQ scores after 65 years of age. There is substantial evidence that working memory and fluid intelligence (Gf) share neural substrates, such as the prefrontal and parietal cortices. However, very little research has examined whether the pattern of growth and decline in working memory mirrors that of fluid intelligence. For example, does the decline of working memory skills in elderly populations mirror fluid intelligence? Is the rate of working memory decline similar to the rate of growth

The efficacy of working memory training in improving crystallized intelligence

Crystallized intelligence (Gc) is thought to reflect skills acquired through knowledge and experience and is related to verbal ability, language development^1^ and academic success^2^. Gc, together with fluid intelligence (Gf), are constructs of general intelligence^3^. While Gc involves learning, knowledge and skills, Gf refers to our ability in tests of problem-solving, pattern matching, and reasoning. Although there is evidence that Gf can be improved through memory training in adults^4^, the efficacy of memory training in improving acquired skills, such as Gc and academic attainment, has yet to be established. Furthermore, evidence of transfer effects from gains made in the trained tasks is sparse^5^. Here we demonstrate improvements in Gc and academic attainment using working memory training. Participants in the Training group displayed superior performance in all measures of cognitive assessments post-training compared to the Control group, who received knowledge-based training. While previous studies have indicated that gains in intelligence are due to improvements in test-taking skills^6^, this study demonstrates that it is possible to improve crystallized skills through working memory training. Considering the fundamental importance of Gc in acquiring and using knowledge and its predictive power for a large variety of intellectual tasks, these findings may be highly relevant to improving educational outcomes in those who are struggling

Working memory: Is it the new IQ?

Working memory, our ability to process and remember information, is linked to a range of cognitive activities from reasoning tasks to verbal comprehension. There is also extensive evidence of the relationship between working memory and learning outcomes. However, some researchers suggest that working memory is simply a proxy for IQ and does not make a unique contribution to learning outcomes. Here we show that children's working memory skills at 5 years of age was the best predictor of reading, spelling, and math outcomes six years later. IQ, in contrast, accounted for a smaller portion of unique variance to reading and math skills, and was not a significant predictor of spelling performance. Our results demonstrate that working memory is not a proxy for IQ, but rather represents a dissociable cognitive skill with unique links to learning outcomes. Critically, we find that working memory at the start of formal education is a more powerful predictor of subsequent academic success than IQ. This result has important implications for education, particularly with respect to developing intervention and training. It appears that we should target our efforts in developing working memory skills in order to see gains in learning

Stratigraphy and chronology of the Stent tephra, a c. 4000 year old distal silicic tephra from Taupo Volcanic Centre, New Zealand.

Tephrostratigraphic and chronologic studies in two areas of the North Island have identified a previously unrecorded, thin, distal silicic tephra derived from the Taupo Volcanic Centre. In Taranaki, three radiocarbon ages of the uncorrelated tephra are consistent with the independent radiocarbon chronology obtained from enveloping Egmontsourced tephras. In western Bay of Plenty, where the uncorrelated tephra is also directly dated, it is overlain by Whakaipo Tephra (c. 2.7 ka) and underlain by Hinemaiaia Tephra (c. 4.5 ka). From these sites in Taranaki and western Bay of Plenty, seven radiocarbon dates obtained on the uncorrelated silicic tephra yield an error-weighted mean age of 3970 ±31 conventional radiocarbon years B.P. The ages on the uncorrelated tephra (informally referred to as Stent tephra) from both areas are statistically identical but significantly different from those on both Waimihia and Hinemaiaia Tephras. occurrence of Stent tephra in Taranaki, c. 160 km upwind from the postulated source area, and in western Bay of Plenty, suggests that it represents the product of a moderately large plinian eruption. Until recently, its validity as a discrete eruptive event had been problematical, because a near-source equivalent deposit between Waimihia and Hinemaiaia Tephras was not recognised in the Taupo area. However, a revised stratigraphy proposed by C. J. N. Wilson in 1993 for eastern sectors of the Taupo area shows that multiple tephra layers were erupted from Taupo volcano between c. 3.9 and 5.2 ka. Of these newly recognised layers, unit-g--the product of a moderately large eruption (>0.15 km3) at c. 4.0 ka--is tentatively correlated with Stent tephra. Other eruptive units recognised by Wilson are either too old or too small in volume to be considered as likely correlatives

Trace element uptake by herbaceous plants from the soils at a multiple trace element-contaminated site

The uptake of trace elements by wild herbaceous plants in a multiple trace element-contaminated site was investigated. The bioaccumulation factor (BF) of trace elements was markedly variable among the different plant species. On average, the BF for various trace elements was in the following decreasing order: Zn > Cu > Mn > Ni > As > Pb > Cr. The translocation factor among the investigated plant species was also considerably variable and showed the following decreasing order: Mn > Zn > Ni > Cu > Cr > As > Pb. Several hyperaccumulating plants were identified: Artemisia vulgaris for As, Mn and Zn, Phalaris arundinacea for Mn and Ni, Heracleum sphondylium for Cr and Zn, and Bistorta officinalis for Mn and Zn. The marked accumulation of trace elements in the plant tissue suggests that the site may not be suitable for urban agricultural production. The plant tissue-borne trace elements could affect microbial activities and consequently interfere with the ecosystem functioning in the affected areas

Interhemispheric claustral circuits coordinate sensory and motor cortical areas that regulate exploratory behaviors

The claustrum has a role in the interhemispheric transfer of certain types of sensorimotor information. Whereas the whisker region in rat motor (M1) cortex sends dense projections to the contralateral claustrum, the M1 forelimb representation does not. The claustrum sends strong ipsilateral projections to the whisker regions in M1 and somatosensory (S1) cortex, but its projections to the forelimb cortical areas are weak. These distinctions suggest that one function of the M1 projections to the contralateral claustrum is to coordinate the cortical areas that regulate peripheral sensor movements during behaviors that depend on bilateral sensory acquisition. If this hypothesis is true, then similar interhemispheric circuits should interconnect the frontal eye fields (FEF) with the contralateral claustrum and its network of projections to vision-related cortical areas. To test this hypothesis, anterograde and retrograde tracers were placed in physiologically-defined parts of the FEF and primary visual cortex (V1) in rats. We observed dense FEF projections to the contralateral claustrum that terminated in the midst of claustral neurons that project to both FEF and V1. While the FEF inputs to the claustrum come predominantly from the contralateral hemisphere, the claustral projections to FEF and V1 are primarily ipsilateral. Detailed comparison of the present results with our previous studies on somatomotor claustral circuitry revealed a well-defined functional topography in which the ventral claustrum is connected with visuomotor cortical areas and the dorsal regions are connected with somatomotor areas. These results suggest that subregions within the claustrum play a critical role in coordinating the cortical areas that regulate the acquisition of modality-specific sensory information during exploration and other behaviors that require sensory attention

Educational aspirations in inner city schools

The research aimed to assess the nature and level of pupils’ educational aspirations and to elucidate the factors that influence these aspirations. A sample of five inner city comprehensive secondary schools were selected by their Local Authority because of poor pupil attendance, below average examination results and low rates of continuing in full-time education after the age of 16. Schools were all ethnically mixed and co-educational. Over 800 pupils aged 12-14 completed a questionnaire assessing pupils’ experience of home, school and their peers. A sub-sample of 48 pupils selected by teachers to reflect ethnicity and ability levels in individual schools also participated in detailed focus group interviews. There were no significant differences in aspirations by gender or year group, but differences between ethnic groups were marked. Black African, Asian Other and Pakistani groups had significantly higher educational aspirations than the White British group, who had the lowest aspirations. The results suggest the high aspirations of Black African, Asian Other and Pakistani pupils are mediated through strong academic self-concept, positive peer support, a commitment to schooling and high educational aspirations in the home. They also suggest that low educational aspirations may have different mediating influences in different ethnic groups. The low aspirations of White British pupils seem to relate most strongly to poor academic self-concept and low educational aspirations in the home, while for Black Caribbean pupils disaffection, negative peers and low commitment to schooling appear more relevant. Interviews with pupils corroborated the above findings and further illuminated the factors students described as important in their educational aspirations. The results are discussed in relation to theories of aspiration which stress its nature as a cultural capacity