Aging brain from a network science perspective: Something to be positive about?

To better understand age differences in brain function and behavior, the current study applied network science to model functional interactions between brain regions. We observed a shift in network topology whereby for older adults subcortical and cerebellar structures overlapping with the Salience network had more connectivity to the rest of the brain, coupled with fragmentation of large-scale cortical networks such as the Default and Fronto-Parietal networks. Additionally, greater integration of the dorsal medial thalamus and red nucleus in the Salience network was associated with greater satisfaction with life for older adults, which is consistent with theoretical predictions of age-related increases in emotion regulation that are thought to help maintain well-being and life satisfaction in late adulthood. In regard to cognitive abilities, greater ventral medial prefrontal cortex coherence with its topological neighbors in the Default Network was associated with faster processing speed. Results suggest that large-scale organizing properties of the brain differ with normal aging, and this perspective may offer novel insight into understanding age-related differences in cognitive function and well-being. © 2013 Voss et al

Fusion Learning Conference 2023 - proceedings

Welcome to the 3rd annual Fusion Learning Conference at BU. The event provides a hub for the exchange of knowledge, pedagogical innovations, and cutting-edge research that shape the landscape of our learning and teaching. This year we are hosting the largest number of submissions to the conference and look forward to an exciting line up of guest speaker from IBM presenting on the influence of Artificial Intelligence on higher education; a BU panel of experts sharing their insight about some of the emerging themes in our learning and teaching and preparing our students for future of work; staff presentations and discussions including, student engagement, digital transformation, academic integrity, inclusive and sustainability in the curriculum design. I hope that you find this selection of posters and abstracts to be enlightening

A Meta-analysis of Gene Expression Signatures of Blood Pressure and Hypertension

Genome-wide association studies (GWAS) have uncovered numerous genetic variants (SNPs) that are associated with blood pressure (BP). Genetic variants may lead to BP changes by acting on intermediate molecular phenotypes such as coded protein sequence or gene expression, which in turn affect BP variability. Therefore, characterizing genes whose expression is associated with BP may reveal cellular processes involved in BP regulation and uncover how transcripts mediate genetic and environmental effects on BP variability. A meta-analysis of results from six studies of global gene expression profiles of BP and hypertension in whole blood was performed in 7017 individuals who were not receiving antihypertensive drug treatment. We identified 34 genes that were differentially expressed in relation to BP (Bonferroni-corrected p<0.05). Among these genes, FOS and PTGS2 have been previously reported to be involved in BP-related processes; the others are novel. The top BP signature genes in aggregate explain 5%–9% of inter-individual variance in BP. Of note, rs3184504 in SH2B3, which was also reported in GWAS to be associated with BP, was found to be a trans regulator of the expression of 6 of the transcripts we found to be associated with BP (FOS, MYADM, PP1R15A, TAGAP, S100A10, and FGBP2). Gene set enrichment analysis suggested that the BP-related global gene expression changes include genes involved in inflammatory response and apoptosis pathways. Our study provides new insights into molecular mechanisms underlying BP regulation, and suggests novel transcriptomic markers for the treatment and prevention of hypertension

Variation in spatial concepts: Different frames of reference on different axes

The physical properties of space may be universal, but the way people conceptualize space is not. In some groups, people tend to use egocentric space (e.g. left, right) to encode the locations of objects, while in other groups, people encode the same spatial scene using allocentric space (e.g. upriver, downriver). These different spatial Frames of Reference (FoRs) characterize the way people talk about spatial relations and the way they think about them, even when they are not using language. Although spatial language and spatial thinking tend to covary, the root causes of this variation are unclear. Here we propose that this variation in FoR use reflects the spatial discriminability of the relevant spatial continua. In an initial test of this proposal in a group of indigenous Bolivians, we compared FoR use across spatial axes that are known to differ in discriminability. In two non-verbal tests, participants spontaneously used different FoRs on different spatial axes: On the lateral axis, where egocentric (left-right) discrimination is difficult, their behavior was predominantly allocentric; on the sagittal axis, where egocentric (front-back) discrimination is relatively easy, their behavior was predominantly egocentric. These findings support the spatial discriminability hypothesis, which may explain variation in spatial concepts not only across axes, but also across groups, between individuals, and over development

Different reference frames on different axes: Space and language in indigenous Amazonians

Spatial cognition is central to human behavior, but the way people conceptualize space varies within and across groups for unknown reasons. Here we found that adults from an indigenous Bolivian group used systematically different spatial reference frames on different axes, according to known differences in their discriminability: In both verbal and nonverbal tests, participants preferred allocentric (i.e., environment-based) space on the left-right axis, where spatial discriminations (like “b” vs. “d”) are notoriously difficult, but the same participants preferred egocentric (i.e. body-based) space on the front-back axis, where spatial discrimination is relatively easy. The results (i) establish a relationship between spontaneous spatial language and memory across axes within a single culture, (ii) challenge the claim that each language group has a predominant spatial reference frame at a given scale, and (iii) suggest that spatial thinking and language may both be shaped by spatial discrimination abilities, as they vary across cultures and contexts

Different reference frames on different axes: Space and language in indigenous Amazonians

Spatial cognition is central to human behavior, but the way people conceptualize space varies within and across groups for unknown reasons. Here, we found that adults from an indigenous Bolivian group used systematically different spatial reference frames on different axes, according to known differences in their discriminability: In both verbal and nonverbal tests, participants preferred allocentric (i.e., environment-based) space on the left-right axis, where spatial discriminations (like “b” versus “d”) are notoriously difficult, but the same participants preferred egocentric (i.e., body-based) space on the front-back axis, where spatial discrimination is relatively easy. The results (i) establish a relationship between spontaneous spatial language and memory across axes within a single culture, (ii) challenge the claim that each language group has a predominant spatial reference frame at a given scale, and (iii) suggest that spatial thinking and language may both be shaped by spatial discrimination abilities, as they vary across cultures and contexts.</jats:p

Project GEOSIM: The First Two Modules

We present our initial report on Project GeoSim: a multidisciplinary effort involving members of the Departments of Geography and Computer Science at Virginia Tech to develop computer-aided instruction (CAI) software for the teaching of introductory geography. Project GeoSim will apply the immense capabilities of Geographic Information Systems (GIS) and simulation to the teaching of geography, beginning at the first geography course. Our computer-aided educational materials will be usable by a wide range of students, focusing in particular on first-year undergraduate and high school students. Initially we will provide a series of computerized laboratory modules applicable to several introductory geography courses. These modules must meet several criteria such as being highly interactive, appropriate for computer novices, incorporating a Geographic Information System (GIS) and simulation when appropriate, and able to run on a wide range of moderately priced equipment. This paper presents the overall project, and describes the working prototypes for two of these modules: Mental Maps and International Population