The Segregation and Integration of Distinct Brain Networks and Their Relationship to Cognition

A critical feature of the human brain that gives rise to complex cognition is its ability to reconfigure its network structure dynamically and adaptively in response to the environment. Existing research probing task-related reconfiguration of brain network structure has concluded that, although there are many similarities in network structure during an intrinsic, resting state and during the performance of a variety of cognitive tasks, there are meaningful differences as well. In this study, we related intrinsic, resting state network organization to reconfigured network organization during the performance of two tasks: a sequence tapping task, which is thought to probe motor execution and likely engages a single brain network, and an n-back task, which is thought to probe working memory and likely requires coordination across multiple networks. We implemented graph theoretical analyses using functional connectivity data from fMRI scans to calculate whole-brain measures of network organization in healthy young adults. We focused on quantifying measures of network segregation (modularity, system segregation, local efficiency, number of provincial hub nodes) and measures of network integration (global efficiency, number of connector hub nodes). Using these measures, we found converging evidence that local, within-network communication is critical for motor execution, whereas integrative, between-network communication is critical for working memory. These results confirm that the human brain has the remarkable ability to reconfigure its large-scale organization dynamically in response to current cognitive demands and that interpreting reconfiguration in terms of network segregation and integration may shed light on the optimal network structures underlying successful cognition

Child-rearing routines among Mexican-heritage children with autism spectrum disorder.

This study examined the daily routines and activities of Mexican-heritage mothers and their children with autism spectrum disorder. Experienced sampling methods were used to capture families' current daily routines and activities, how parents valued those activities, and whether the activity was part of the child's autism spectrum disorder intervention. A total of 32 mothers were texted five times per day over five consecutive days for a total of 721 observations. Mothers frequently engaged in Self-Care (e.g. showering), General Caregiving (e.g. cooking), and House Chores (e.g. laundry). Children engaged in activities in which interventions could easily be integrated (e.g. Academics, Self-Care, and Playing with Others). Families spent less than one-third (26.1%) of their activities participating in interventions. Mothers and children jointly spent time in General Caregiving, Playing with Others, and Using Electronics. Practitioners should focus on integrating evidence-based interventions into daily joint routine activities

Tracking and debriefing birth data at scale: A mobile phone application to improve obstetric and neonatal care in Bihar, India.

AimThis analysis assessed changes over time in skill and knowledge related to the use of evidence-based practices associated with quality of maternal and neonatal care during a nurse midwife mentoring intervention at primary health clinics (PHCs) in Bihar, India.DesignNurse midwife mentors (NMMs) entered live birth observation data into a mobile App from 320 PHCs.MethodsThe NMMs completed prompted questions in the App after every live birth witnessed. The App consisted of questions around three main themes, "What went well?", "What needed improvement?" and "What can be done differently next time?".ResultsObservational data from 5,799 births was recorded by 120 NMMs in 320 PHCs. Knowledge and skill during normal spontaneous vaginal deliveries and complicated deliveries with either a postpartum haemorrhage or non-vigorous infant all showed statistically significant improvement (p < .001) over time using a Chi-squared test for trend with a mean increase of 41% across all indicators

Becoming College-Ready: Early Findings From a CUNY Start Evaluation

CUNY Start, a pre-matriculation program developed by the City University of New York, seeks to help the lowest placed developmental education students become college ready in just one semester. The program targets incoming students who are assessed as needing remediation in math, reading, and writing by providing intensive instruction for one semester while students delay enrollment in college. It uses a conceptual student-centered curriculum and instructional delivery method and provides a robust approach to staffing and training that allows instructors to learn to implement these strategies while under the tutelage of experienced teachers. It also provides advising, tutoring, and a weekly seminar that teaches students skills they need to succeed in college. Students pay only $75 for the program and do not use financial aid. This report describes the early findings of a random assignment evaluation and implementation study of CUNY Start by CCRC, MDRC, and CUNY. After following CUNY Start and control group students for three semesters, the researchers found: CUNY Start was implemented as it was designed, and the contrast between the program and the colleges’ standard developmental courses and services was substantial. During the first semester in the study, program group students made substantially more progress through developmental education than control group students. Control group students earned more college credits than program group students, as predicted by CUNY Start’s designers. During the second semester, program group students enrolled at CUNY colleges either in CUNY Start or in non-CUNY Start courses at a higher rate than control group students. A final report will look at CUNY Start students’ persistence in college, college credit accumulation, and graduation rates. Another paper will detail CUNY Start’s math curriculum and pedagogy, and a brief will focus on CUNY Start’s staff recruitment, induction, and professional development. CUNY will also create a CUNY Start “Practice Guide.

The Common Neural Basis of Exerting Self-Control in Multiple Domains

Self control can be defined as “the overriding or inhibiting of automatic, habitual, or innate behaviors, urges, emotions, or desires that would otherwise interfere with goal directed behavior ” (Muraven et al., 2006). Without self-control, capricious and enjoyable decisions would be made, statements uttered, and actions taken. For example, if one has a deadline at wor