Evidence of an advantage in visuo-spatial memory for bilingual compared to monolingual speakers

Previous research has indicated that bilinguals outperform monolinguals in cognitive tasks involving spatial working memory. The present study examines evidence for this claim using a different and arguably more ecologically valid method (the change blindness task). Bilingual and monolingual participants were presented with two versions of the same scenes and required to press a key as soon as they identified the alteration. They also completed the word and alpha span tasks, and the Corsi blocks task. The results in the change blindness task, controlled for group differences in non-verbal reasoning, indicated that bilinguals were faster and more accurate than monolinguals at detecting visual changes. Similar group differences were found on the Corsi block task. Unlike previous findings, no group differences were found on the verbal memory tasks. The results are discussed with reference to mechanisms of cognitive control as a locus of transfer between bilingualism and spatial working memory tasks

The right posterior paravermis and the control of language interference

Auditory and written language in humans' comprehension necessitates attention to the message of interest and suppression of interference from distracting sources. Investigating the brain areas associated with the control of interference is challenging because it is inevitable that activation of the brain regions that control interference co-occurs with activation related to interference per se. To isolate the mechanisms that control verbal interference, we used a combination of structural and functional imaging techniques in Italian and German participants who spoke English as a second language. First, we searched structural MRI images of Italian participants for brain regions in which brain structure correlated with the ability to suppress interference from the unattended dominant language (Italian) while processing heard sentences in their weaker language (English). This revealed an area in the posterior paravermis of the right cerebellum in which gray matter density was higher in individuals who were better at controlling verbal interference. Second, we found functional activation in the same region when our German participants made semantic decisions on written English words in the presence of interference from unrelated words in their dominant language (German). This combination of structural and functional imaging therefore highlights the contribution of the right posterior paravermis to the control of verbal interference. We suggest that the importance of this region for language processing has previously been missed because most fMRI studies limit the field of view to increase sensitivity, with the lower part of the cerebellum being the region most likely to be excluded

A comparison of the development of audiovisual integration in children with autism spectrum disorders and typically developing children

This study aimed to investigate the development of audiovisual integration in children with Autism Spectrum Disorder (ASD). Audiovisual integration was measured using the McGurk effect in children with ASD aged 7–16 years and typically developing children (control group) matched approximately for age, sex, nonverbal ability and verbal ability. Results showed that the children with ASD were delayed in visual accuracy and audiovisual integration compared to the control group. However, in the audiovisual integration measure, children with ASD appeared to ‘catch-up’ with their typically developing peers at the older age ranges. The suggestion that children with ASD show a deficit in audiovisual integration which diminishes with age has clinical implications for those assessing and treating these children

Evolving Connectionist Models to Capture Population Variability across Language Development: Modeling Children's Past Tense Formation

Children's acquisition of the English past tense has been widely studied as a testing ground for theories of language development, mostly because it comprises a set of quasi-regular mappings. English verbs are of two types: regular verbs, which form their past tense based on a productive rule, and irregular verbs, which form their past tenses through exceptions to that rule. Although many connectionist models exist for capturing language development, few consider individual differences. In this article, we explore the use of populations of artificial neural networks (ANNs) that evolve according to behavioral genetics principles in order to create computational models capable of capturing the population variability exhibited by children in acquiring English past tense verbs. Literature in the field of behavioral genetics views variability in children's learning in terms of genetic and environmental influences. In our model, the effects of genetic influences are simulated through variations in parameters controlling computational properties of ANNs, and the effects of environmental influences are simulated via a filter applied to the training set. This filter alters the quality of information available to the artificial learning system and creates a unique subsample of the training set for each simulated individual. Our approach uses a population of twins to disentangle genetic and environmental influences on past tense performance and to capture the wide range of variability exhibited by children as they learn English past tenses. We use a novel technique to create the population of ANN twins based on the biological processes of meiosis and fertilization. This approach allows modeling of both individual differences and development (within the lifespan of an individual) in a single framework. Finally, our approach permits the application of selection on developmental performance on the quasi-regular task across generations. Setting individual differences within an evolutionary framework is an important and novel contribution of our work. We present an experimental evaluation of this model, focusing on individual differences in performance. The experiments led to several novel findings, including: divergence of population attributes during selection to favor regular verbs, irregular verbs, or both; evidence of canalization, analogous to Waddington's developmental epigenetic landscape, once selection starts targeting a particular aspect of the task domain; and the limiting effect on the power of selection in the face of stochastic selection (roulette wheel), sexual reproduction, and a variable learning environment for each individual. Most notably, the heritability of traits showed an inverse relationship to optimization. Selected traits show lower heritability as the genetic variation of the population reduces. The simulations demonstrate the viability of linking concepts such as heritability of individual differences, cognitive development, and selection over generations within a single computational framework

First demonstration of effective spatial training for near-transfer to spatial performance and far-transfer to a range of mathematics skills at 8 years

There is evidence that spatial thinking is malleable, and that spatial and mathematical skills are associated (Mix et al. [2016] Journal of Experimental Psychology: General, 145, 1206; Mix et al. [2017] Journal of Cognition and Development, 18, 465; Uttal et al. [2013] Psychological Bulletin, 139, 352). However, few studies have investigated transfer of spatial training gains to mathematics outcomes in children, and no known studies have compared different modes of spatial instruction (explicit vs. implicit instruction). Based on a sample of 250 participants, this study compared the effectiveness of explicit and implicit spatial instruction in eliciting near transfer (to the specific spatial skills trained), intermediate transfer (to untrained spatial skills) and far transfer (to mathematics domains) at age 8. Spatial scaling and mental rotation skills were chosen as training targets as previous studies have found, and proposed explanations for, associations between these skills and mathematics in children of this age (Journal of Experimental Psychology: General, 145, 2016 and 1206). In this study, spatial training led to near, intermediate and far transfer of gains. Mental visualization and proportional reasoning were proposed to explain far transfer from mental rotation and spatial scaling skills respectively. For most outcomes, except for geometry, there was no difference in the effectiveness of implicit (practice with feedback) compared to explicit instruction (instructional videos). From a theoretical perspective, the study identified a specific causal effect of spatial skills on mathematics skills in children. Practically, the results also highlight the potential of instructional videos as a method of introducing spatial thinking into the classroom

Neuromyths About Neurodevelopmental Disorders: Misconceptions by Educators and the General Public

Neuromyths are commonly held misconceptions about the brain believed by both the general public and educators. While much research has investigated the prevalence of myths about the typically developing brain, less attention has been devoted to the pervasiveness of neuromyths about neurodevelopmental disorders, which have the potential to exacerbate stigma. This preregistered study investigated to what extent neuromyths about neurodevelopmental disorders (namely dyslexia, attention deficit hyperactivity disorder, autism spectrum disorders, and syndrome) are endorsed by two groups: the general public and those working in education. In an online survey, 366 members of the general public and 203 individuals working in education rated similar numbers of myths to be true, but more about neurodevelopmental disorders than general neuromyths. As the frequency of access to brain information emerged as a protective factor against endorsing myths in both populations, we argue that this problem may be addressed via provision of neuroeducational resources

Simple mindreading abilities predict complex theory of mind: developmental delay in autism spectrum disorders

Theory of Mind (ToM) is impaired in individuals with Autism Spectrum Disorders (ASD). The aims of this study were to: i) examine the developmental trajectories of ToM abilities in two different mentalizing tasks in children with ASD compared to TD children; and ii) to assess if a ToM simple test known as Eyes-test could predict performance on the more advanced ToM task, i.e. Comic Strip test. Based on a sample of 37 children with ASD and 55 TD children, our results revealed slower development at varying rates in all ToM measures in children with ASD, with delayed onset compared to TD children. These results could stimulate new treatments for social abilities, which would lessen the social deficit in ASD

International perspectives on gaps and solutions for integrating research evidence into classroom practices

A persistent difficulty in the field of science of learning is translation of findings into the classroom. Five heads of research labs involved in the science of learning from three different countries (the United Kingdom, France, and Chile) conducted a workshop to discuss challenges for translation in the science of learning field. Presentation slides and notes were thematically analysed using an adapted framework by Miles (2017) to produce a gap analysis. Gaps were identified in relation to: (1) existing theory and knowledge; (2) the research-practice divide; (3) research methodologies; (4) empirical testing and evidence verification; and (5) research with specific populations. Examples from work across the labs illustrated international perspectives on challenges and evidenced possible solutions. Strategies for progress included research into lesser-studied areas and populations, replicating or repeating intervention evaluations, and establishing research partnerships between educators and research institutions

Understanding differing outcomes from semantic and phonological interventions with children with word-finding difficulties: a group and case series study

Developmental Language Disorder occurs in up to 10% of children and many of these children have difficulty retrieving words in their receptive vocabulary. Such word-finding difficulties (WFD) can impact social development and educational outcomes. This research aims to develop the evidence-base for supporting children with WFD and inform the design and analysis of intervention studies. We included 20 children (age 6 to 8) with WFD each of whom participated in two interventions one targeting semantic attributes and the other phonological attributes of target words. The interventions, employing word-webs, were carefully constructed to facilitate direct comparison of outcome which was analysed at both group and case-series level. The study used a robust crossover design with pre-intervention baseline, between–intervention wash-out and post-intervention follow-up testing. We incorporated: matching of item sets on individual performance at baseline, independent randomisation of order of intervention and items to condition, blinding of assessor, evaluation of fidelity and control items. The interventions were clinically feasible, with weekly sessions over six weeks. Intervention improved children’s word-finding abilities with statistically significant change only during treatment phases of the study and not over baseline, wash-out or follow-up phases. For the group the semantic intervention resulted in a gain of almost twice as many items as the phonological intervention, a significant difference. However, children differed in their response to intervention. Importantly, case-series analysis revealed outcomes predictable on the basis of children’s theoretically driven language profiles. Taking account of individual profiles in determining choice of intervention would enable more children to benefit. The study provides new evidence to inform and refine clinical practice with this population. Future studies should be designed such that results can be analysed at both group and case series levels to extend theoretical understanding and optimise use of appropriate interventions