Continuity in the neural system supporting children's theory of mind development: Longitudinal links between task-independent EEG and task-dependent fMRI.

Children's explicit theory of mind (ToM) understandings change over early childhood. We examined whether there is longitudinal stability in the neurobiological bases of ToM across this time period. A previous study found that source-localized resting EEG alpha attributable to the dorsal medial prefrontal cortex (DMPFC) and right temporoparietal junction (RTPJ) was associated with children's performance on a battery of theory of mind tasks. Here, we investigated a small subset of children (N = 12) in that original study as a preliminary investigation of whether behavioral measures of ToM performance, and/or EEG localized to the DMPFC or RTPJ predicted ToM-specific fMRI responses 3.5 years later. Results showed that preschoolers' behavioral ToM-performance positively predicted later ToM-specific fMRI responses in the DMPFC. Preschoolers' resting EEG attributable to the DMPFC also predicted later ToM-specific fMRI responses in the DMPFC. Given the small sample, results represent a first exploration and require replication. Intriguingly, they suggest that early maturation of the area of the DMPFC related to ToM reasoning is positively linked with its specific recruitment for ToM reasoning later in development, affording implications for characterizing conceptual ToM development, and its underlying neural supports

Continual Learning in the Teacher-Student Setup: Impact of Task Similarity

Continual learning—the ability to learn many tasks in sequence—is critical for artificial learning systems. Yet standard training methods for deep networks often suffer from catastrophic forgetting, where learning new tasks erases knowledge of the earlier tasks. While catastrophic forgetting labels the problem, the theoretical reasons for interference between tasks remain unclear. Here, we attempt to narrow this gap between theory and practice by studying continual learning in the teacher-student setup. We extend previous analytical work on two-layer networks in the teacher-student setup to multiple teachers. Using each teacher to represent a different task, we investigate how the relationship between teachers affects the amount of forgetting and transfer exhibited by the student when the task switches. In line with recent work, we find that when tasks depend on similar features, intermediate task similarity leads to greatest forgetting. However, feature similarity is only one way in which tasks may be related. The teacher-student approach allows us to disentangle task similarity at the level of \textbackslashemphreadouts (hidden-to-output weights) as well as \textbackslashemphfeatures (input-to-hidden weights). We find a complex interplay between both types of similarity, initial transfer/forgetting rates, maximum transfer/forgetting, and the long-time (post-switch) amount of transfer/forgetting. Together, these results help illuminate the diverse factors contributing to catastrophic forgetting

Mentalizing under Uncertainty: Dissociated Neural Responses to Ambiguous and Unambiguous Mental State Inferences

The ability to read the minds of others (i.e., to mentalize) requires that perceivers understand a wide range of different kinds of mental states, including not only others’ beliefs and knowledge but also their feelings, desires, and preferences. Moreover, although such inferences may occasionally rely on observable features of a situation, perceivers more typically mentalize under conditions of “uncertainty,” in which they must generate plausible hypotheses about a target's mental state from ambiguous or otherwise underspecified information. Here, we use functional neuroimaging to dissociate the neural bases of these 2 distinct social–cognitive challenges: 1) mentalizing about different types of mental states (beliefs vs. preferences) and 2) mentalizing under conditions of varying ambiguity. Although these 2 aspects of mentalizing have typically been confounded in earlier research, we observed a double dissociation between the brain regions sensitive to type of mental state and ambiguity. Whereas ventral and dorsal aspects of medial prefrontal cortex responded more during ambiguous than unambiguous inferences regardless of the type of mental state, the right temporoparietal junction was sensitive to the distinction between beliefs and preferences irrespective of certainty. These results underscore the emerging consensus that, rather than comprising a single mental operation, social cognition makes flexible use of different processes as a function of the particular demands of the social context

The WASp-like protein Scar regulates macropinocytosis, phagocytosis and endosomal membrane flow in Dictyostelium

Scar, a member of the WASp protein family, was discovered in Dictyostelium discoideum during a genetic screen for second-site mutations that suppressed a developmental defect. Disruption of the scar gene reduced the levels of cellular F-actin by 50%. To investigate the role of Scar in endocytosis, phagocytosis and endocytic membrane trafficking, processes that depend on actin polymerization, we have analyzed a Dictyostelium cell line that is genetically null for Scar. Rates of fluid phase macropinocytosis and phagocytosis are significantly reduced in the scar- cell-line. In addition, exocytosis of fluid phase is delayed in these cells and movement of fluid phase from lysosomes to post-lysosomes is also delayed. Inhibition of actin polymerization with cytochalasin A resulted in similar phenotypes, suggesting that Scar-mediated polymerization of the actin cytoskeleton was important in the regulation of these processes. Supporting this conclusion, fluorescence microscopy revealed that some endo-lysosomes were ringed with F-actin in control cells but no F-actin was detected associated with endo-lysosomes in Scar null cells. Disruption of the two genes encoding the actin monomer sequestering protein profilin in wild-type cells causes defects in the rate of pinocytosis and fluid phase efflux. Consistent with a predicted physical interaction between Scar and profilin, disrupting the scar gene in the profilin null background results in greater decreases in the rate of fluid phase internalization and fluid phase release compared to either mutant alone. Taken together, these data support a model in which Scar and profilin functionally interact to regulate internalization of fluid and particles and later steps in the endosomal pathway, probably through regulation of actin cytoskeleton polymerization

Structural Connectivity of the Developing Human Amygdala

<div><p>A large corpus of research suggests that there are changes in the manner and degree to which the amygdala supports cognitive and emotional function across development. One possible basis for these developmental differences could be the maturation of amygdalar connections with the rest of the brain. Recent functional connectivity studies support this conclusion, but the structural connectivity of the developing amygdala and its different nuclei remains largely unstudied. We examined age related changes in the DWI connectivity fingerprints of the amygdala to the rest of the brain in 166 individuals of ages 5-30. We also developed a model to predict age based on individual-subject amygdala connectivity, and identified the connections that were most predictive of age. Finally, we segmented the amygdala into its four main nucleus groups, and examined the developmental changes in connectivity for each nucleus. We observed that with age, amygdalar connectivity becomes increasingly sparse and localized. Age related changes were largely localized to the subregions of the amygdala that are implicated in social inference and contextual memory (the basal and lateral nuclei). The central nucleus’ connectivity also showed differences with age but these differences affected fewer target regions than the basal and lateral nuclei. The medial nucleus did not exhibit any age related changes. These findings demonstrate increasing specificity in the connectivity patterns of amygdalar nuclei across age.</p></div

The cultural challenge in mathematical cognition

In their recent paper on “Challenges in mathematical cognition”, Alcock and colleagues (Alcock et al. [2016]. Challenges in mathematical cognition: A collaboratively-derived research agenda. Journal of Numerical Cognition, 2, 20-41) defined a research agenda through 26 specific research questions. An important dimension of mathematical cognition almost completely absent from their discussion is the cultural constitution of mathematical cognition. Spanning work from a broad range of disciplines – including anthropology, archaeology, cognitive science, history of science, linguistics, philosophy, and psychology – we argue that for any research agenda on mathematical cognition the cultural dimension is indispensable, and we propose a set of exemplary research questions related to it