What is typical language development?

In light of Musolino, Chunyo and Landau’s findings and conclusions regarding syntax comprehension in Williams syndrome (this issue), we review the criteria used to determine whether the development of language is typical or atypical and our current understanding of the causes of language delay. Given a certain set of theoretical assumptions (e.g., generative / modular), fairly poor performance can nevertheless be viewed as indicating typical development. Given other theoretical assumptions (e.g., a neuroconstructivist view of constrained development), the same data can be viewed as indicative of atypicality

Audio-visual speech perception: a developmental ERP investigation

Being able to see a talking face confers a considerable advantage for speech perception in adulthood. However, behavioural data currently suggest that children fail to make full use of these available visual speech cues until age 8 or 9. This is particularly surprising given the potential utility of multiple informational cues during language learning. We therefore explored this at the neural level. The event-related potential (ERP) technique has been used to assess the mechanisms of audio-visual speech perception in adults, with visual cues reliably modulating auditory ERP responses to speech. Previous work has shown congruence-dependent shortening of auditory N1/P2 latency and congruence-independent attenuation of amplitude in the presence of auditory and visual speech signals, compared to auditory alone. The aim of this study was to chart the development of these well-established modulatory effects over mid-to-late childhood. Experiment 1 employed an adult sample to validate a child-friendly stimulus set and paradigm by replicating previously observed effects of N1/P2 amplitude and latency modulation by visual speech cues; it also revealed greater attenuation of component amplitude given incongruent audio-visual stimuli, pointing to a new interpretation of the amplitude modulation effect. Experiment 2 used the same paradigm to map cross-sectional developmental change in these ERP responses between 6 and 11 years of age. The effect of amplitude modulation by visual cues emerged over development, while the effect of latency modulation was stable over the child sample. These data suggest that auditory ERP modulation by visual speech represents separable underlying cognitive processes, some of which show earlier maturation than others over the course of development

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

Neuro-myths in the classroom

Have you ever heard that we only use 10% of our brains? It is a nice thought that we could tap into hidden brain power—but could most of our brains really be doing nothing all day? No! Every bit of your brain is busy 24 hours a day. There are lots of these so-called neuro-myths floating around: ideas about the brain that sound true, but are not. There is usually a good reason why a neuro-myth got started: maybe there is an element of truth to it, or maybe people would just like it to be true. In this article we explore three widely believed neuro-myths about the growing brain, and explain why it is important for you to know what is true and what is not. We will explore whether you can change how clever you are, whether girls and boys think differently from each other, and whether some children are “left brained” and some are “right brained.

A Synergistic Approach for Evaluating Climate Model Output for Ecological Applications

Increasing concern about the impacts of climate change on ecosystems is prompting ecologists and ecosystem managers to seek reliable projections of physical drivers of change. The use of global climate models in ecology is growing, although drawing ecologically meaningful conclusions can be problematic. The expertise required to access and interpret output from climate and earth system models is hampering progress in utilizing them most effectively to determine the wider implications of climate change. To address this issue, we present a joint approach between climate scientists and ecologists that explores key challenges and opportunities for progress. As an exemplar, our focus is the Southern Ocean, notable for significant change with global implications, and on sea ice, given its crucial role in this dynamic ecosystem. We combined perspectives to evaluate the representation of sea ice in global climate models. With an emphasis on ecologically-relevant criteria (sea ice extent and seasonality) we selected a subset of eight models that reliably reproduce extant sea ice distributions. While the model subset shows a similar mean change to the full ensemble in sea ice extent (approximately 50% decline in winter and 30% decline in summer), there is a marked reduction in the range. This improved the precision of projected future sea ice distributions by approximately one third, and means they are more amenable to ecological interpretation. We conclude that careful multidisciplinary evaluation of climate models, in conjunction with ongoing modeling advances, should form an integral part of utilizing model output. © 2017 Cavanagh, Murphy, Bracegirdle, Turner, Knowland, Corney, Smith, Waluda, Johnston, Bellerby, Constable, Costa, Hofmann, Jackson, Staniland, Wolf-Gladrow, Xavier

Towards real-time topical detection and characterization of FDG dose infiltration prior to PET imaging

To dynamically detect and characterize 18F-fluorodeoxyglucose (FDG) dose infiltrations and evaluate their effects on positron emission tomography (PET) standardized uptake values (SUV) at the injection site and in control tissue

A synergistic approach for evaluating climate model output for ecological applications

Increasing concern about the impacts of climate change on ecosystems is prompting ecologists and ecosystem managers to seek reliable projections of physical drivers of change. The use of global climate models in ecology is growing, although drawing ecologically meaningful conclusions can be problematic. The expertise required to access and interpret output from climate and earth system models is hampering progress in utilizing them most effectively to determine the wider implications of climate change. To address this issue, we present a joint approach between climate scientists and ecologists that explores key challenges and opportunities for progress. As an exemplar, our focus is the Southern Ocean, notable for significant change with global implications, and on sea ice, given its crucial role in this dynamic ecosystem. We combined perspectives to evaluate the representation of sea ice in global climate models. With an emphasis on ecologically-relevant criteria (sea ice extent and seasonality) we selected a subset of eight models that reliably reproduce extant sea ice distributions. While the model subset shows a similar mean change to the full ensemble in sea ice extent (approximately 50% decline in winter and 30% decline in summer), there is a marked reduction in the range. This improved the precision of projected future sea ice distributions by approximately one third, and means they are more amenable to ecological interpretation. We conclude that careful multidisciplinary evaluation of climate models, in conjunction with ongoing modeling advances, should form an integral part of utilizing model output

Educational neuroscience: progress and prospects

Educational neuroscience is an interdisciplinary research field that seeks to translate research findings on neural mechanisms of learning to educational practice and policy, and to understand the effects of education on the brain. Neuroscience and education can interact directly, by virtue of considering the brain as a biological organ that needs to be in the optimal condition to learn (‘brain health’); or indirectly, as neuroscience shapes psychological theory and psychology influences education. In this article, we trace the origins of educational neuroscience, its main areas of research activity, and the principal challenges it faces as a translational field. We consider how a pure psychology approach that ignores neuroscience is at risk of being misleading for educators. We address the major criticisms of the field, respectively comprising a priori arguments against the relevance of neuroscience to education, reservations with the current practical operation of the field, and doubts about the viability of neuroscience methods for diagnosing disorders or predicting individual differences. We consider future prospects of the field and ethical issues it raises. Finally, we discuss the challenge of responding to the (welcome) desire of education policymakers to include neuroscience evidence in their policymaking, while ensuring recommendations do not exceed the limitations of current basic science

Methodologies for city-scale assessment of renewable energy generation potential to inform strategic energy infrastructure investment

In support of national and international policies to address climate change, local government actors across Europe and Asia are committed to reducing greenhouse gas emissions. Many recognise the contribution that decentralised renewable electricity production can bring towards reducing emissions whilst also generating revenue. However, these actors are often subject to significant financial pressures, meaning a reliable and compelling business case is needed to justify upfront investment. This article develops a method for rapid comparison of initial project viability for multiple city sites and installation options using data from wind and solar resource prediction techniques. In doing so, detailed resource assessments grounded in academic research are made accessible and useful for city practitioners. Long term average wind speeds are predicted using a logarithmic vertical wind profile. This employs detailed three-dimensional building data to estimate aerodynamic parameters for the complex urban surface. Solar resource is modelled using a Geographical Information System-based methodology. This establishes the location and geometry of roof structures to estimate insolation, whilst accounting for shading effects from other buildings and terrain features. Project viability for potential installations is assessed in terms of the net present value over the lifespan of the technology and associated Feed-in Tariff incentive. Discounted return on investment is also calculated for all sites. The methodology is demonstrated for a case study of 6,794 sites owned by Leeds City Council, UK. Results suggest significant potential for small-scale wind and solar power generation across council assets. A number of sites present a persuasive business case for investment, and in all cases, using the generated electricity on site improves financial viability. This indicates that initial installations should be sited at assets with high electricity demands. Overall, the work establishes a 2 methodology that enables large city-level asset holders to make strategic investment decisions across their entire portfolio, which are based on financial assessment of wind and solar generation potential accurate to the individual asset scale. Such tools could facilitate strategic planning within cities and help to ensure that investment in renewable energy is focused at the most viable sites. In addition, the methodology can assist with asset management at the city scale by identifying sites with a higher market value as a result of their potential for renewable energy generation than otherwise might be estimated

Educating the adult brain: How the neuroscience of learning can inform educational policy

The acquisition of new skills in adulthood can positively affect an individual\u27s quality of life, including their earning potential. In some cases, such as the learning of literacy in developing countries, it can provide an avenue to escape from poverty. In developed countries, job retraining in adulthood contributes to the flexibility of labour markets. For all adults, learning opportunities increase participation in society and family life. However, the popular view is that adults are less able to learn for an intrinsic reason: their brains are less plastic than in childhood. This article reviews what is currently known from neuroscientific research about how brain plasticity changes with age, with a particular focus on the ability to acquire new skills in adulthood. Anchoring their review in the examples of the adult acquisition of literacy and new motor skills, the authors address five specific questions: (1) Are sensitive periods in brain development relevant to learning complex educational skills like literacy? (2) Can adults become proficient in a new skill? (3) Can everyone learn equally effectively in adulthood? (4) What is the role of the learning environment? (5) Does adult education cost too much? They identify areas where further research is needed and conclude with a summary of principles for enhancing adult learning now established on a neuroscience foundation. \ua9 2014 Springer Science+Business Media Dordrecht and UNESCO Institute for Lifelong Learning