The Neuroscience of Mathematical Cognition and Learning

The synergistic potential of cognitive neuroscience and education for efficient learning has attracted considerable interest from the general public, teachers, parents, academics and policymakers alike. This review is aimed at providing 1) an accessible and general overview of the research progress made in cognitive neuroscience research in understanding mathematical learning and cognition, and 2) understanding whether there is sufficient evidence to suggest that neuroscience can inform mathematics education at this point. We also highlight outstanding questions with implications for education that remain to be explored in cognitive neuroscience. The field of cognitive neuroscience is growing rapidly. The findings that we are describing in this review should be evaluated critically to guide research communities, governments and funding bodies to optimise resources and address questions that will provide practical directions for short- and long-term impact on the education of future generations

Erratum to:The Neurocognitive Architecture of Individual Differences in Math Anxiety in Typical Children (Scientific Reports, (2018), 8, 1, (8500), 10.1038/s41598-018-26912-5)

A correction to this article has been published and is linked from the HTML and PDF versions of this paper. The error has been fixed in the paper

Neuroenhancement of High-Level Cognition: Evidence for Homeostatic Constraints of Non-invasive Brain Stimulation

Neuroenhancement aims to improve cognitive performance in typically and atypically functioning populations. However, it is currently debated whether it is also effective in exceptionally high-functioning individuals. Present theories suggest that homeostatic set points for learning and cortical plasticity limit the beneficial effects of neuroenhancement. To examine this possibility, we used transcranial random noise stimulation (tRNS) to non-invasively stimulate bilateral dorsolateral prefrontal cortices (DLPFC) of the world champion in mental calculation, G.M. TRNS did not change G.M.'s calculation performance compared to sham stimulation on an exceptionally complex arithmetic task. However, a sample of mathematicians who were not calculation prodigies (N = 6) showed reduced accuracy on a complex multiplication task in response to tRNS, relative to sham. Our findings suggest that there may be an upper limit for cognitive enhancement and that further attempts to enhance performance using tRNS (at least with the current parameters) may impair optimal functioning. The discussion of potential negative effects of brain stimulation for cognitive enhancement is critical, as it may lead to unintended impairments in different subgroups of the population

Combining brain stimulation and video game to promote long-term transfer of learning and cognitive enhancement

Cognitive training offers the potential for individualised learning, prevention of cognitive decline, and rehabilitation. However, key research challenges include ecological validity (training design), transfer of learning and long-term effects. Given that cognitive training and neuromodulation affect neuroplasticity, their combination could promote greater, synergistic effects. We investigated whether combining transcranial direct current stimulation (tDCS) with cognitive training could further enhance cognitive performance compared to training alone, and promote transfer within a short period of time. Healthy adults received real or sham tDCS over their dorsolateral prefrontal cortices during two 30-minute mathematics training sessions involving body movements. To examine the role of training, an active control group received tDCS during a non-mathematical task. Those who received real tDCS performed significantly better in the game than the sham group, and showed transfer effects to working memory, a related but non-numerical cognitive domain. This transfer effect was absent in active and sham control groups. Furthermore, training gains were more pronounced amongst those with lower baseline cognitive abilities, suggesting the potential for reducing cognitive inequalities. All effects associated with real tDCS remained 2 months post-training. Our study demonstrates the potential benefit of this approach for long-term enhancement of human learning and cognition

Diversity of endocervical microbiota associated with genital Chlamydia trachomatis infection and infertility among women visiting obstetrics and gynecology clinics in Malaysia.

The cervical microbiota constitutes an important protective barrier against the invasion of pathogenic microorganisms. A disruption of microbiota within the cervical milieu has been suggested to be a driving factor of sexually transmitted infections. These include Chlamydia trachomatis which frequently causes serious reproductive sequelae such as infertility in women. In this study, we profiled the cervical microbial composition of a population of 70 reproductive-age Malaysian women; among which 40 (57.1%) were diagnosed with genital C. trachomatis infection, and 30 (42.8%) without C. trachomatis infection. Our findings showed a distinct compositional difference between the cervical microbiota of C. trachomatis-infected subjects and subjects without C. trachomatis infection. Specifically, significant elevations of mostly strict and facultative anaerobes such as Streptococcus, Megasphaera, Prevotella, and Veillonella in the cervical microbiota of C. trachomatis-positive women were detected. The results from the current study highlights an interaction of C. trachomatis with the environmental microbiome in the endocervical region

EHRA/HRS/APHRS/SOLAECE expert consensus on Atrial cardiomyopathies: Definition, characterisation, and clinical implication

Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/141073/1/joa3247.pd