Cognitive and regulatory characteristics and mathematical performance in high school students.

The study examined the links of cognitive and regulatory characteristics with mathematical outcomes in high school students. Participants were 318 14-16 year old students from 7 state schools in Russia. A computerized test battery was used to measure aspects of number sense, spatial ability, spatial memory and processing speed. The battery also included two measures of mathematical performance. Academic grades and final school test scores in mathematics were also collected. In addition, the students completed the Self-Regulation Profile of Learning Activity Questionnaire – SRPLAQ, which measures different aspects of self-regulation related to achieving learning goals, such as goal planning, results evaluation, and responsibility. The results suggest that cognitive and regulatory features are independently associated with mathematical performance, and that the links differ depending on the specific aspect of mathematical performance used

Role Of Retroelements In The Development Of COVID-19 Neurological Consequences

Retroelements play a key role in brain functioning in humans and other animals, since they represent dynamic regulatory elements controlling the expression of specific neuron types. The activity of retroelements in the brain is impaired under the influence of SARS-CoV-2, penetrating the blood-brain barrier. We propose a new concept, according to which the neurological complications of COVID-19 and their long-term effects are caused by modified expression of retroelements in neurons due to viral effect. This effect is implemented in several ways: a direct effect of the virus on the promoter regions of retroelement-encoding genes, virus interaction with miRNAs causing silencing of transposons, and an effect of the viral RNA on the products of retroelement transcription. Aging-related physiological activation of retroelements in the elderly is responsible for more severe course of COVID-19. The associations of multiple sclerosis, Parkinson’s disease, Guillain-Barré syndrome, acute disseminated encephalomyelitis with coronavirus lesions also indicate the role of retroelements in such complications, because retroelements are involved in the mechanisms of the development of these diseases. According to meta-analyses, COVID-19-caused neurological complications ranged 36.4-73%. The neuropsychiatric consequences of COVID-19 are observed in patients over a long period after recovery, and their prevalence may exceed those during the acute phase of the disease. Even 12 months after recovery, unmotivated fatigue, headache, mental disorders, and neurocognitive impairment were observed in 82%, 60%, 26.2-45%, and 16.2-46.8% of patients, correspondingly. These manifestations are explained by the role of retroelements in the integration of SARS-CoV-2 into the human genome using their reverse transcriptase and endonuclease, which results in a long-term viral persistence. The research on the role of specific retroelements in these changes can become the basis for developing targeted therapy for neurological consequences of COVID-19 using miRNAs, since epigenetic changes in the functioning of the genome in neurons, affected by transposons, are reversible

Measuring Spatial Ability for Talent Identification, Educational Assessment, and Support: Evidence from Adolescents with High Achievement in Science, Arts, and Sports.

Background. Spatial ability (SA) is a robust predictor of academic and occupational achievement. The present study investigated the psychometric properties of 10 tests for measuring of SA in a sample of talented schoolchildren. Objective. Our purpose was to identify the most suitable measurements for SA for the purpose of talent identification, educational assessment, and support. Design. Our sample consisted of 1479 schoolchildren who had demonstrated high achievement in Science, Arts, or Sports. Several criteria were applied to evaluate the measurements, including an absence of floor and ceiling effects, low redundancy, high reliability, and external validity. Results. Based on these criteria, we included the following four tests in an Online Short Spatial Ability Battery “OSSAB”: Pattern Assembly; Mechanical Reasoning; Paper Folding; and Shape Rotation. Further analysis found differences in spatial ability across the three groups of gifted adolescents. The Science track showed the highest results in all four tests. Conclusion. Overall, the study suggested that the Online Short Spatial Ability Battery (OSSAB) can be used for talent identification, educational assessment, and support. The analysis showed a unifactorial structure of spatial abilities. Future research is needed to evaluate the use of this battery with other specific samples and unselected populations. ,

Applicability of the Online Short Spatial Ability Battery to university students testing

Introduction. Multiple studies advocate an importance of spatial abilities (SA) for educational and occupational success, especially in STEM. Recently an Online Short Spatial Ability Battery (OSSAB) was developed and normed for SA testing in adolescents. The battery includes mechanical reasoning, paper folding, pattern assembly, and shape rotation tests. The battery has shown good psychometric characteristics (high reliability and validity, low redundancy, discriminative power), and is available in open access and free to use. Aim. The present research aims: 1) to examine the applicability of the OSSAB for university student testing; 2) to describe its psychometric properties and structure; and 3) to investigate links between SA and educational performance. Methods. A total of 772 university students (aged from 18 to 26, mean age (SD) = 19.55 (1.51), 63.1% females) participated in the study. Participants provided information about their age, gender, university major, and academic achievement, and completed a battery of tests that included the OSSAB tests. Results. The study reports psychometric norms for using the OSSAB in university students. Students’ performance in the OSSAB was similar to that shown in previous research in adolescents in terms of means and variance. The OSSAB showed adequate psychometric properties in this sample: no floor or ceiling effects; low redundancy; moderate to high internal consistency; high discriminative power across university majors; and high external validity. The results indicated that around 6% of the students showed very high levels of SA (higher than 1.5 SD above the mean), and around 8% of students showed very low levels of SA (lower than 1.5 SD below mean). In addition, the OSSAB scores were linked to educational profile choice and exam scores, with small-to-medium effect sizes. Scientific novelty. The study provides psychometric norms for a short online open measure of spatial ability in university students. Practical significance. The OSSAB can be used to provide individual recommendations to students (e.g. SA training), to identify spatially gifted students, and for research purposes in university contexts