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Implicit sequence learning describes the acquisition of serially ordered movements and sequentially structured cognitive information, that occurs without awareness. Theta, alpha and beta cortical oscillations are present during implicit motor sequence learning, but their role in this process is unclear. The current study addressed this gap in the literature. A total of 50 healthy adults aged between 19 and 37 years participated in the study. Implicit motor sequence learning was examined using the Serial Reaction Time task where participants unknowingly repeat a sequence of finger movements in response to a visual stimulus. Sequence learning was examined by comparing reaction times and oscillatory power between sequence trials and a set of control trials comprising random stimulus presentations. Electroencephalography was recorded as participants completed the task. Analyses of the behavioral data revealed participants learnt the sequence. Analyses of oscillatory activity, using permutation testing, revealed sequence learning was associated with a decrease in theta band (4-7 Hz) power recorded over frontal and central electrode sites. Sequence learning effects were not observed in the alpha (7-12 Hz) or beta bands (12-20 Hz). Even though alpha and beta power modulations have long been associated with executing a motor response, it seems theta power is a correlate of sequence learning in the manual domain. Theta power modulations on the serial reaction time task may reflect disengagement of attentional resources, either promoting or occurring as a consequence of implicit motor sequence learning.

The dorsolateral prefrontal cortex (DLPFC) is activated when bilinguals switch between languages. Language switching can also elicit the N2 event-related potential (ERP). This ERP component appears to capture the cognitive control processes related to conflict monitoring, response selection and response inhibition. In the present study, continuous theta-burst stimulation (cTBS) was used to examine the role of the left DLPFC in bilingual language switching, using a picture-naming task. Participants in the study were 17 Afrikaans-English bilinguals. The picture-naming task consisted of non-switch and switch trials. On non-switch trials, participants named two consecutive pictures in the same language. On switch trials, participants named consecutive pictures in different languages (e.g., Afrikaans and then English). The participants completed three testing sessions. In each session, participants received either cTBS to the left DLPFC or the vertex, or sham stimulation, and then completed the picture-naming task. The results showed that following DLPFC stimulation, the N2 ERP was attenuated on switch trials compared to non-switch trials. Vertex or sham stimulation did not modulate the N2 ERP. cTBS did not affect language switching at the behavioural level. These results provide support for the role of the left DLPFC in the cognitive control processes underlying bilingual language switching. Furthermore, the study demonstrates that these processes can be modulated via non-invasive brain stimulation and the effects detected at the neural level.

The environmental influences on early childhood development are understudied. The association between vegetation cover (i.e., trees, shrubs, grassed areas) in four key behaviour settings and socioemotional functioning was investigated in 1196 young children (2-5 years). Emotional difficulties were inversely associated with vegetation cover in the home yard (OR: 0.81 [0.69-0.96]) and neighbourhood (OR: 0.79 [0.67-0.94]), but not in early childhood education and care (ECEC) centre outdoor areas or the ECEC neighbourhood. The higher odds of emotional difficulties associated with lower levels of maternal education was reduced with higher percentages of home yard vegetation cover. There was no evidence of mediation of the relationship between emotional difficulties and vegetation cover by time spent playing outside the home, day or nighttime sleep duration, or physical activity. We found no associations between vegetation cover and conduct, hyperactivity and inattention, peer difficulties, or prosocial behaviours. A video abstract of this article can be viewed at https://www.youtube.com/watch?v=J3HeEiIjVZc.

Growing evidence supports functional network alterations in autism spectrum disorder, however much less is known about the neural mechanisms underlying autistic traits in typically developing children. Using resting-state electroencephalographic (EEG) recordings, we examined whether functional connectivity could predict autistic trait expression in 127 children aged between 4-12 years. Regression models showed that right anterior theta connectivity was a significant predictor of autistic traits (p = 0.013), with increased connectivity in this region associated with greater autistic trait expression. These results corroborate similar recent findings in adults, extending this observation to a cohort of children spanning early-to-middle childhood. These findings further highlight EEG-derived functional connectivity as a sensitive physiological correlate of autistic trait expression in neurotypical children.

Refereed/Peer-reviewed There is currently no robust method to evaluate how built environment design affects our emotion. Understanding emotion is significant, as it influences cognitive processes, behavior, and wellbeing, and is linked to the functioning of physiological systems. As mental health problems are becoming more prevalent, and exposure to indoor environments is increasing, it is important we develop rigorous methods to understand whether design elements in our environment affect emotion. This study examines whether the scale of interior built environments modulate neural networks involved in emotion regulation. Using a Cave Automatic Virtual Environment (CAVE) and controlling for indoor environmental quality (IEQ), 66 adults (31 female, aged 18–55) were exposed to context-neutral enclosed indoor room scenes to understand whether built environment scale affected self-report, autonomic nervous system, and central nervous system correlates of emotion. Our results revealed enlarged scale increased electroencephalography (EEG) power in the β bandwidth. Frontal midline low-γ and high-γ power were also found to increase with enlarged scale, but contrary to our hypothesis, scale did not modulate frontal midline power or lateralization in the θ or α bandwidths. We did not detect an effect of scale on autonomic indicators or self-reported emotion. However, we did find increased range in skin conductance response (SCR) and heart rate variability (HRV) to the built environment conditions. This study provides a rigorous empirical framework for assessing the environmental impact of a design characteristic on human emotion and suggests that measures of high-frequency oscillations may provide a useful marker of the response to built environment.

Poor working memory functioning is commonly found in schizophrenia. A number of studies have now tested whether non-invasive brain stimulation can improve this aspect of cognitive functioning. This report used meta-analysis to synthesise the results of these studies to examine whether transcranial electrical stimulation (tES) or repetitive transcranial magnetic stimulation (rTMS) can improve working memory in schizophrenia. The studies included in this meta-analysis were sham-controlled, randomised controlled trials that utilised either tES or rTMS to treat working memory problems in schizophrenia. A total of 22 studies were included in the review. Nine studies administered rTMS and 13 administered tES. Meta-analysis revealed that compared to sham/placebo stimulation, neither TMS nor tES significantly improved working memory. This was found when working memory was measured with respect to the accuracy on working memory tasks (TMS studies: Hedges’ g = 0.112, CI95: −0.082, 0.305, p = .257; tES studies Hedges’ g = 0.080, CI95: −0.117, 0.277, p = .427) or the speed working memory tasks were completed (rTMS studies: Hedges’ g = 0.233, CI95: −0.212, 0.678, p = .305; tES studies Hedges’ g = −0.016, CI95: −0.204, 0.173, p = .871). For tES studies, meta-regression analysis found that studies with a larger number of stimulation sessions were associated with larger treatment effects. This association was not found for TMS studies. At present, rTMS and tES is not associated with a reliable improvement in working memory for individuals with schizophrenia.

Refereed/Peer-reviewed Understanding built environment exposure as a component of environmental enrichment has significant implications for mental health, but little is known about the effects design characteristics have on our emotions and associated neurophysiology. Using a Cave Automatic Virtual Environment while monitoring indoor environmental quality (IEQ), 18 participants were exposed to a resting state (black), and two room scenes, control (white) and condition (blue), to understand if the color of the virtual walls affected self-report, autonomic nervous system, and central nervous system correlates of emotion. Our findings showed that exposure to the chromatic color condition (blue) compared to the achromatic control (white) and resting-state (black, no built environment) significantly increased the range in respiration and skin conductance response. We also detected a significant increase in alpha frontal midline power and frontal hemispheric lateralization relative to blue condition, and increased power spectral density across all electrodes in the blue condition for theta, alpha, and beta bandwidths. The ability for built environment design to modulate emotional response has the potential to deliver significant public health, economic, and social benefits to the entire community. The findings show that blue coloring of the built environment increases autonomic range and is associated with modulations of brain activity linked to emotional processing.

The neurodevelopmental period spanning early-to-middle childhood represents a time of significant growth and reorganisation throughout the cortex. Such changes are critical for the emergence and maturation of a range of social and cognitive processes. Here, we utilised both eyes open and eyes closed resting-state electroencephalography (EEG) to examine maturational changes in both oscillatory (i.e., periodic) and non-oscillatory (aperiodic, ‘1/f-like’) activity in a large cohort of participants ranging from 4-to-12 years of age (N = 139, average age=9.41 years, SD=1.95). The EEG signal was parameterised into aperiodic and periodic components, and linear regression models were used to evaluate if chronological age could predict aperiodic exponent and offset, as well as well as peak frequency and power within the alpha and beta ranges. Exponent and offset were found to both decrease with age, while aperiodic-adjusted alpha peak frequency increased with age; however, there was no association between age and peak frequency for the beta band. Age was also unrelated to aperiodic-adjusted spectral power within either the alpha or beta bands, despite both frequency ranges being correlated with the aperiodic signal. Overall, these results highlight the capacity for both periodic and aperiodic features of the EEG to elucidate age-related functional changes within the developing brain., Highlights • Resting-state EEG was recorded from children aged 4–12 years. • The EEG signal was parameterized into periodic and aperiodic components. • Aperiodic exponent and offset were found to decrease with age. • A developmental increase in aperiodic-adjusted alpha peak frequency was observed. • These results highlight age-related functional changes within the developing brain.

This study examined the effects of a daytime nap on the retention of implicitly learnt “first-order conditional” (FOC) and “second-order conditional” (SOC) motor sequences. The implicit learning and retention of a motor sequence has been linked to the neural processes undertaken by the basal ganglia and primary motor cortex (i.e., procedural memory system). There is evidence, however, suggesting that SOC learning may further rely on the hippocampus-supported declarative memory system. Sleep appears to benefit the retention of information processed by the declarative memory system, but not the procedural memory system. Thus, it was hypothesized that sleep would benefit the retention of a SOC motor sequence but not a FOC sequence. The implicit learning and retention of these sequences was examined using the Serial Reaction Time Task. In this study, healthy adults implicitly learnt either a FOC (n = 20) or a SOC sequence (n = 20). Retention of both sequences was assessed following a daytime nap and period of wakefulness. Sleep was not found to improve the retention of the SOC sequence. There were no significant differences in the retention of a FOC or a SOC sequence following a nap or period of wakefulness. The study questions whether the declarative memory system is involved in the retention of implicitly learnt SOC sequences.

Highlights • We examine the development of facial emotion processing (FEP) event-related potentials (ERPs) in early-to-middle childhood. • We provide a systematic review with a meta-regression component across 34 studies. • FEP ERPs continue to develop into middle childhood. • Results suggest the development of FEP may differ to previously reported findings of processing neutral faces.. • Substantial methodological differences accentuate need for additional research., Facial emotion processing (FEP) develops throughout childhood and provides crucial social information necessary for the interpretation and prediction of others’ behaviour. This systematic review, which includes a meta-regression component, sought to explore the development of FEP event-related potentials (P100, N170, and late positive potential [LPP]) in children aged three to twelve years. Thirty-four studies, representing data from 1511 children, were included in the review. The combination of meta-regression and systematic review suggest that P100 amplitude decreases with increasing age in response to emotional facial stimuli. P100 latency may show a gradual decrease around the age of ten. In terms of the N170, it is suggested that amplitude follows a non-linear trend with age, and latency may decrease in early childhood before plateauing during middle childhood. Of note, review of the literature indicates that substantial methodological differences and high levels of heterogeneity exist. We suggest future research considers these results within the context of emotion-specific development, whilst also acknowledging how this may relate to individual social functioning skills across early-to-middle childhood.

Procedural memory functioning in developmental language disorder (DLD) has largely been investigated by examining implicit sequence learning by the manual motor system. This study examined whether poor sequence learning in DLD is present in the oculomotor domain. Twenty children with DLD and 20 age-matched typically developing (TD) children were presented with a serial reaction time (SRT) task. On the task, a visual stimulus repeatedly appears in different positions on a computer display which prompts a manual response. The children were unaware that on the first three blocks and final block of trials, the visual stimulus followed a sequence. On the fourth block, the stimulus appeared in random positions. Manual reaction times (RT) and saccadic amplitudes were recorded, which assessed sequence learning in the manual and oculomotor domains, respectively. Manual RT were sensitive to sequence learning for the TD group, but not the DLD group. For the TD group, manual RT increased when the random block was presented. This was not the case for the DLD group. In the oculomotor domain, sequence learning was present in both groups. Specifically, sequence learning was found to modulate saccadic amplitudes resulting in both DLD and TD children being able to anticipate the location of the visual stimulus. Overall, the study indicates that not all aspects of the procedural memory system are equally impaired in DLD.

Approach bias modification (ApBM), a computerised cognitive training task which aims to reduce automatic, impulsive responding to drug-related cues, has been found to reduce alcohol consumption among individuals seeking treatment for their drinking. However, this approach has not been trialled in patients with methamphetamine use disorder (MUD), where altered impulsivity and reward processing are well-established. As such, this study aimed to examine the feasibility and acceptability of four consecutive days of ApBM training during a residential admission for methamphetamine withdrawal. Abstinence rates were examined 2-weeks and 3-months post-discharge. In terms of uptake, 52 of the 99 eligible patients approached agreed to participate and 47 of these 52 commenced training. Uptake and training completion rates (62%) were lower than those achieved in similar trials of ApBM for residential alcohol withdrawal, suggesting there are challenges to its delivery in this setting. This is likely due to the severity of acute methamphetamine withdrawal syndrome and associated behavioural characteristics. However, participants' ratings of the task and reports of post-session craving suggest acceptability was high. Abstinence rates were 61% at 2 weeks and 54% at 3-months, which compare favourably with the abstinence rates observed in a previous large treatment outcome study. The evidence of acceptability and apparent effectiveness suggest future trials of ApBM with MUD patients are warranted. However, ApBM may be more feasible in certain settings or among particular sub-groups where patients are more clinically stable and therefore more likely to complete the training (e.g., residential rehabilitation, after acute withdrawal has subsided).

Purpose: Children’s narrative accounts of their experiences are central to the prosecution of perpetrators of alleged maltreatment. We describe the narrative language skills of children who were pl...

Mirror neurons (MN) have been proposed as the neural substrate for a wide range of clinical, social and cognitive phenomena. Over the last decade, a commonly used tool for investigating MN activity in the human brain has been functional magnetic resonance (f MRI ) repetition suppression (RS ) paradigms. However, the available evidence is mixed, largely owing to inconsistent application of the methodological criteria necessary to infer MN properties. This raises concerns about the degree to which one can infer the presence (or absence) of MN activity from earlier accounts that adopted RS paradigms. We aimed to clarify this issue using a well‐validated f MRI RS paradigm and tested for mirror properties by rigorously applying the widely accepted criteria necessary to demonstrate MN activity using traditional univariate techniques and Multivariate Pattern Analysis (MVPA ). While univariate whole brain analysis in healthy adults showed uni‐modal RS effects within the supplementary motor area, no evidence for cross‐modal RS effects consistent with mirror neuron activity was found. MVPA on the other hand revealed a region along the anterior intraparietal sulcus that met the criteria for MN activity. Taken together, these results clarify disparate evidence from earlier RS studies, highlighting that traditional univariate analysis of RS data may not be sensitive for detecting MN activity when rigorously applying the requisite criteria. In light of these findings, we recommend that short of increasing sample sizes substantially, future studies using RS paradigms to investigate MN s across the human brain consider the use of MVPA.

Spontaneous neural oscillatory activity reflects the brain's functional architecture and has previously been shown to correlate with perceptual, motor and executive skills. The current study used resting state electroencephalography to examine the relationship between spontaneous neural oscillatory activity and children's language skills. Participants in the study were 52 English-speaking children aged around 10-years. Language was assessed using a sentence repetition task. The main analysis revealed resting state theta power negatively correlated with this task. No significant correlations were found in the other studied frequency bands (delta, alpha, beta, gamma). As part of typical brain development, spontaneous theta power declines across childhood and adolescence. The negative correlation observed in this study may therefore be indicating children's language skills are related to the maturation of theta oscillations. More generally, the study provides further evidence that oscillatory activity in the developing brain, even at rest, is reliably associated with children's language skills.

[Correction Notice: An Erratum for this article was reported in Vol 35(2) of Neuropsychology (see record 2021-29488-002). In the article "Alterations of Procedural Memory Consolidation in Children With Developmental Dyslexia," by Martina Hedenius, Jarrad A. G. Lum, and Sven Bolte (Neuropsychology, 2021, Vol. 35, No. 2, pp. 185-196, https://doi.org/10.1037/neu0000708), three corrections have been made. The university affiliation for Martina Hedenius was listed incorrectly and should have read Uppsala University. The figures have been rearranged so that they appear in two-column format. In the Results section, the heading "Overnight Consolidation of Sequence Specific Knowledge" has been changed to "Consolidation of Sequence Specific Knowledge." All versions of this article have been corrected.] Objective: The objective of the present study was to determine if consolidation of procedural memory in developmental dyslexia (DD) may be supported by prolonging the initial learning session. Method: Children with DD (n = 31) and typically developing (TD) children (n = 34) were given a procedural (implicit sequence) learning task over two sessions, separated by a 24-hr interval. Session 1 was prolonged with 50% compared with previous studies of procedural memory consolidation in DD. Results: The amount of sequence learning was similar in the two groups at the end of Session 1 (p = .797, ηρ² = .001). At the follow-up session after 24 hr, performance in the DD group was poorer compared with the TD group (p = .003, ηρ² = .129). The amount of sequence knowledge in Session 2 predicted unique variance in reading fluency (p = .024, ηρ² = 0.083), independent of children's phoneme awareness and inattention symptoms. Conclusion: The present study shows that consolidation of procedural memory is impaired in DD, even when the initial learning session is prolonged. The findings encourage further research on the mechanisms supporting procedural memory consolidation in children with DD, and how these may be strengthened. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

The dorsolateral prefrontal cortex (DLPFC) is activated when bilinguals switch between languages. Language switching can also elicit the N2 event-related potential (ERP). This ERP component appears to capture the cognitive control processes related to conflict monitoring, response selection and response inhibition. In the present study, continuous theta-burst stimulation (cTBS) was used to examine the role of the left DLPFC in bilingual language switching, using a picture-naming task. Participants in the study were 17 Afrikaans-English bilinguals. The picture-naming task consisted of non-switch and switch trials. On non-switch trials, participants named two consecutive pictures in the same language. On switch trials, participants named consecutive pictures in different languages (e.g., Afrikaans and then English). The participants completed three testing sessions. In each session, participants received either cTBS to the left DLPFC or the vertex, or sham stimulation, and then completed the picture-naming task. The results showed that following DLPFC stimulation, the N2 ERP was attenuated on switch trials compared to non-switch trials. Vertex or sham stimulation did not modulate the N2 ERP. cTBS did not affect language switching at the behavioural level. These results provide support for the role of the left DLPFC in the cognitive control processes underlying bilingual language switching. Furthermore, the study demonstrates that these processes can be modulated via non-invasive brain stimulation and the effects detected at the neural level.

Gait abnormalities are frequently reported in autism. The empirical literature, however, is characterized by inconsistent findings concerning which aspects of gait are affected. We conducted a meta-analysis to summarize study findings that examined temporal and spatial (i.e., two-dimensional) gait parameters in pediatric and adult samples comprising individuals with autism and healthy controls. After searching electronic databases, a total of 18 studies were identified and included in this review. Results from the meta-analyses revealed autism is associated with a wider step width, slower walking speed, longer gait cycle, longer stance time and longer step time. Additionally, autism appears to be associated with greater intra-individual variability on measures of stride length, stride time and walking speed. Meta-regression analyses revealed cadence and gait cycle duration differences, between autism and control groups, become more pronounced with age. Overall, this review demonstrates that autism is associated with gait abnormalities. However, assessment of the methodological quality of the studies reveal, additional research is required to understand the extent that gait abnormalities are specifically linked to autism, or whether they may be secondary to other factors commonly found in this group, such as increased weight. LAY SUMMARY: It is often noted by clinicians that individuals with autism have an awkward or unusual walking style, which is also referred to as gait. In this report, we reviewed past studies that compared gait in individuals with and without autism. Our review indicates autism is associated with an abnormal gait. However, it is not yet clear whether gait abnormalities are caused by autism, or arise due to other factors such as heavier weight, which often co-occurs in this group.

Debate continues on whether a bilingual advantage exists with respect to executive functioning. This report synthesized the results of 170 studies to test whether the bilingual advantage is dependent on the task used to assess executive functioning and the age of the participants. The results of the meta-analyses indicated that the bilingual advantage was both task- and age-specific. Bilinguals were significantly faster than monolinguals (Hedges' g values ranged from 0.23 to 0.34), and significantly more accurate than monolinguals (Hedges' g values ranged between 0.18 and 0.49) on four out of seven tasks. Also, an effect of age was found whereby the bilingual advantage was larger for studies comprising samples aged 50-years and over (Hedges' g = 0.49), compared to those undertaken with participants aged between 18 and 29 years (Hedges' g = 0.12). The extent to which the bilingual advantage might be due to publication bias was assessed using multiple methods. These were Egger's Test of Asymmetry, Duval and Tweedie's Trim and Fill, Classic Fail-Safe N, and PET-PEESE. Publication bias was only found when using Egger's Test of Asymmetry and PET-PEESE method, but not when using the other methods. This review indicates that if bilingualism does enhance executive functioning, the effects are modulated by task and age. This may arise because using multiple languages has a highly specific effect on executive functioning which is only observable in older, relative to younger, adults. The finding that publication bias was not uniformly detected across the different methods raises questions about the impact that unpublished (or undetected) studies have on meta-analyses of this literature.

This study examined the changes in saccadic amplitude associated with learning a visual sequence. The oculomotor system gradually adjusts saccadic parameters when tracking a visual stimulus, which has a predictable trajectory. In these contexts, the change in saccadic amplitudes leads to predictive fixations. That is, fixations made to a position in the visual field, where a visual stimulus is anticipated to appear. This study tested whether learning a sequence of visual target movements on the serial reaction time (SRT) task would affect saccadic amplitudes and in turn lead to predictive fixations. Participants in this study were 40 healthy adults who completed the SRT task. Both manual reaction times (RTs) and eye movements were recorded. Analyses of manual RT data showed that at the group level, the sequence was learnt. Analyses of the oculomotor data revealed saccadic amplitudes decreased, following repeated exposures to the visual sequence. Also, increasingly more accurate predictive fixations were observed, following multiple exposures to the sequence. Additional analyses revealed sequence learning related changes in manual RTs, and saccadic amplitudes were not correlated. This study demonstrates the oculomotor system can acquire information about the sequence on the SRT task to update saccadic amplitudes. The nonsignificant correlation between manual RTs and saccadic amplitudes may be indicating sequences are represented differently by the manual and oculomotor systems. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Background: Existing research indicates that spending time in nature is associated with diverse aspects of children's health and wellbeing. Although fundamental to later life chances and health, no systematic reviews, to our knowledge, have focused specifically on the effects of interaction with nature on socioemotional functioning in childhood. Objectives: Amongst children, what is the consistency of associations between the availability of or spending time in nature on socioemotional function and development? Furthermore, which child behaviours and states independently associate with socioemotional function and availability of or spending time in nature, and what is the consistency of associations between these behaviours and states and contact with nature? Data sources: Embase, Environment Complete, MEDLINE, and APA PsycINFO. Eligible studies were backward and forward snowball-searched. Study eligibility criteria: Studies investigating effects of, or associations between, availability of or interaction with nature on socioemotional or proximal outcomes in children under the age of 12 years were included in this review. Study appraisal and synthesis methods: The internal validity of studies investigating socioemotional outcomes were based on assessments of elements of study design, conduct, and reporting to identify potential issues related to confounding or other biases. The number of analyses indicating positive, negative, and non-significant associations between availability or interaction with green space and the outcomes were summed. Results: A total of 223 eligible full-texts, of which 43 pertained to socioemotional outcomes and 180 to proximal outcomes, met eligibility criteria. Positive associations between availability of and spending time in green space were found with children's intra- and interpersonal socioemotional function and development. Proportions of positive findings ranged from 13.9% to 55% across experimental and observational research, exposures, populations, and contexts. Modifying and mediating factors were identified. We found consistent evidence for improved aspects of cognition and, for children over six years, reduced risk of obesity and overweight in association with green space; consistent links between movement behaviours in the experimental, but not observational research; tentative trends suggesting associations with play, motor skills, language, screen time, and communication skills; little evidence for positive associations between green space and mood, physical wellbeing, and stress; some evidence for associations with healthy birth outcomes, and little evidence for direct associations between availability of green space and asthma and allergy prevalence, however, mediation via, for example, air pollution was likely. Limitations: We identified few studies without either probable or severe risk of bias in at least one item. Improved study quality may therefore result in different results. Restricting analyses to include only studies considered at low risk of bias indicated similar or slightly lower proportions of positive findings. Risk of bias in proximal outcomes was not assessed. Conclusions: The empirical evidence for benefits of availability of and interaction green space for child socioemotional function and development must currently be considered limited. A number of proximal indicators were identified. Systematic review registration number. PROSPERO ID: CRD42019135016.

People with alcohol use disorders often exhibit an “alcohol approach bias”, the automatically triggered action tendency to approach alcohol. Approach bias is likely to persist following withdrawal from alcohol, and contribute to the high rate of relapse following withdrawal treatment. Cognitive bias modification (CBM) training has been shown to attenuate approach biases and lead to reduced relapse rates. However, no large multisite trial of CBM specifically within a residential withdrawal treatment setting has previously been conducted. This study aims to test whether CBM delivered during residential withdrawal treatment leads to reduced relapse rates and reduced use of acute health services following discharge, and to test possible moderators of CBM’s effect on alcohol use. Three hundred alcohol-dependent inpatients are being recruited from three withdrawal treatment units in the Melbourne metropolitan area. Participants complete baseline measures of alcohol approach bias and cue-evoked desire for alcohol, followed by four daily sessions of computerised CBM training (or sham training if randomised to the control group). Approach bias and cue-evoked desire are re-assessed following the fourth training session. Follow-up assessments administered 2 weeks and 3, 6, and 12 months following discharge from the withdrawal treatment unit compare abstinence rates and acute and emergency healthcare service use between conditions. Pre-admission and follow-up substance use is derived from the timeline follow-back method, and approach bias towards alcohol with a computerised Approach Avoidance Task. This study is the first multisite randomised controlled trial of cognitive bias modification delivered during acute alcohol withdrawal treatment. Withdrawal is theoretically an ideal period to deliver neurocognitive interventions due to heightened neuroplasticity and cognitive recovery. If effective, the low cost and easy implementation of CBM training means it could be widely used as a standard part of alcohol withdrawal treatment to improve treatment outcomes. Moderation analyses may help better determine whether certain subgroups of patients are most likely to benefit from it and therefore should be prioritised for CBM during alcohol withdrawal treatment. Version 4 of the protocol (dated 1 August 2017) is registered with the Australian New Zealand Clinical Trials Registry, ACTRN12617001241325 . Registered on 25 August 2017 (retrospectively registered).

Recent neuroimaging studies have reported atypical neural activation in children with Developmental Coordination Disorder (DCD) during tasks assessing manual dexterity. However, small sample sizes and subtle differences in task parameters have led to inconsistent findings, rendering interpretation difficult. The aim of the present meta-analysis was to quantitatively summarize this body of evidence using activation likelihood estimation (ALE) analysis to identify reliable regions of differential neural activation in children with DCD, compared to age-matched controls. Seven studies that adopted fMRI to compare children with and without DCD during manual performance were identified following a literature search. All were included in the ALE analysis. Compared to controls, children with DCD showed reduced activation during a manual dexterity task in the middle frontal gyrus, superior frontal gyrus, cerebellum, supramarginal gyrus, and inferior parietal lobule. Children with DCD showed greater activation in parts of the thalamus. Findings provide much needed clarification into the possible neural contributors to atypical manual dexterity in DCD and highlight the need for neuroimaging studies to include manual performance outcomes.

This study examined the extent to which maltreatment history and the characteristics of out-of-home care correlated with the language and social skills of maltreated children. Participants in this study were 82 maltreated children aged between 5 and 12 years of age. All children were residing with state-designated carers in out-of-home-care. The children were presented with standardised tests assessing language and social skills. Results showed that the sample performed significantly below the normative mean on both tests. Correlation analyses showed social skills, but not language skills were correlated with aspects of maltreatment history. The education level of the state-designated carer/s was correlated with the children's language skills; higher education level was associated with higher language skills. The study provides evidence that at the group level, language and social skills are poor in maltreated children. However, gains in language skills might be made via the out-of-home-care environment. Improvements in the social skills of maltreated children may require additional support.

Do the mechanisms underlying language in fact serve general-purpose functions that preexist this uniquely human capacity? To address this contentious and empirically challenging issue, we systematically tested the predictions of a well-studied neurocognitive theory of language motivated by evolutionary principles. Multiple metaanalyses were performed to examine predicted links between language and two general-purpose learning systems, declarative and procedural memory. The results tied lexical abilities to learning only in declarative memory, while grammar was linked to learning in both systems in both child first language and adult second language, in specific ways. In second language learners, grammar was associated with only declarative memory at lower language experience, but with only procedural memory at higher experience. The findings yielded large effect sizes and held consistently across languages, language families, linguistic structures, and tasks, underscoring their reliability and validity. The results, which met the predicted pattern, provide comprehensive evidence that language is tied to general-purpose systems both in children acquiring their native language and adults learning an additional language. Crucially, if language learning relies on these systems, then our extensive knowledge of the systems from animal and human studies may also apply to this domain, leading to predictions that might be unwarranted in the more circumscribed study of language. Thus, by demonstrating a role for these systems in language, the findings simultaneously lay a foundation for potentially important advances in the study of this critical domain.

Objectives Many women report declines in cognitive function during pregnancy, but attempts to empirically evaluate such changes have yielded inconsistent results. We aimed to determine whether pregnancy is associated with objective declines in cognitive functioning, and to assess the progression of any declines during pregnancy. Study design We undertook a meta-analysis, applying a random effects model, of 20 studies that have reported quantitative relationships between pregnancy and changes in cognition. Data sources Full text articles indexed by Cumulative Index to Nursing and Allied Health Literature (CINAHL) Complete, MEDLINE Complete, and PsychINFO. Data synthesis The 20 studies assessed included 709 pregnant women and 521 non-pregnant women. Overall cognitive functioning was poorer in pregnant women than in non-pregnant women (standardised mean difference [SMD], 0.52 [95% CI, 0.07-0.97]; P = 0.025). Analysis of cross-sectional studies found that general cognitive functioning (SMD, 1.28 [95% CI 0.26-2.30]; P = 0.014), memory (SMD, 1.47 [95% CI, 0.27-2.68]; P = 0.017), and executive functioning (SMD, 0.46 [95% CI, 0.03-0.89]; P = 0.036) were significantly reduced during the third trimester of pregnancy (compared with control women), but not during the first two trimesters. Longitudinal studies found declines between the first and second trimesters in general cognitive functioning (SMD, 0.29 [95% CI, 0.08-0.50]; P = 0.006) and memory (SMD, 0.33 [95% CI, 0.12-0.54]; P = 0.002), but not between the second and third trimesters. Conclusions General cognitive functioning, memory, and executive functioning were significantly poorer in pregnant than in control women, particularly during the third trimester. The differences primarily develop during the first trimester, and are consistent with recent findings of long term reductions in brain grey matter volume during pregnancy. The impact of these effects on the quality of life and everyday functioning of pregnant women requires further investigation.

Background Adaptive working memory training is being implemented without an adequate understanding of developmental trajectories of working memory. We aimed to quantify from Grade 1 to Grade 3 of primary school (1) changes in verbal and visuospatial working memory and (2) whether low verbal and visuospatial working memory in Grade 1 predicts low working memory in Grade 3. Method The study design includes a population-based longitudinal study of 1,802 children (66% uptake from all 2,747 Grade 1 students) at 44 randomly selected primary schools in Melbourne, Australia. Backwards Digit Recall (verbal working memory) and Mister X (visuospatial working memory) screening measures from the Automated Working Memory Assessment (M = 100; SD = 15) were used to assess Grades 1 and 3 (ages 6-7 and 8-9 years) students. Low working memory was defined as ≥1 standard deviation below the standard score mean. Descriptive statistics addressed Aim 1, and predictive parameters addressed Aim 2. Results One thousand seventy (59%) of 1802 Grade 1 participants were reassessed in Grade 3. As expected for typically developing children, group mean standard scores were similar in Grades 1 and 3 for verbal, visuospatial, and overall working memory, but group mean raw scores increased markedly. Compared to "not low" children, those classified as having low working memory in Grade 1 showed much larger increases in both standard and raw scores across verbal, visuospatial, and overall working memory. Sensitivity was very low for Grade 1 low working memory predicting Grade 3 low classifications. Conclusion Although mean changes in working memory standard scores between Grades 1 and 3 were minimal, we found that individual development varied widely, with marked natural resolution by Grade 3 in children who initially had low working memory. This may render brain-training interventions ineffective in the early school year ages, particularly if (as population-based programmes usually mandate) selection occurs within a screening paradigm.

Procedural memory has been proposed to underlie the acquisition of a range of skills including grammar, reading, and motor skills. In developmental language disorder (DLD) it has been suggested that procedural memory problems lead to the difficulties with grammar in this group.This study aimed to extend previous research by exploring associations between procedural memory and a range of cognitive skills, in children with and without language impairments.Twenty children with DLD and 20 age-matched non-language impaired children undertook tasks assessing procedural memory, grammatical processing speed, single word and nonword reading, and motor skills (as indexed by a pegboard task).For the DLD group, no significant correlations between procedural memory and any of the variables were observed. The typically developing group showed a significant correlation (r=.482, p0.05) between the measure of procedural memory and grammatical processing speed. Correlations between procedural memory and the remaining variables were all non-significant for this group.This study provides new evidence showing that grammatical processing speed is correlated with procedural memory in typically developing children. Furthermore, results suggest that the relationship with procedural memory does not extend to reading or the types of motor skills used on a pegboard task. For the DLD group the pattern of result indicate grammatical processing, reading, and motor sequencing are not supported by procedural memory or a common memory system.

Theory of mind (ToM) development is critical to effective social functioning and appears to depend on complementary language abilities. The current study explored the mediating influence of language on the development of both cognitive and affective ToM. A total of 151 children aged 5–12 years completed ToM (cognitive and affective) and language assessments, and parents provided ratings of their children’s empathic ability. Results showed that language mediated the relationship between age and both cognitive and affective ToM but not parent-reported cognitive empathy. Examination of younger and older subgroups revealed that language mediated cognitive and affective ToM differently across developmental periods. Findings highlight the dynamic role that language plays in the development of both cognitive and affective ToM throughout early and middle childhood.

Often, during daily experiences, hearing peers' actions can activate motor regions of the CNS. This activation is termed auditory-motor resonance (AMR) and is thought to represent an internal simulation of one's motor memories. Currently, AMR is demonstrated at the neuronal level in the Macaque and songbird, in conjunction with evidence on a systems level in humans. Here, we review evidence of AMR development from a motor control perspective. In the context of internal modelling, we consider data that demonstrates sensory-guided motor learning and action maintenance, particularly the notion of sensory comparison seen during songbird vocalisation. We suggest that these comparisons generate accurate sensory-to-motor inverse mappings. Furthermore, given reports of mapping decay after songbird learning, we highlight the proposal that the maintenance of these sensorimotor maps potentially explains why frontoparietal regions are activated upon hearing known sounds (i.e., AMR). In addition, we also recommend that activation of these types of internal models outside of action execution may provide an ecological advantage when encountering known stimuli in ambiguous conditions.

OBJECTIVE A core claim of the procedural deficit hypothesis of specific language impairment (SLI) is that the disorder is associated with poor implicit sequence learning. This study investigated whether implicit sequence learning problems in SLI are present for first-order conditional (FOC) and higher order conditional (HOC) sequences. METHOD Twenty-five children with SLI and 27 age-matched, nonlanguage-impaired children completed 2 serial reaction time tasks. On 1 version, the sequence to be implicitly learnt comprised a FOC sequence and on the other a HOC sequence. RESULTS Results showed that the SLI group learned the HOC sequence (ηp² = .285, p = .005) but not the FOC sequence (ηp² = .099, p = .118). The control group learned both sequences (FOC ηp² = .497, HOC ηp2= .465, ps < .001). CONCLUSIONS The SLI group's difficulty learning the FOC sequence is consistent with the procedural deficit hypothesis. However, the study provides new evidence that multiple mechanisms may underpin the learning of FOC and HOC sequences. (PsycINFO Database Record

Poor working memory functioning is commonly found in schizophrenia. A number of studies have now tested whether non-invasive brain stimulation can improve this aspect of cognitive functioning. This report used meta-analysis to synthesise the results of these studies to examine whether transcranial electrical stimulation (tES) or repetitive transcranial magnetic stimulation (rTMS) can improve working memory in schizophrenia. The studies included in this meta-analysis were sham-controlled, randomised controlled trials that utilised either tES or rTMS to treat working memory problems in schizophrenia. A total of 22 studies were included in the review. Nine studies administered rTMS and 13 administered tES. Meta-analysis revealed that compared to sham/placebo stimulation, neither TMS nor tES significantly improved working memory. This was found when working memory was measured with respect to the accuracy on working memory tasks (TMS studies: Hedges' g = 0.112, CI

© 2019 Burgess, Major, McNeel, Clark, Lum and Enticott. Sensory experiences, such as sound, often result from our motor actions. Over time, repeated sound-producing performance can generate sensorimotor associations. However, it is not clear how sensory and motor information are associated. Here, we explore if sensory prediction is associated with the formation of sensorimotor associations during a learning task. We recorded event-related potentials (ERPs) while participants produced index and little finger-swipes on a bespoke device, generating novel sounds. ERPs were also obtained as participants heard those sounds played back. Peak suppression was compared to assess sensory prediction. Additionally, transcranial magnetic stimulation (TMS) was used during listening to generate finger-motor evoked potentials (MEPs). MEPs were recorded before and after training upon hearing these sounds, and then compared to reveal sensorimotor associations. Finally, we explored the relationship between these components. Results demonstrated that an increased positive-going peak (e.g., P2) and a suppressed negative-going peak (e.g., N2) were recorded during action, revealing some sensory prediction outcomes (P2: p = 0.050, (Formula presented.) = 0.208; N2: p = 0.001, (Formula presented.) = 0.474). Increased MEPs were also observed upon hearing congruent sounds compared with incongruent sounds (i.e., associated to a finger), demonstrating precise sensorimotor associations that were not present before learning (Index finger: p < 0.001, (Formula presented.) = 0.614; Little finger: p < 0.001, (Formula presented.) = 0.529). Consistent with our broad hypotheses, a negative association between the MEPs in one finger during listening and ERPs during performance of the other was observed (Index finger MEPs and Fz N1 action ERPs; r = −0.655, p = 0.003). Overall, data suggest that predictive mechanisms are associated with the fine-tuning of sensorimotor associations.

Objectives Australian football is associated with a risk of concussion. However, despite the extensive and varied nature of literature devoted to this issue, concussion incidence has not been systematically evaluated. To address this, we aimed to conduct a meta-analysis of concussion incidence in Australian football. Design Systematic review. Prospero registration number: CRD42017064290. Methods A systematic search of 14 databases using the terms ‘concussion’, and ‘Australian football’ (and variations) was used to obtain records that reported concussion incidence per 1000 players hours across age, sex, and level-of-play. Data were grouped based on how time-loss was applied to the concussion definition. Results Forty-two studies met inclusion criteria. Incidence rates based on a possible time-loss definition per 1000 player hours, ranged from 2.24 to 17.63 at the elite level, and 0.35 to 14.77 at the community/amateur level. Return-to-play details were reported by six studies and only two studies measured head-impacts in real-time. Several limitations were identified with this literature. First, insufficient return-to-play details precluded a meta-analysis of incidence rates. Second, no longitudinal studies across levels-of-play were found. Third, concussion incidence data for junior and female players were notably scarce. Conclusions There was limited scope to determine concussion burden (i.e., incidence and severity) and only preliminary data for player exposure to head-impacts. To address these limitations, injury surveillance should capture sufficient information to permit comparisons within and across levels-of-play. This will also help determine the influence of interventions aimed at reducing the frequency and severity of concussive-injuries.

The primary motor area (M1) has been implicated in visuomotor sequence learning. However, it has been suggested there are multiple neural networks that undertake visuomotor sequence learning. The role of M1 in sequence learning may be specific to learning simple sequences comprising predictable associations between adjacent movements. This study aimed to investigate the role of M1 in learning simple ("first-order conditional") and more complex ("second-order conditional") sequences. It was hypothesized that continuous theta burst stimulation (cTBS) over M1 would result in poorer learning of the simple sequence only. Forty-eight healthy adults received cTBS to either M1 or the parietal lobe or received sham cTBS before immediately completing 2 visuomotor sequence learning tasks. The tasks only differed in relation to the structure (i.e., simple vs. complex) of the sequence. The group who received cTBS over M1 demonstrated significantly poorer learning of the simple sequence in comparison to the more complex sequence. The parietal lobe stimulation and sham stimulation did not affect learning of either sequence. This is the first study to show differential involvement of M1 in visuomotor sequence learning, dependent on sequence structure. The study provides new evidence that sequence learning might be supported by different networks in the brain. Specifically, M1 sequence learning appears to be important for learning simple item-to-item associations but not for more complex sequences. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Procedural memory underpins the learning of skills and habits. It is often tested in children and adults with sequence learning on the serial reaction time (SRT) task, which involves manual motor control. However, due to infants slowly developing control of motor actions, most procedures that require motor control cannot be examined in infancy. Here, we investigated procedural memory using an SRT task adapted for infants. During the task, images appeared at one of three locations on a screen, with the location order following a five-item recurring sequence. Three blocks of recurring sequences were followed by a random-order fourth block and finally another block of recurring sequences. Eye movement data were collected for infants (n = 35) and adults (n = 31). Reaction time was indexed by calculating the saccade latencies for orienting to each image as it appeared. The entire protocol took less than 3 min. Sequence learning in the SRT task can be operationalized as an increase in latencies in the random block as compared with the preceding and following sequence blocks. This pattern was observed in both the infants and adults. This study is the first to report learning in an SRT task in infants as young as 9 months. This SRT protocol is a promising procedure for measuring procedural memory in infants. (C) 2019 Elsevier Inc. All rights reserved. Funding Agencies|Swedish Research Council (Vetenskapsradet)Swedish Research Council [2016-01033]

This study examined whether the P1, N1, and P3 ERP components would be sensitive to sequence learning effects on the serial reaction time task. On this task, participants implicitly learn a visuospatial sequence. Participants in this study were 35 healthy adults. Reaction time (RT) data revealed that, at the group level, participants learned the sequence. Specifically, RT became faster following repeated exposure to the visuospatial sequence and then slowed down in a control condition. Analyses of ERP data revealed no evidence for sequence learning effects for the N1 or P3 component. However, sequence learning effects were observed for the P1 component. Mean P1 amplitude mirrored the RT data. The analyses showed that P1 amplitude significantly decreased as participants were exposed to the sequence but then significantly increased in the control condition. This suggests that visuospatial sequence learning can modulate visual attention levels. Specifically, it seems that, as sequence knowledge is acquired, fewer demands are placed on visual attention resources.

Objectives: This study examined the effects of anodal transcranial direct current stimulation (a-tDCS) on sentence and word comprehension in healthy adults. Methods: Healthy adult participants, aged between 19 and 30 years, received either a-tDCS over the left inferior frontal gyrus (n=18) or sham stimulation (n=18). Participants completed sentence comprehension and word comprehension tasks before and during stimulation. Accuracy and reaction times (RTs) were recorded as participants completed both tasks. Results: a-tDCS was found to significantly decrease RT on the sentence comprehension task compared to baseline. There was no change in RT following sham stimulation. a-tDCS was not found to have a significant effect on accuracy. Also, a-tDCS did not affect accuracy or RTs on the word comprehension task. Conclusions: The study provides evidence that non-invasive anodal electrical stimulation can modulate sentence comprehension in healthy adults, at least compared to their baseline performance. (JINS, 2019, 25, 331–335)

Importance: More than half of patients with alcohol use disorder who receive inpatient withdrawal treatment relapse within weeks of discharge, hampering subsequent uptake and effectiveness of psychological and pharmacologic interventions. Cognitive bias modification (CBM) improves outcomes after alcohol rehabilitation, but the efficacy of delivering CBM during withdrawal treatment has not yet been established. Objective: To test the hypothesis that CBM would increase the likelihood of abstaining from alcohol during the 2 weeks following discharge from inpatient withdrawal treatment. Design, Setting, and Participants: In a randomized clinical trial, 950 patients in 4 inpatient withdrawal units in Melbourne, Australia, were screened for eligibility between June 4, 2017, and July 14, 2019, to receive CBM or sham treatment. Patients with moderate or severe alcohol use disorder aged 18 to 65 years who had no neurologic illness or traumatic brain injury were eligible. Two-week follow-up, conducted by researchers blinded to the participant's condition, was the primary end point. Both per-protocol and intention-to-treat analysis were conducted. Interventions: Randomized to 4 consecutive daily sessions of CBM designed to reduce alcohol approach bias or sham training not designed to modify approach bias. Main Outcomes and Measures: Primary outcome was abstinence assessed using a timeline followback interview. Participants were classified as abstinent (no alcohol use in the first 14 days following discharge) or relapsed (any alcohol use during the first 14 days following discharge or lost to follow-up). Results: Of the 950 patients screened for eligibility, 338 did not meet inclusion criteria, 108 were discharged before being approached, and 192 refused. Of the 312 patients who consented (referred sample), 12 withdrew before being randomized. In the final population of 300 randomized patients (CBM, n = 147; sham, n = 153), 248 completed the intervention and 272 completed the follow-up. Of the 300 participants (173 [57.7%] men; mean [SD] age, 43.47 [10.43] years), 7 patients (3 controls, 4 CBM) withdrew after finding the training uncomfortable. Abstinence rates were 42.5% (95% CI, 34.3%-50.6%) in controls and 54.4% (95% CI, 46.0%-62.8%) in CBM participants, yielding an 11.9% (95% CI, 0.04%-23.8%; P =.04) difference in abstinence rates. In a per-protocol analysis including only those who completed 4 sessions of training and the follow-up, the difference in abstinence rate between groups was 17.0% (95% CI, 3.8%-30.2%; P =.008). Conclusions and Relevance: The findings of this clinical trial support the efficacy of CBM for treatment of alcohol use disorder. Being safe and easy to implement, requiring only a computer and joystick, and needing no specialist staff/training, CBM could be routinely offered as an adjunctive intervention during withdrawal treatment to optimize outcomes. Trial Registration: Australian New Zealand Clinical Trials Registry Identifier: ACTRN12617001241325.

Sequence learning underlies numerous motor, cognitive, and social skills. Previous models and empirical investigations of sequence learning in humans and non-human animals have implicated cortico-basal ganglia-cerebellar circuitry as well as other structures. To systematically examine the functional neuroanatomy of sequence learning in humans, we conducted a series of neuroanatomical meta-analyses. We focused on the serial reaction time (SRT) task. This task, which is the most widely used paradigm for probing sequence learning in humans, allows for the rigorous control of visual, motor, and other factors. Controlling for these factors (in sequence-random block contrasts), sequence learning yielded consistent activation only in the basal ganglia, across the striatum (anterior/mid caudate nucleus and putamen) and the globus pallidus. In contrast, when visual, motor, and other factors were not controlled for (in a global analysis with all sequence-baseline contrasts, not just sequence-random contrasts), premotor cortical and cerebellar activation were additionally observed. The study provides solid evidence that, at least as tested with the visuo-motor SRT task, sequence learning in humans relies on the basal ganglia, whereas cerebellar and premotor regions appear to contribute to aspects of the task not related to sequence learning itself. The findings have both basic research and translational implications.

Background Adolescence is a critical developmental period in the trajectory of nicotine dependence, highlighting the need for a greater understanding of the modifiable risk factors. An extensive body of research has found that trait impulsivity is associated with higher levels of adolescent smoking; however, findings have been mixed. The present study aimed to synthesise existing literature to determine the strength and nature of the relationship between the UPPS-P impulsive traits and both adolescent cigarette consumption and nicotine dependence. Methods Fifty-one studies were meta-analysed using a random effects model to determine the association between each UPPS-P impulsive trait and both adolescent cigarette consumption and nicotine dependence. Age, gender, ethnicity and sample type were examined as potential moderators. Results Cigarette consumption was positively associated with each UPPS-P impulsive trait (r’s ranging from 0.17-0.20). There were an insufficient number of studies to meta-analyse the association between nicotine dependence and the UPPS-P impulsive traits. There were no significant moderation effects of age, gender, ethnicity or sample type. Conclusions Findings suggest that each UPPS-P impulsive trait shares similar associations with adolescent cigarette consumption. Additional studies are needed to determine the relationship between adolescent nicotine dependence and impulsivity. As most adult smokers initiate during adolescence, targeting these impulsive traits via novel prevention and intervention strategies may assist in reducing the prevalence of smoking.