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Individual differences in cognitive abilities emerge early during development, and children with poorer cognition are at increased risk for adverse outcomes as they enter adolescence. Caregiving plays an important role in supporting cognitive development, yet it remains unclear how specific types of caregiving behaviors may shape cognition, highlighting the need for large-scale studies. In the present study, we characterized replicable yet specific associations between caregiving behaviors and cognition in two large sub-samples of children ages 9-10 years old from the Adolescent Brain Cognitive Development Study® (ABCD). Across both discovery and replication sub-samples, we found that child reports of caregiver monitoring (supervision or regular knowledge of the child's whereabouts) were positively associated with general cognition abilities, after covarying for age, sex, household income, neighborhood deprivation, and parental education. This association was specific to the type of caregiving behavior (caregiver monitoring, but not caregiver warmth), and was most strongly associated with a broad domain of general cognition (but not executive function or learning/memory). Additionally, we found that caregiver monitoring partially mediated the association between household income and cognition, furthering our understanding of how socioeconomic disparities may contribute to disadvantages in cognitive development. Together, these findings underscore the influence of differences in caregiving behavior in shaping youth cognition.

Learning requires effort, but children cannot try hard at everything. Here, we evaluated whether children use their improvement over time to decide whether to stick with a challenge. To eliminate the effect of individual differences in ability or prior knowledge, we created a novel paradigm that allowed us to surreptitiously control children's performance. Across three preregistered experiments (N = 319, ages 4 to 6 in the United States), we found that children who were given evidence that their performance was improving were more likely to persist on a challenging task than children who were given evidence that their performance was constant, even when final performance was matched. This effect was robust to differing reward contingencies, across in-person and online testing contexts, and was driven by the demotivating effect of constant performance. Our results suggest that young children will be more persistent if they are guided away from too-difficult tasks and toward opportunities that enable steady growth.

Diffusion-weighted magnetic resonance imaging (dMRI) is the primary method for noninvasively studying the organization of white matter in the human brain. Here we introduce QSIPrep, an integrative software platform for the processing of diffusion images that is compatible with nearly all dMRI sampling schemes. Drawing on a diverse set of software suites to capitalize on their complementary strengths, QSIPrep facilitates the implementation of best practices for processing of diffusion images.

Educational interventions are frequently designed to occur during early childhood, based on the idea that earlier intervention will have greater long-term academic benefits. However, surprisingly little is known about when cognitive and academic skills are most plastic, or malleable, during development. One way to study plasticity is to ask whether learning from targeted practice varies as a function of age. In this review, we summarize behavioral and neuroimaging studies that have tested for age-related differences in cognitive training gains, for executive functions, and for academic skills (reading and math). Findings are mixed, with no clear evidence for an overall younger age benefit. We discuss current challenges and opportunities for leveraging research on cognitive and brain plasticity to inform the timing and content of early academic interventions.

Tracking one’s performance over time is essential to efficientself-guided learning but it is not clear whether young childrencan accurately monitor their past performance. Here, welooked at whether 4-6-year-olds can use the trajectory of theirpast performance to allocate future resources. Across fourexperiments (N = 274), we found that children were sensitiveto their rate of change in past performance: Children assignedto a condition in which they got better over time were morelikely to take on challenges and teach others than children inconditions where they got worse or stayed the same.Furthermore, children privileged their rate and direction ofchange more than their total or final score. These resultssuggest that young children monitor their rate of improvementand can use this information to guide their future efforts.

What is creativity and how does it develop? Intuitively, it seems that children are often especially creative, but it isdifficult to find measures that are precise and comparable across development. In this study we use a creative foragingtask that involves the exploration of a high-dimensional space. This task precisely measures elements of creativity, whichwe compare between 4- to 8-year-olds and adults. We find that children show exploration-exploitation behavior in theircreative search resembling adults search. However, children are more exploratory in nature - compared to adults, theyspend a higher percentage of their search in exploration mode, and their exploitation phases are less optimal comparedto adults. Moreover, the products of childrens creative search are more often unique, compared to those of adults; andyounger children create more unique shapes than older children. Together, these results support the hypothesis that creativesearch may change across development, both in how the space of possibilities is navigated and what ideas are ultimatelygenerated. These findings inform not only our understanding of why childrens learning may sometimes be superior thanthat of adults, but also may inform our understanding of creativity and the creative process across development.

Childhood socioeconomic status (SES) is associated with persistent academic achievement gaps, which necessitates evidence-based, scalable interventions to improve children's outcomes. The present study reports results from a replication and extension of a family-based training program previously found to improve cognitive development in lower-SES preschoolers. One hundred and one primarily low-SES families with 107 children aged 4-7 years were randomly assigned to the intervention or passive control group. Intent-to-treat regression models revealed that children whose families were assigned to the intervention group did not exhibit significant benefit on composite measures of nonverbal IQ, executive functioning, or language skills, though post-hoc analyses suggested marginal improvement on the fluid reasoning subcomponent of nonverbal IQ. Treatment-on-treated models revealed a significant positive effect of intervention attendance on fluid reasoning and a negative effect on vocabulary. We discuss potential causes for the non-replication, including differences in the sample composition, size, and assessment choices. Results suggest the need to more broadly assess scalable interventions with varying populations and ensure appropriate cultural and geographical adaptations to achieve maximum benefits for children from diverse backgrounds.

Understanding the relationship between changes in sensory perception and functional/structural changes in the brain is a major endeavor in the field of systems neuroscience. Progress in this area holds the potential to reveal how the brain adapts to the demands of a complex and changing environment, as well as to assist with the development of therapeutic interventions to reverse the negative effects of abnormal experience. The cells and circuits that make up the mammalian visual system provide a unique scientific test-bed for studying brain plasticity, thanks to the rich literature on their basic organization and similarity across a range of species. In this minireview, we highlight recent advances in the study of plasticity in adult binocular vision, emphasizing the importance of considering changes that occur over different timescales. We discuss key new insights, significant open questions, and how this research is leading to a broader understanding of the ways that the adult brain maintains a robust ability for adaptation and change.

Research in neuroscience has great potential for transforming education. However, the brain systems that support academic and cognitive skills are poorly understood in comparison to the systems that support sensory processing. Decades of basic research have examined the role that brain plasticity plays in the genesis and treatment of developmental visual disorders, which may help to inform how cognitive training approaches can be tailored for students who experience environmental disadvantage. In this review, we draw parallels between visual and cognitive intervention approaches, and suggest research avenues that could inform educational practice in the future.

In the United States, the difference in academic achievement between higher- and lower-income students (i.e., the income-achievement gap) is substantial and growing. In the research reported here, we investigated neuroanatomical correlates of this gap in adolescents (N = 58) in whom academic achievement was measured by statewide standardized testing. Cortical gray-matter volume was significantly greater in students from higher-income backgrounds (n = 35) than in students from lower-income backgrounds (n = 23), but cortical white-matter volume and total cortical surface area did not differ significantly between groups. Cortical thickness in all lobes of the brain was greater in students from higher-income than lower-income backgrounds. Greater cortical thickness, particularly in temporal and occipital lobes, was associated with better test performance. These results represent the first evidence that cortical thickness in higher- and lower-income students differs across broad swaths of the brain and that cortical thickness is related to scores on academic-achievement tests.

We have reported previously that intensive preparation for a standardized test that taxes reasoning leads to changes in structural and functional connectivity within the frontoparietal network. Here, we investigated whether reasoning instruction transfers to improvement on unpracticed tests of reasoning, and whether these improvements are associated with changes in neural recruitment during reasoning task performance. We found behavioral evidence for transfer to a transitive inference task, but no evidence for transfer to a rule generation task. Across both tasks, we observed reduced lateral prefrontal activation in the trained group relative to the control group, consistent with other studies of practice-related changes in brain activation. In the transitive inference task, we observed enhanced suppression of task-negative, or default-mode, regions, consistent with work suggesting that better cognitive skills are associated with more efficient switching between networks. In the rule generation task, we found a pattern consistent with a training-related shift in the balance between phonological and visuospatial processing. Broadly, we discuss general methodological considerations related to the analysis and interpretation of training-related changes in brain activation. In summary, we present preliminary evidence for changes in brain activation associated with practice of high-level cognitive skills.

Although brain plasticity is greatest in the first few years of life, the brain continues to be shaped by experience throughout adulthood. Advances in fMRI have enabled us to examine the plasticity of large-scale networks using blood oxygen level-dependent (BOLD) correlations measured at rest. Resting-state functional connectivity analysis makes it possible to measure task-independent changes in brain function and therefore could provide unique insights into experience-dependent brain plasticity in humans. Here, we evaluate the hypothesis that resting-state functional connectivity reflects the repeated history of co-activation between brain regions. To this end, we review resting-state fMRI studies in the sensory, motor, and cognitive learning literature. This body of research provides evidence that the brain's resting-state functional architecture displays dynamic properties in young adulthood.

Although brain plasticity is greatest in the first few years of life, the brain continues to be shaped by experience throughout adulthood. Advances in fMRI have enabled us to examine the plasticity of large-scale networks using blood oxygen level-dependent (BOLD) correlations measured at rest. Resting-state functional connectivity analysis makes it possible to measure task-independent changes in brain function and therefore could provide unique insights into experience-dependent brain plasticity in humans. Here, we evaluate the hypothesis that resting-state functional connectivity reflects the repeated history of co-activation between brain regions. To this end, we review resting-state fMRI studies in the sensory, motor, and cognitive learning literature. This body of research provides evidence that the brain's resting-state functional architecture displays dynamic properties in young adulthood.

Working memory (WM) capacity reflects executive functions associated with performance on a wide range of cognitive tasks and education outcomes, including mathematics achievement, and is associated with dorsolateral prefrontal and parietal cortices. Here we asked if family income is associated with variation in the functional brain organization of WM capacity among adolescents, and whether that variation is associated with performance on a statewide test of academic achievement in mathematics. Participants were classified into higher-income and lower-income groups based on family income, and performed a WM task with a parametric manipulation of WM load (N-back task) during functional magnetic resonance imaging (fMRI). Behaviorally, the higher-income group had greater WM capacity and higher mathematics achievement scores. Neurally, the higher-income group showed greater activation as a function of WM load in bilateral prefrontal, parietal, and other regions, although the lower-income group exhibited greater activation at the lowest load. Both groups exhibited positive correlations between parietal activations and mathematics achievement scores, but only the higher-income group exhibited a positive correlation between prefrontal activations and mathematics scores. Most of these findings were maintained when higher- and lower-income groups were matched on WM task performance or nonverbal IQ. Findings indicate that the functional neural architecture of WM varies with family income and is associated with education measures of mathematics achievement.

Cognitive skills are associated with academic performance, but little is known about how to improve these skills in the classroom. Here, we present the results of a pilot study in which teachers were trained to engage students in cognitive skill practice through playing games. Fifth-grade students at an experimental charter school were randomly assigned to receive cognitive skill instruction (CSI) or instruction in geography and typing. Students in the CSI group improved significantly more than the control group on a composite measure of cognitive skills. CSI was more effective for students with lower standardized test scores. Although there was no group effect on test scores, cognitive improvement correlated positively with test score improvement only in the CSI group. Beyond showing that cognitive skills can be improved in the classroom, this study provides lessons for the future of CSI, including changes to professional development and challenges for scalability.

Patterns of correlated activity among brain regions reflect functionally relevant networks that are widely assumed to be stable over time. We hypothesized that if these correlations reflect the prior history of coactivation of brain regions, then a marked shift in cognition could alter the strength of coupling between these regions. We sought to test whether intensive reasoning training in humans would result in tighter coupling among regions in the lateral frontoparietal network, as measured with resting-state fMRI (rs-fMRI). Rather than designing an artificial training program, we studied individuals who were preparing for a standardized test that places heavy demands on relational reasoning, the Law School Admissions Test (LSAT). LSAT questions require test takers to group or sequence items according to a set of complex rules. We recruited young adults who were enrolled in an LSAT course that offers 70 h of reasoning instruction (n = 25), and age- and IQ-matched controls intending to take the LSAT in the future (n = 24). rs-fMRI data were collected for all subjects during two scanning sessions separated by 90 d. An analysis of pairwise correlations between brain regions implicated in reasoning showed that fronto-parietal connections were strengthened, along with parietal-striatal connections. These findings provide strong evidence for neural plasticity at the level of large-scale networks supporting high-level cognition.

Diffusion tensor imaging (DTI) techniques have made it possible to investigate white matter plasticity in humans. Changes in DTI measures, principally increases in fractional anisotropy (FA), have been observed following training programs as diverse as juggling, meditation, and working memory. Here, we sought to test whether three months of reasoning training could alter white matter microstructure. We recruited participants (n = 23) who were enrolled in a course to prepare for the Law School Admission Test (LSAT), a test that places strong demands on reasoning skills, as well as age- and IQ-matched controls planning to take the LSAT in the future (n = 22). DTI data were collected at two scan sessions scheduled three months apart. In trained participants but not controls, we observed decreases in radial diffusivity (RD) in white matter connecting frontal cortices, and in mean diffusivity (MD) within frontal and parietal lobe white matter. Further, participants exhibiting larger gains on the LSAT exhibited greater decreases in MD in the right internal capsule. In summary, reasoning training altered multiple measures of white matter structure in young adults. While the cellular underpinnings are unknown, these results provide evidence of experience-dependent white matter changes that may not be limited to myelination.

Diffusion tensor imaging (DTI) techniques have made it possible to investigate white matter plasticity in humans. Changes in DTI measures, principally increases in fractional anisotropy (FA), have been observed following training programs as diverse as juggling, meditation, and working memory. Here, we sought to test whether three months of reasoning training could alter white matter microstructure. We recruited participants (n = 23) who were enrolled in a course to prepare for the Law School Admission Test (LSAT), a test that places strong demands on reasoning skills, as well as age- and IQ-matched controls planning to take the LSAT in the future (n = 22). DTI data were collected at two scan sessions scheduled three months apart. In trained participants but not controls, we observed decreases in radial diffusivity (RD) in white matter connecting frontal cortices, and in mean diffusivity (MD) within frontal and parietal lobe white matter. Further, participants exhibiting larger gains on the LSAT exhibited greater decreases in MD in the right internal capsule. In summary, reasoning training altered multiple measures of white matter structure in young adults. While the cellular underpinnings are unknown, these results provide evidence of experience-dependent white matter changes that may not be limited to myelination.

ObjectiveFragile X (FraX) syndrome is caused by mutations of the FraX mental retardation-1 gene-a gene responsible for producing FraX mental retardation protein. The neurocognitive phenotype associated with FraX in female subjects includes increased risk for emotional disorders including social anxiety, depression, and attention deficit. Here, the authors investigated the neurobiological systems underlying emotion attribution in female subjects with FraX syndrome.MethodWhile undergoing functional magnetic resonance imaging, 10 high-functioning female subjects with FraX syndrome and 10 typically developing (TD) female subjects were presented with photographs of happy, sad, and neutral faces and instructed to determine the facial emotion.ResultsNo significant group differences were found for the recognition of happy faces, although the FraX group showed a trend toward a significant difference for the recognition of sad faces and significantly poorer recognition of neutral faces. Controlling for between-group differences in IQ and performance accuracy, the TD group had greater activation than the FraX group in the anterior cingulate cortex (ACC) for neutral faces compared with scrambled faces and the caudate for sad faces compared with scrambled faces (but not for sad faces compared with neutral faces). In the FraX group, FraX mental retardation protein levels positively correlated with activation in the dorsal ACC for neutral, happy, and sad faces when independently compared with scrambled faces. Significantly greater negative correlation between IQ and insula activation for neutral faces relative to scrambled faces was observed in the FraX group compared with the TD group. Significantly greater positive correlation between IQ and ACC activation for neutral faces relative to scrambled faces was observed in the TD group compared with the FraX group.ConclusionsAlthough emotion recognition is generally spared in FraX syndrome, the emotion circuit (i.e., ACC, caudate, insula) that modulates emotional responses to facial stimuli may be disrupted.

Critical-analytic thinking is typically conceived as a meta-construct that arises at the junction of a problem state (i.e., a situation that requires analysis that challenges previous assumptions) and an individual (i.e., an entity with the capacity to exercise critical-analytic thinking). With regard to the latter, there is a substantial body of research focusing on developmental and educational prerequisites for critical-analytic thinking. A less studied aspect of critical-analytic thinking pertains to individual differences, particularly in the set of foundational or componential cognitive skills that embody this construct. The bottom line here is whether, all else being equal (i.e., the same situation and the same developmental/educational stage), there is variation in whether, when, and how people think critically/analytically. We argue that there is unequivocal evidence for both the existence and importance of individual differences in critical-analytic thinking. This review focuses on theoretical and empirical evidence, identifying the cognitive processes that serve as the sources of these individual differences and capturing these processes' differential contributions to both the critical and analytic components of this construct.

Individual differences in cognitive abilities emerge early during development, and children with poorer cognition are at increased risk for adverse outcomes as they enter adolescence. Caregiving plays an important role in supporting cognitive development, yet it remains unclear how specific types of caregiving behaviors may shape cognition, highlighting the need for large‐scale studies. In the present study, we characterized replicable yet specific associations between caregiving behaviors and cognition in two large sub‐samples of children ages 9—10 years old from the Adolescent Brain Cognitive Development Study® (ABCD). Across both discovery and replication sub‐samples, we found that child reports of caregiver monitoring (supervision or regular knowledge of the child's whereabouts) were positively associated with general cognition abilities, after covarying for age, sex, household income, neighborhood deprivation, and parental education. This association was specific to the type of caregiving behavior (caregiver monitoring, but not caregiver warmth), and was most strongly associated with a broad domain of general cognition (but not executive function or learning/memory). Additionally, we found that caregiver monitoring partially mediated the association between household income and cognition, furthering our understanding of how socioeconomic disparities may contribute to disadvantages in cognitive development. Together, these findings underscore the influence of differences in caregiving behavior in shaping youth cognition. Research Highlights: Caregiver monitoring, but not caregiver warmth, is associated with cognitive performance in youthCaregiver monitoring partially mediates the association between household income and cognitionResults replicated across two large matched samples from the Adolescent Brain Cognitive Development Study® (ABCD) [ABSTRACT FROM AUTHOR]

The goal of this study was to determine whether intensive training can ameliorate cognitive skills in children. Children aged 7 to 9 from low socioeconomic backgrounds participated in one of two cognitive training programs for 60 minutes/day and 2 days/week, for a total of 8 weeks. Both training programs consisted of commercially available computerized and non-computerized games. Reasoning training emphasized planning and relational integration; speed training emphasized rapid visual detection and rapid motor responses. Standard assessments of reasoning ability--the Test of Non-Verbal Intelligence (TONI-3) and cognitive speed (Coding B from WISC IV)--were administered to all children before and after training. Neither group was exposed to these standardized tests during training. Children in the reasoning group improved substantially on TONI (Cohen's d = 1.51), exhibiting an average increase of 10 points in Performance IQ, but did not improve on Coding. By contrast, children in the speed group improved substantially on Coding (d = 1.15), but did not improve on TONI. Counter to widespread belief, these results indicate that both fluid reasoning and processing speed are modifiable by training.

The neurobiological systems which underlie emotion attribution among female patients with Fragile X (FraX) syndrome are examined. Results show that the emotion circuit which regulates responses to facial stimuli is potentially disrupted among female subjects with FraX syndrome. Anterior cingulate cortex activity in female subjects with FraX syndrome is also studied.