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Topographic representation of high-level cognition: Numerosity or sensory processing?
A recent study showed that topographic field maps of complex cognitive functions, such as numerosity, exist in the human brain. This is an exciting, novel approach for studying the neural representation of high-level cognition. However, the results can also be explained on the basis of the confounding non-numerical sensory cues of numerosity. © 2013 Elsevier Ltd.
Young children's use of derived fact strategies for addition and subtraction.
Forty-four children between 6;0 and 7;11 took part in a study of derived fact strategy use. They were assigned to addition and subtraction levels on the basis of calculation pretests. They were then given Dowker's (1998) test of derived fact strategies in addition, involving strategies based on the Identity, Commutativity, Addend +1, Addend -1, and addition/subtraction Inverse principles; and test of derived fact strategies in subtraction, involving strategies based on the Identity, Minuend +1, Minuend -1, Subtrahend +1, Subtrahend -1, Complement and addition/subtraction Inverse principles. The exact arithmetic problems given varied according to the child's previously assessed calculation level and were selected to be just a little too difficult for the child to solve unaided. Children were given the answer to a problem and then asked to solve another problem that could be solved quickly by using this answer, together with the principle being assessed. The children also took the WISC Arithmetic subtest. Strategies differed greatly in difficulty, with Identity being the easiest, and the Inverse and Complement principles being most difficult. The Subtrahend +1 and Subtrahend -1 problems often elicited incorrect strategies based on an overextension of the principles of addition to subtraction. It was concluded that children may have difficulty with understanding and applying the relationships between addition and subtraction. Derived fact strategy use was significantly related to both calculation level and to WISC Arithmetic scaled score.
Interventions for improving numerical abilities: present and future.
Low numeracy skills have a negative impact on the employment prospects and mental and physical health of individuals, and on the economic status of countries. Clearly, this is a high priority area where efficient strategies for intervention can lead to a better outcome, especially when implemented at an early age. We discuss here present and future directions for intervention. The development of such interventions has been based on the study of numerical difficulties through methods ranging from standardized tests to behavioral measures to neuroimaging. The intervention techniques range from group-based interventions targeted at strengths and weaknesses in specific components of arithmetic, to educational computer-games, to non-invasive brain-stimulation. We discuss the principles behind each method, the current evidence, and future directions.
Catch Up Numeracy: A targeted intervention for children who are low-attaining in mathematics
Many children who would not be identified as having special educational needs are low-attaining in mathematics, which often has a severe impact on their progress at school and their successes in later life. This paper describes Catch Up Numeracy, a non-intensive targeted intervention for children who are low-attaining in mathematics, which is delivered by classroom assistants in only thirty minutes per week. Data for 440 children, including controls, show that children receiving Catch Up Numeracy intervention attained average gains more than twice that expected of typically attaining children, and more than twice that attained by children receiving non-targeted mathematics support. The evidence suggests that Catch Up Numeracy is effective for children who are low-attaining in mathematics. More generally, it supports the view that many children's arithmetical difficulties are highly susceptible to intervention, and that the intervention does not need to be intensive or delivered by highly-trained teachers to be effective. © 2013 © 2013 British Society for Research into Learning Mathematics.
Young children's use of derived fact strategies in addition and subtraction
44 children between 6;0 and 7;11 took part in a study of derived fact strategy use. They were assigned to addition and subtraction levels on the basis of calculation pretests. They were then given Dowker’s (1998) test of derived fact strategies in addition, involving strategies based on the Identity, Commutativity, Addend + 1,Addend −1, and addition/subtraction Inverse principles; and test of derived fact strategies in subtraction, involving strategies based on the Identity, Minuend +1, Minuend -1, Subtrahend +1, Subtrahend -1, Complement and addition/subtraction Inverse principles. The exact arithmetic problems given varied according to the child’s previously assessed calculation level and were selected to be just a little too difficult for the child to solve unaided. Children were given the answer to a problem and then asked to solve another problem that could be solved quickly by using this answer, together with the principle being assessed. The children also took the WISC Arithmetic subtest. Strategies differed greatly in difficulty, with Identity being the easiest, and the Inverse and Complement principles being most difficult. The Subtrahend + 1 and Subtrahend – 1 problems often elicited incorrect strategies based on an overextension of the principles of addition to subtraction. It was concluded that children may have difficulty with understanding and applying the relationships between addition and subtraction. Derived fact strategy use was significantly related to both calculation level and to WISC Arithmetic scaled score.
Motivational incentives and methylphenidate enhance electrophysiological correlates of error monitoring in children with attention deficit/hyperactivity disorder
Background Children with attention deficit hyperactivity disorder (ADHD) are characterised by developmentally inappropriate levels of hyperactivity, impulsivity and/or inattention and are particularly impaired when performing tasks that require a high level of cognitive control. Methylphenidate (MPH) and motivational incentives may help improve cognitive control by enhancing the ability to monitor response accuracy and regulate performance accordingly. Methods Twenty-eight children with DSM-IV ADHD (combined type) aged 9-15 years and pairwise-matched typically developing children (CTRL) performed a go/no-go task in which the incentives attached to performance on no-go trials were manipulated. The ADHD group performed the task off and on their usual dose of MPH. CTRL children performed the task twice but were never medicated. EEG data were recorded simultaneously and two electrophysiological indices of error monitoring, the error-related negativity (ERN) and error positivity (Pe) were measured. Amplitudes of each ERP were compared between diagnostic groups (CTRL, ADHD), medication days (Off MPH, On MPH) and motivational conditions (baseline - low incentive, reward, response cost). Results Error rates were lower in the reward and response cost conditions compared with baseline across diagnostic groups and medication days. ERN and Pe amplitudes were significantly reduced in ADHD compared with CTRL, and were significantly enhanced by MPH. Incentives significantly increased ERN and Pe amplitudes in the ADHD group but had no effect in CTRL. The effects of incentives did not interact with the effects of MPH on either ERP. Effect sizes were computed and revealed larger effects of MPH than incentives on ERN and Pe amplitudes. Conclusions The findings reveal independent effects of motivational incentives and MPH on two electrophysiological markers of error monitoring in children with ADHD, suggesting that each may be important tools for enhancing or restoring cognitive control in these children. © 2013 The Authors. Journal of Child Psychology and Psychiatry © 2013 Association for Child and Adolescent Mental Health.
Verbal and spatial analogical reasoning in deaf and hearing children: the role of grammar and vocabulary.
The extent to which cognitive development and abilities are dependent on language remains controversial. In this study, the analogical reasoning skills of deaf and hard of hearing children are explored. Two groups of children (deaf and hard of hearing children with either cochlear implants or hearing aids and hearing children) completed tests of verbal and spatial analogical reasoning. Their vocabulary and grammar skills were also assessed to provide a measure of language attainment. Results indicated significant differences between the deaf and hard of hearing children (regardless of type of hearing device) and their hearing peers on vocabulary, grammar, and verbal reasoning tests. Regression analyses revealed that in the group of deaf and hard of hearing children, but not in the hearing group, the language measures were significant predictors of verbal analogical reasoning, when age and spatial analogical reasoning ability were controlled for. The implications of these findings are discussed.
Attitudes to e-learning, learning style and achievement in learning neuroanatomy by medical students.
BACKGROUND: Two main learning approaches adopted by students have been identified by research: deep (seeking for meaning motivated by interest in the subject matter) and surface (rote-learning motivated by fear of failure). There is evidence that learning approach is influenced by learning environment (e.g. Trigwell et al. 1999). Online courses pose the challenge of designing software that will encourage the more desirable approach to learning. AIMS: The aims were to evaluate how successful an online course is at encouraging deep approach to learning, which factors might influence the approach adopted towards it, and whether the approach adopted is related to academic performance. METHOD: Using 205 second-year pre-clinical medical students, we compared their approach to learning, as measured by Biggs et al. (2001) 2F-SPQ-R, for a computer-aided learning (CAL) course in Neuroanatomy with that for their studies in general. We then examined student attitudes towards the CAL course and the ratings of the course Web pages in terms of the learning approach they encourage (done by 18 independent raters). RESULTS: The students reported using significantly less deep approach to learning for the CAL course. However, their approach for the course was not related to results on a neuroanatomy assessment based on it. Enjoyment of the course, assessment of the amount of information in it as appropriate, and ease of understanding the course were all associated with a deeper approach. The only agreement between the raters of the CAL course was for some pages that included patient case studies, which were unanimously given a very high deep rating. Assessment marks for questions referring to these pages were higher than for the rest of the assessment. CONCLUSIONS: The study suggests that maximizing the use of clinical relevance should increase the interest and enjoyableness of the course and thereby aid deep learning and retention of information.
Genetic and environmental influences on analogical and categorical verbal and spatial reasoning in 12-year old twins.
Research on the genetic influences on different abstract reasoning skills (fluid intelligence) and their interrelation (especially in childhood/adolescence) has been sparse. A novel cognitive test battery, the Verbal and Spatial Reasoning test for Children (VESPARCH 1), consisting of four matched (in terms of test-procedure and design) subtests assessing verbal [analogical (VA) and categorical (VC)] and spatial [analogical (SA) and categorical (SC)] reasoning, was administered to a population based sample of 12-year old twins (169 pairs). Multivariate analysis was conducted to explore the genetic relationship between the four cognitive sub-domains. Heritabilities were 0.62 (VA), 0.49 (VC), 0.52 (SA), and 0.20 (SC). Genetic influences were due to one common factor with no specific genetic influences. This shared genetic factor also explained almost the entire covariance between the domains, as environmental variance was largely specific to each subtest. The finding of no genetic influences specific to each subtest may be due to the uniquely matched design of the VESPARCH 1, reducing confoundment of different test modalities used in conventional tests. For future research or when interpreting previous studies, our findings highlight the importance of taking such potential artefacts (i.e. different test modalities for different sub-domains) into account when exploring the relationship between cognitive sub-domains.
Sex differences in degree performance at the University of Oxford
For many years, men have outperformed women in the final degree examinations at the Universities of Oxford and Cambridge. This not only contradicts the trends at most other British universities but is particularly baffling since British females perform on par or better than their male peers in secondary school examinations. The present article draws on a longitudinal study of Oxford University applicants (n=1929) to investigate competing explanations for this 'gender gap' in final examinations. The findings, based on detailed information of a subset of participants who were successful in gaining entrance to the University, found that their gender, their performance in first year exams and their expectation of obtaining a top grade (first class) degree were the strongest predictors of actual performance. Logistic regression models estimating the probability of obtaining a first showed that these two factors (first year exam marks and expectation of a first), both of which were higher in men, accounted for the gender gap. We argue that expectation of a first is an example of specific academic self-concept and that the higher level in men reflects different responses of the sexes to the particular academic environment of Oxford. The study also found that higher levels of selfesteem were associated with lower examination performance in both men and women. © 2013 Elsevier Inc.
Do fits really beget fits? The effect of previous epileptic activity on the subsequent induction of the tetanus toxin model of limbic epilepsy in the rat.
The effect of pretreatment with either tetanus toxin (in ventral hippocampus) or kainic acid (into dorsal hippocampus, with or without suppression of seizures by phenobarbital) on the subsequent development of epilepsy in rats injected with tetanus toxin (into ventral hippocampus) has been studied. Both treatments advanced the timing of the development of the subsequent epilepsy by a few days but did not affect the severity of the syndrome. The fits stopped after 3 weeks in all the rats but recurred in 6 of 20 of those given kainic acid, with or without phenobarbital, but not in those given only tetanus toxin. It is concluded that while fits make the brain more sensitive to a further epileptogenic stimulus they do not themselves increase their severity or persistence. It is the destruction of the CA3/4 area of the hippocampus which results in this advance and in the predisposition to permanent epilepsy.
Deep learning questions can help selection of high ability candidates for universities
Selection of students for places at universities mainly depends on GCSE grades and predictions of A-level grades, both of which tend to favour applicants from independent schools. We have therefore developed a new type of test that would measure candidates' 'deep learning' approach since this assesses the motivation and creative thinking that we look for in university students. We recruited 526 applicants to Oxford University and gave them a short commentary test and a learning style questionnaire. Specific deep learning approach questions correlated with results in the new test, and both predicted whether the candidate subsequently obtained a place at Oxford. Furthermore high scores on one open-ended commentary question, demanding arguments in favour of a case, produced a greater than 70% chance of obtaining a first class degree at the end of their course irrespective of the candidates' type of school attended or GCSE scores. Candidates from State schools scored as well as those from Independent schools in both tests. Thus our test seemed to index candidates' potential to succeed at a highly selective university, and might usefully be added to current selection procedures for such universities. © 2008 Springer Science+Business Media B.V.
Gamma-vinyl GABA reduces paired pulse inhibition in the rat dentate gyrus in vivo and in vitro.
Gamma vinyl GABA (GVG), an irreversible GABA transaminase inhibitor, has anticonvulsant effects. GVG increases GABA levels in the brain by blocking its degradation, and is presumed to enhance GABAergic inhibition, however, in some cases it exacerbates seizures. We investigated the effects of GVG in vivo and in vitro on paired pulse inhibition (PPI) recorded in the rat dentate gyrus (DG) evoked by perforant path stimulation. At 2.5 h and 24 h after administration of GVG (1 g/kg, i.p.), there was a loss of PPI at both 15- and 25-ms interpulse intervals (IPI). Activation of presynaptic GABA(B) autoreceptors could explain this in vivo effect. We therefore further investigated the effects of co-application of GVG with the GABA(B) antagonists 2-OH saclofen (saclofen) or CGP 35348 (CGP) on PPI in hippocampal slices by in vitro study. Bath application of GVG (400 and 500 microM) not only resulted in a loss of perforant path evoked PPI at a 15-ms IPI, but produced facilitation of the second population spike relative to the first. Co-application of saclofen (250 microM) with GVG (500 microM) prevented facilitation of the second response of a paired-pulse. The facilitation of the second stimulation response produced by GVG (400 microM) was converted to inhibition by bath application of CGP 35348 (400 microM). These results suggest that activation of presynaptic GABA(B) receptors by increased extracellular GABA may be one of the contributing factors to the apparent paradoxical effect of GVG on PPI in the DG.
Trait anxiety and final degree performance at the University of Oxford
A questionnaire was administered to 1,929 applicants to Oxford University, including measures of trait anxiety, behavioural response to examinations and to breakdown in relationships. 635 of these applicants were admitted to the university and of these, 383 also responded to a questionnaire administered 4 years later, just before their final examinations. The classification (first, upper and lower second, third class) and marks in the final examinations were obtained and the relationship between the personality measures and academic performance were calculated. Women showed higher anxiety scores than men at both times of testing. Women who obtained the best (first class) degrees scored significantly higher on anxiety than those who performed less well. In contrast, there was no such difference in men. Explanations for anxiety having a facilitatory effect on academic performance of women at Oxford University are proposed. © 2010 Springer Science+Business Media B.V.
The association between cord pH at birth and intellectual function in childhood.
BACKGROUND: Acidemia at birth is very common but little is known about its long-term consequences. AIM: To determine if pH at birth is related to established tests of intellectual function. SUBJECTS: School children aged 6-8, for whom obstetric data were available, who had been delivered after labour at term, and had an umbilical cord arterial pH>7.00 (i.e. that was not extremely acidemic). STUDY DESIGN/OUTCOMES: Retrospective cohort study correlating birth and arterial pH data with childhood tests for non-verbal intelligence, grammar comprehension and literacy. METHODS: Relationships between pH and cognitive measures were analysed with parametric correlations. Partial correlations were used to examine these relationships, controlling for possible confounding factors. RESULTS: Arterial pH was significantly negatively correlated with literacy (p=0.001) and with non-verbal intelligence (p=0.033). CONCLUSIONS: Lower arterial pH is associated with higher scores on literacy and non-verbal intelligence tests at ages 6-8. This is unlikely to be a chance finding and is further evidence that acidemia in isolation should not be considered an adverse outcome. Further research on the relationship between labour and long-term cognitive measures is required.
Evidence of a transition from perceptual to category induction in 3- to 9-year-old children.
We examined whether inductive reasoning development is better characterized by accounts assuming an early category bias versus an early perceptual bias. We trained 264 children aged 3 to 9 years to categorize novel insects using a rule that directly pitted category membership against appearance. This was followed by an induction task with perceptual distractors at different levels of featural similarity. An additional 52 children were given the same training followed by an induction task with alternative stimuli. Categorization performance was consistently high; however, we found a gradual transition from a perceptual bias in our youngest children to a category bias around 6 or 7 years of age. In addition, children of all ages were equally distracted by higher levels of featural similarity. The transition is unlikely to be due to an increased ability to inhibit perceptual distractors. Instead, we argue that the transition is driven by a fundamental change in children's understanding of category membership.
Appraisal ratings in diary reports of reasonable and unreasonable anger
Forty-eight undergraduate students completed diaries reporting on up to five episodes of anger experienced over the course of a week. Ratings of motivational relevance, motivational incongruence and other-accountability appraisals were significantly lower for relatively less reasonable instances of anger. Multilevel modelling confirmed that rated reasonableness of anger was a significant continuous predictor of the same three appraisal dimensions, even after controlling for reported anger. These results extend earlier findings obtained using retrospective questionnaires, suggesting that reportable other-blame-related appraisals are generally weaker when anger is perceived as unreasonable. Copyright © 2007 John Wiley & Sons, Ltd.
Development of reasoning: Behavioral evidence to support reinforcement over cognitive control accounts.
Abstract Speed's theory makes two predictions for the development of analogical reasoning. Firstly, young children should not be able to reason analogically due to an undeveloped PFC neural network. Secondly, category knowledge enables the reinforcement of structural features over surface features, and thus the development of sophisticated, analogical, reasoning. We outline existing studies that support these predictions and highlight some critical remaining issues. Specifically, we argue that the development of inhibition must be directly compared alongside the development of reasoning strategies in order to support Speed's account.