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Cristi-Montero C, Martínez-Flores R, Espinoza-Puelles JP, Doherty A, Zavala-Crichton JP, Aguilar-Farias N, Reyes-Amigo T, Salvatierra-Calderon V, Ibáñez R, Sadarangani KP. Substantial parallel mediation contribution by cognitive domains in the relationship between adolescents' physical fitness and academic achievements: the Cogni-Action Project. Front Psychol 2024; 15:1355434. [PMID: 39049947 PMCID: PMC11267617 DOI: 10.3389/fpsyg.2024.1355434] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/08/2024] [Accepted: 06/27/2024] [Indexed: 07/27/2024] Open
Abstract
Objective To determine how cognitive domains mediate the link between fitness components, their global score (GFS), and adolescents' academic achievement (ACA) across various school subjects. Methods In this study, 1,296 adolescents aged 10-14 participated. GFS was computed by three fitness components (strength, muscular, and cardiorespiratory fitness) through the ALPHA-fitness test battery. ACA was determined by five school subjects (Language, English, Mathematics, Science, and History) and two academic scores (a) "Academic Average" (five subjects) and (b) "Academic-PISA" (Language, Mathematics, and Science). A principal component analysis was performed to establish four factors (working memory [WM], cognitive flexibility [CF], inhibitory control [IC], and fluid reasoning [FR]). A parallel mediation approach was implemented with 5,000 bootstrapped samples controlled for sex, maturity, central obesity, having breakfast before cognitive tasks, schools, and school vulnerability. Total, direct, indirect effects, and mediation percentages were estimated. Results Overall, the finding showed a full parallel mediation effect for Language (92.5%) and English (53.9%), while a partial mediation for Mathematics (43.0%), Science (43.8%), History (45.9%), "Academic Average" (50.6%), and "Academic-PISA" (51.5%). In particular, WM, IC, and FR mediated all school subjects except mathematics, where IC was not significant. CF has not mediated any relationship between GF and academic performance. Conclusion This study underscores the pivotal role of cognitive domains, specifically WM, IC, and FR, in mediating the link between physical fitness and academic performance in adolescents. These insights have relevant implications for educational and public health policies.
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Affiliation(s)
- Carlos Cristi-Montero
- IRyS Group, Physical Education School, Pontificia Universidad Católica de Valparaíso, Valparaíso, Chile
| | - Ricardo Martínez-Flores
- IRyS Group, Physical Education School, Pontificia Universidad Católica de Valparaíso, Valparaíso, Chile
| | | | - Anya Doherty
- IRyS Group, Physical Education School, Pontificia Universidad Católica de Valparaíso, Valparaíso, Chile
- Facultad de Educación, Universidad de Barcelona, Barcelona, Spain
| | | | - Nicolas Aguilar-Farias
- Department of Physical Education, Sports, and Recreation, Universidad de La Frontera, Temuco, Chile
| | - Tomas Reyes-Amigo
- Observatorio de Ciencias de la Actividad Física, Departamento de Ciencias de la Actividad Física, Universidad de Playa Ancha, Valparaíso, Chile
| | - Vanessa Salvatierra-Calderon
- Instituto Nacional del Fútbol, Deporte y Actividad Física (INAF), Santiago, Chile
- Escuela de Kinesiología, Facultad de Ciencias de la Salud, Universidad Católica Silva Henríquez, Santiago, Chile
- Doctorado en Ciencias de la actividad física y deportes. Universidad de León, Leon, Spain
| | - Romualdo Ibáñez
- Instituto de Literatura y Ciencias del Lenguaje, Pontificia Universidad Católica de Valparaíso; Millennium Nucleus for the Science of Learning (MiNSoL), Valparaiso, Chile
| | - Kabir P. Sadarangani
- Escuela de Kinesiología, Facultad de Salud y Odontología, Universidad Diego Portales, Santiago, Chile
- Escuela de Kinesiología, Universidad Autónoma de Chile, Santiago, Chile
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Rinne N, Wikman P, Sahari E, Salmi J, Einarsdóttir E, Kere J, Alho K. Developmental dyslexia susceptibility genes DNAAF4, DCDC2, and NRSN1 are associated with brain function in fluently reading adolescents and young adults. Cereb Cortex 2024; 34:bhae144. [PMID: 38610086 PMCID: PMC11014888 DOI: 10.1093/cercor/bhae144] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/11/2023] [Revised: 03/16/2024] [Accepted: 03/17/2024] [Indexed: 04/14/2024] Open
Abstract
Reading skills and developmental dyslexia, characterized by difficulties in developing reading skills, have been associated with brain anomalies within the language network. Genetic factors contribute to developmental dyslexia risk, but the mechanisms by which these genes influence reading skills remain unclear. In this preregistered study (https://osf.io/7sehx), we explored if developmental dyslexia susceptibility genes DNAAF4, DCDC2, NRSN1, and KIAA0319 are associated with brain function in fluently reading adolescents and young adults. Functional MRI and task performance data were collected during tasks involving written and spoken sentence processing, and DNA sequence variants of developmental dyslexia susceptibility genes previously associated with brain structure anomalies were genotyped. The results revealed that variation in DNAAF4, DCDC2, and NRSN1 is associated with brain activity in key language regions: the left inferior frontal gyrus, middle temporal gyrus, and intraparietal sulcus. Furthermore, NRSN1 was associated with task performance, but KIAA0319 did not yield any significant associations. Our findings suggest that individuals with a genetic predisposition to developmental dyslexia may partly employ compensatory neural and behavioral mechanisms to maintain typical task performance. Our study highlights the relevance of these developmental dyslexia susceptibility genes in language-related brain function, even in individuals without developmental dyslexia, providing valuable insights into the genetic factors influencing language processing.
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Affiliation(s)
- Nea Rinne
- Department of Psychology and Logopedics, University of Helsinki, Haartmaninkatu 3, 00014 Helsinki, Finland
| | - Patrik Wikman
- Department of Psychology and Logopedics, University of Helsinki, Haartmaninkatu 3, 00014 Helsinki, Finland
| | - Elisa Sahari
- Department of Psychology and Speech-Language Pathology, University of Turku, Assistentinkatu 7, 20500 Turku, Finland
| | - Juha Salmi
- Department of Neuroscience and Biomedical Engineering, Otakaari 3, Aalto University, (AALTO), P.O. BOX 00076, Espoo, Finland
| | - Elisabet Einarsdóttir
- Science for Life Laboratory, Department of Gene Technology, KTH-Royal Institute of Technology, SE-171 21, Solna, Sweden
| | - Juha Kere
- Department of Biosciences and Nutrition, Karolinska Institutet, H7 Medicin, Huddinge, Sweden
- Folkhälsan Research Center, and Stem Cells and Metabolism Research Program (STEMM), University of Helsinki, PL 63, Haartmaninkatu 8, Helsinki, Finland
| | - Kimmo Alho
- Department of Psychology and Logopedics, University of Helsinki, Haartmaninkatu 3, 00014 Helsinki, Finland
- Advanced Magnetic Imaging Centre, Aalto NeuroImaging, Aalto University, Espoo, Finland
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3
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Church JA. The Brain's Control Networks in Reading: Insights From Cross-Task Studies of Youth. MIND, BRAIN AND EDUCATION : THE OFFICIAL JOURNAL OF THE INTERNATIONAL MIND, BRAIN, AND EDUCATION SOCIETY 2023; 17:257-266. [PMID: 38745918 PMCID: PMC11091959 DOI: 10.1111/mbe.12372] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/19/2022] [Accepted: 06/04/2023] [Indexed: 05/16/2024]
Abstract
Humans engage multiple brain systems to read successfully, including using regions important for vision, language, and control. Control refers to the set of executive processes in the brain that guide moment-to-moment behavior in service of our goals. There is a growing appreciation for the role of the brain's control system in reading comprehension, in reading skill change over time, and in those who have difficulty with the reading process. One way to understand the brain's control engagement in reading may be to study control engagement across multiple tasks in order to study consistencies, or cross-task similarities, relative to reading-specific variations. In this commentary, I briefly summarize some of our recent work studying the brain's control networks across different tasks (e.g., when reading, or doing different executive function tasks). I then review our findings of when control activation does or does not relate to measures of reading ability, and reading growth over time. The utility of cross-task comparisons in neuroimaging is noted, as well as the need to better understand multiple sources of heterogeneity in our developmental samples. I end by discussing a few of the many future directions for further study of the brain with regard to the brain's control processing and academic achievement.
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Larsen B, Sydnor VJ, Keller AS, Yeo BTT, Satterthwaite TD. A critical period plasticity framework for the sensorimotor-association axis of cortical neurodevelopment. Trends Neurosci 2023; 46:847-862. [PMID: 37643932 PMCID: PMC10530452 DOI: 10.1016/j.tins.2023.07.007] [Citation(s) in RCA: 10] [Impact Index Per Article: 10.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/10/2023] [Revised: 06/23/2023] [Accepted: 07/25/2023] [Indexed: 08/31/2023]
Abstract
To understand human brain development it is necessary to describe not only the spatiotemporal patterns of neurodevelopment but also the neurobiological mechanisms that underlie them. Human neuroimaging studies have provided evidence for a hierarchical sensorimotor-to-association (S-A) axis of cortical neurodevelopment. Understanding the biological mechanisms that underlie this program of development using traditional neuroimaging approaches has been challenging. Animal models have been used to identify periods of enhanced experience-dependent plasticity - 'critical periods' - that progress along cortical hierarchies and are governed by a conserved set of neurobiological mechanisms that promote and then restrict plasticity. In this review we hypothesize that the S-A axis of cortical development in humans is partly driven by the cascading maturation of critical period plasticity mechanisms. We then describe how recent advances in in vivo neuroimaging approaches provide a promising path toward testing this hypothesis by linking signals derived from non-invasive imaging to critical period mechanisms.
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Affiliation(s)
- Bart Larsen
- Penn Lifespan Informatics and Neuroimaging Center (PennLINC), Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA, USA; Penn-CHOP Lifespan Brain Institute, Perelman School of Medicine, Children's Hospital of Philadelphia, Philadelphia, PA, USA; Department of Psychiatry, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA, USA
| | - Valerie J Sydnor
- Penn Lifespan Informatics and Neuroimaging Center (PennLINC), Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA, USA; Penn-CHOP Lifespan Brain Institute, Perelman School of Medicine, Children's Hospital of Philadelphia, Philadelphia, PA, USA; Department of Psychiatry, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA, USA
| | - Arielle S Keller
- Penn Lifespan Informatics and Neuroimaging Center (PennLINC), Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA, USA; Penn-CHOP Lifespan Brain Institute, Perelman School of Medicine, Children's Hospital of Philadelphia, Philadelphia, PA, USA; Department of Psychiatry, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA, USA
| | - B T Thomas Yeo
- Centre for Sleep and Cognition (CSC), and Centre for Translational Magnetic Resonance Research (TMR), Yong Loo Lin School of Medicine, National University of Singapore, Singapore; Department of Electrical and Computer Engineering, National University of Singapore, Singapore; N.1 Institute for Health and Institute for Digital Medicine (WisDM), National University of Singapore, Singapore; Integrative Sciences and Engineering Programme (ISEP), National University of Singapore, Singapore
| | - Theodore D Satterthwaite
- Penn Lifespan Informatics and Neuroimaging Center (PennLINC), Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA, USA; Penn-CHOP Lifespan Brain Institute, Perelman School of Medicine, Children's Hospital of Philadelphia, Philadelphia, PA, USA; Department of Psychiatry, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA, USA.
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5
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McKeon SD, Calabro F, Thorpe RV, de la Fuente A, Foran W, Parr AC, Jones SR, Luna B. Age-related differences in transient gamma band activity during working memory maintenance through adolescence. Neuroimage 2023; 274:120112. [PMID: 37105338 PMCID: PMC10214866 DOI: 10.1016/j.neuroimage.2023.120112] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/29/2023] [Revised: 04/06/2023] [Accepted: 04/13/2023] [Indexed: 04/29/2023] Open
Abstract
Adolescence is a stage of development characterized by neurodevelopmental specialization of cognitive processes. In particular, working memory continues to improve through adolescence, with increases in response accuracy and decreases in response latency continuing well into the twenties. Human electroencephalogram (EEG) studies indicate that gamma oscillations (35-65 Hz) during the working memory delay period support the maintenance of mnemonic information guiding subsequent goal-driven behavior, which decrease in power with development. Importantly, recent electrophysiological studies have shown that gamma events, more so than sustained activity, may underlie working memory maintenance during the delay period. However, developmental differences in gamma events during working memory have not been studied. Here, we used EEG in conjunction with a novel spectral event processing approach to investigate age-related differences in transient gamma band activity during a memory guided saccade (MGS) task in 164 10- to 30-year-olds. Total gamma power was found to significantly decrease through adolescence, replicating prior findings. Results from the spectral event pipeline showed age-related decreases in the mean power of gamma events and trial-by-trial power variability across both the delay period and fixation epochs of the MGS task. In addition, we found that while event number decreased with age during the fixation period, the developmental decrease during the delay period was more dramatic, resulting in an increase in event spiking from fixation to delay in adolescence but not adulthood. While average power of the transient gamma events was found to mediate age-related differences in total gamma power in the fixation and delay periods, the number of gamma events was related to total power in only the delay period, suggesting that the power of gamma events may underlie the sustained gamma activity seen in EEG literature while the number of events may directly support age-related improvements in working memory maintenance. Our findings provide compelling new evidence for mechanistic changes in neural processing characterized by refinements in neural function as behavior becomes optimized in adulthood.
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Affiliation(s)
- Shane D McKeon
- Department of Bioengineering, University of Pittsburgh, PA, 15213, United States; The Center for the Neural Basis of Cognition, University of Pittsburgh, PA, 15213, United States.
| | - Finnegan Calabro
- Department of Bioengineering, University of Pittsburgh, PA, 15213, United States; The Center for the Neural Basis of Cognition, University of Pittsburgh, PA, 15213, United States; Department of Psychiatry, University of Pittsburgh, PA, 15213, United States
| | - Ryan V Thorpe
- Department of Neuroscience, Brown University, Providence, RI, United States
| | - Alethia de la Fuente
- Department of Physics, University of Buenos Aires, Argentina; Institute of Cognitive and Translational Neuroscience, INECO Foundation, Favaloro University, Buenos Aires, Argentina; National Scientific and Technical Research Council, Buenos Aires, Argentina
| | - Will Foran
- Department of Psychiatry, University of Pittsburgh, PA, 15213, United States
| | - Ashley C Parr
- The Center for the Neural Basis of Cognition, University of Pittsburgh, PA, 15213, United States; Department of Psychiatry, University of Pittsburgh, PA, 15213, United States
| | - Stephanie R Jones
- Department of Neuroscience, Brown University, Providence, RI, United States
| | - Beatriz Luna
- The Center for the Neural Basis of Cognition, University of Pittsburgh, PA, 15213, United States; Department of Psychiatry, University of Pittsburgh, PA, 15213, United States.
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Alho K, Moisala M, Salmela-Aro K. Effects of Media Multitasking and Video Gaming on Cognitive Functions and Their Neural Bases in Adolescents and Young Adults. EUROPEAN PSYCHOLOGIST 2022. [DOI: 10.1027/1016-9040/a000477] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/02/2023]
Abstract
Abstract. The increasing use of digital technology among adolescents and young adults has led to concerns about possible detrimental effects on cognitive and brain functions. Indeed, as reviewed here, according to behavioral and brain-imaging studies, excessive media multitasking (i.e., using different digital media in parallel) may lead to enhanced distractibility and problems in maintaining attention. However, frequent video gaming may be beneficial for the development of working memory, task switching, and attention skills. All these cognitive skills depend on executive cognitive functions. Still scant but gradually cumulating brain-imaging results suggest that the negative effects of frequent media multitasking and the positive effects of frequent video gaming on cognitive skills in adolescents and young adults are mediated by effects on the frontal lobes, implicated in executive cognitive functions and still developing even through early adulthood.
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Affiliation(s)
- Kimmo Alho
- Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Finland
- Advanced Magnetic Imaging Centre, Aalto NeuroImaging, Aalto University, Finland
| | - Mona Moisala
- Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Finland
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7
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Yousafzai AK, Rasheed MA, Rizvi A, Shaheen F, Ponguta LA, Reyes CR. Effectiveness of a youth-led early childhood care and education programme in rural Pakistan: A cluster-randomised controlled trial. PLoS One 2018; 13:e0208335. [PMID: 30566498 PMCID: PMC6300208 DOI: 10.1371/journal.pone.0208335] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/22/2018] [Accepted: 11/15/2018] [Indexed: 12/27/2022] Open
Abstract
Background The United Nation’s Sustainable Development Goals encompass lifelong learning from birth to youth to adulthood (Goal 4) and economic opportunities for young people (Goal 8). The targets include improving access to quality early childhood care and education (ECCE) as well as learning and training opportunities for adolescents and youth. Cross-generational models for young children and youth may offer opportunities to address the interconnections between goals and targets for the next generation. We investigated whether an ECCE programme for young children (3.5–6.5 years) delivered by female youth (18–24 years) in rural Pakistan would be effective on children’s school readiness. Methods In partnership with the National Commission for Human Development in Pakistan, we implemented the ‘Youth Leaders for Early Childhood Assuring Children are Prepared for School’ (LEAPS) programme to train female youth to deliver ECCE. The effectiveness of the LEAPS programme on children’s school readiness was evaluated in a cluster-randomised controlled trial. We randomly allocated five clusters (villages) to receive the intervention (n = 170 children) and five clusters to control (n = 170 children). Children’s school readiness was assessed after nine months of intervention exposure using the International Development and Early Learning Assessment tool. Analyses was by intention-to-treat. The trial is registered with ClinicalTrials.gov, number NCT02645162. Findings At endline, the intervention group had significantly higher school readiness scores (n = 166, mean percentage score 59.4, 95% CI 52.7 to 66.2) compared with the control group (n = 168, mean percentage score 45.5, 95% CI 38.8 to 52.3). The effect size (Cohen’s d) was 0.3. Conclusion Trained female youth delivered an ECCE programme that was effective in benefitting young children’s school readiness. The cross-generational model is a promising approach to support early child development; however, further evaluation of the model is needed to assess the specific benefits to youth including their skills and economic development.
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Affiliation(s)
- Aisha K. Yousafzai
- Department of Global Health and Population, Harvard TH Chan School of Public Health, Harvard University, Boston, United States of America
- * E-mail:
| | - Muneera A. Rasheed
- Department of Paediatrics and Child Health, Aga Khan University, Karachi, Pakistan
| | - Arjumand Rizvi
- Department of Paediatrics and Child Health, Aga Khan University, Karachi, Pakistan
| | - Fariha Shaheen
- Department of Paediatrics and Child Health, Aga Khan University, Karachi, Pakistan
| | - Liliana A. Ponguta
- The Yale Child Study Center, Yale University, New Haven, United States of America
| | - Chin R. Reyes
- The Yale Child Study Center, Yale University, New Haven, United States of America
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Moisala M, Salmela V, Carlson S, Salmela-Aro K, Lonka K, Hakkarainen K, Alho K. Neural activity patterns between different executive tasks are more similar in adulthood than in adolescence. Brain Behav 2018; 8:e01063. [PMID: 30051640 PMCID: PMC6160639 DOI: 10.1002/brb3.1063] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/20/2018] [Revised: 05/14/2018] [Accepted: 06/11/2018] [Indexed: 12/11/2022] Open
Abstract
BACKGROUND Adolescence is a time of ongoing neural maturation and cognitive development, especially regarding executive functions. In the current study, age-related differences in the neural correlates of different executive functions were tracked by comparing three age groups consisting of adolescents and young adults. METHODS Brain activity was measured with functional magnetic resonance imaging (fMRI) from 167 human participants (13- to 14-year-old middle adolescents, 16- to 17-year-old late adolescents and 20- to 24-year-old young adults; 80 female, 87 male) while they performed attention and working memory tasks. The tasks were designed to tap into four putative sub-processes of executive function: division of attention, inhibition of distractors, working memory, and attention switching. RESULTS Behaviorally, our results demonstrated superior task performance in older participants across all task types. When brain activity was examined, young adult participants demonstrated a greater degree of overlap between brain regions recruited by the different executive tasks than adolescent participants. Similarly, functional connectivity between frontoparietal cortical regions was less task specific in the young adult participants than in adolescent participants. CONCLUSIONS Together, these results demonstrate that the similarity between different executive processes in terms of both neural recruitment and functional connectivity increases with age from middle adolescence to early adulthood, possibly contributing to age-related behavioral improvements in executive functioning. These developmental changes in brain recruitment may reflect a more homogenous morphological organization between process-specific neural networks, increased reliance on a more domain-general network involved in executive processing, or developmental changes in cognitive strategy.
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Affiliation(s)
- Mona Moisala
- Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Helsinki, Finland.,AMI Centre, Aalto NeuroImaging, Aalto University School of Science, Espoo, Finland
| | - Viljami Salmela
- Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Helsinki, Finland.,AMI Centre, Aalto NeuroImaging, Aalto University School of Science, Espoo, Finland
| | - Synnove Carlson
- Department of Neuroscience and Biomedical Engineering, Aalto University School of Science, Espoo, Finland.,Department of Physiology, Faculty of Medicine, University of Helsinki, Helsinki, Finland
| | - Katariina Salmela-Aro
- Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland.,Institute of Education, University College London, London, UK
| | - Kirsti Lonka
- Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland.,Optentia Research Focus Area, North-West University, Vanderbijlpark, South Africa
| | - Kai Hakkarainen
- Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland
| | - Kimmo Alho
- Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Helsinki, Finland.,AMI Centre, Aalto NeuroImaging, Aalto University School of Science, Espoo, Finland
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