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Lehmler S, Siehl S, Kjelkenes R, Heukamp J, Westlye LT, Holz N, Nees F. Closing the loop between environment, brain and mental health: how far we might go in real-life assessments? Curr Opin Psychiatry 2024; 37:301-308. [PMID: 38770914 DOI: 10.1097/yco.0000000000000941] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 05/22/2024]
Abstract
PURPOSE OF REVIEW Environmental factors such as climate, urbanicity, and exposure to nature are becoming increasingly important influencers of mental health. Incorporating data gathered from real-life contexts holds promise to substantially enhance laboratory experiments by providing a more comprehensive understanding of everyday behaviors in natural environments. We provide an up-to-date review of current technological and methodological developments in mental health assessments, neuroimaging and environmental sensing. RECENT FINDINGS Mental health research progressed in recent years towards integrating tools, such as smartphone based mental health assessments or mobile neuroimaging, allowing just-in-time daily assessments. Moreover, they are increasingly enriched by dynamic measurements of the environment, which are already being integrated with mental health assessments. To ensure ecological validity and accuracy it is crucial to capture environmental data with a high spatio-temporal granularity. Simultaneously, as a supplement to experimentally controlled conditions, there is a need for a better understanding of cognition in daily life, particularly regarding our brain's responses in natural settings. SUMMARY The presented overview on the developments and feasibility of "real-life" approaches for mental health and brain research and their potential to identify relationships along the mental health-environment-brain axis informs strategies for real-life individual and dynamic assessments.
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Affiliation(s)
- Stephan Lehmler
- Institute of Medical Psychology and Medical Sociology, University Medical Center Schleswig-Holstein, Kiel University, Kiel, Germany
| | - Sebastian Siehl
- Institute of Medical Psychology and Medical Sociology, University Medical Center Schleswig-Holstein, Kiel University, Kiel, Germany
| | | | - Jannik Heukamp
- Institute of Medical Psychology and Medical Sociology, University Medical Center Schleswig-Holstein, Kiel University, Kiel, Germany
| | - Lars Tjelta Westlye
- Department of Psychology, University of Oslo
- Center for Precision Psychiatry, Division of Mental Health and Addiction, Oslo University Hospital, Oslo, Norway
| | - Nathalie Holz
- Institute of Medical Psychology and Medical Sociology, University Medical Center Schleswig-Holstein, Kiel University, Kiel, Germany
- Department of Child and Adolescent Psychiatry and Psychotherapy, Central Institute of Mental Health, Medical Faculty Mannheim, University of Heidelberg, Mannheim, Germany
| | - Frauke Nees
- Institute of Medical Psychology and Medical Sociology, University Medical Center Schleswig-Holstein, Kiel University, Kiel, Germany
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Grootjans Y, Harrewijn A, Fornari L, Janssen T, de Bruijn ERA, van Atteveldt N, Franken IHA. Getting closer to social interactions using electroencephalography in developmental cognitive neuroscience. Dev Cogn Neurosci 2024; 67:101391. [PMID: 38759529 PMCID: PMC11127236 DOI: 10.1016/j.dcn.2024.101391] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2024] [Revised: 04/12/2024] [Accepted: 05/10/2024] [Indexed: 05/19/2024] Open
Abstract
The field of developmental cognitive neuroscience is advancing rapidly, with large-scale, population-wide, longitudinal studies emerging as a key means of unraveling the complexity of the developing brain and cognitive processes in children. While numerous neuroscientific techniques like functional magnetic resonance imaging (fMRI), functional near-infrared spectroscopy (fNIRS), magnetoencephalography (MEG), and transcranial magnetic stimulation (TMS) have proved advantageous in such investigations, this perspective proposes a renewed focus on electroencephalography (EEG), leveraging underexplored possibilities of EEG. In addition to its temporal precision, low costs, and ease of application, EEG distinguishes itself with its ability to capture neural activity linked to social interactions in increasingly ecologically valid settings. Specifically, EEG can be measured during social interactions in the lab, hyperscanning can be used to study brain activity in two (or more) people simultaneously, and mobile EEG can be used to measure brain activity in real-life settings. This perspective paper summarizes research in these three areas, making a persuasive argument for the renewed inclusion of EEG into the toolkit of developmental cognitive and social neuroscientists.
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Affiliation(s)
- Yvette Grootjans
- Department of Psychology, Education and Child Studies, Erasmus University Rotterdam, the Netherlands.
| | - Anita Harrewijn
- Department of Psychology, Education and Child Studies, Erasmus University Rotterdam, the Netherlands
| | - Laura Fornari
- Department of Clinical, Neuro, and Developmental Psychology & Institute LEARN!, Vrije Universiteit Amsterdam, the Netherlands
| | - Tieme Janssen
- Department of Clinical, Neuro, and Developmental Psychology & Institute LEARN!, Vrije Universiteit Amsterdam, the Netherlands
| | | | - Nienke van Atteveldt
- Department of Clinical, Neuro, and Developmental Psychology & Institute LEARN!, Vrije Universiteit Amsterdam, the Netherlands
| | - Ingmar H A Franken
- Department of Psychology, Education and Child Studies, Erasmus University Rotterdam, the Netherlands
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Ozernov-Palchik O, Pollack C, Bonawitz E, Christodoulou JA, Gaab N, Gabrieli JD, Kievlan PM, Kirby C, Lin G, Luk G, Nelson CA. Reflections on the past two decades of Mind, Brain, and Education. MIND, BRAIN AND EDUCATION : THE OFFICIAL JOURNAL OF THE INTERNATIONAL MIND, BRAIN, AND EDUCATION SOCIETY 2024; 18:6-16. [PMID: 38745857 PMCID: PMC11090485 DOI: 10.1111/mbe.12407] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/08/2023] [Accepted: 01/23/2024] [Indexed: 05/16/2024]
Affiliation(s)
- Ola Ozernov-Palchik
- Harvard Graduate School of Education
- McGovern Institute for Brain Research, MIT
| | | | | | - Joanna A. Christodoulou
- Harvard Graduate School of Education
- McGovern Institute for Brain Research, MIT
- MGH Institute of Health Professions
| | | | - John D.E. Gabrieli
- Harvard Graduate School of Education
- McGovern Institute for Brain Research, MIT
| | | | | | - Grace Lin
- Department of Psychology, Harvard University
- Scheller Teacher Education Program The Education Arcade, MIT
| | - Gigi Luk
- Department of Educational and Counselling Psychology, McGill University
| | - Charles A. Nelson
- Harvard Graduate School of Education
- Department of Pediatrics, Harvard Medical School
- Division of Developmental Medicine, Department of Pediatrics, Boston Children’s Hospital
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Eyre HA, Hynes W, Ayadi R, Swieboda P, Berk M, Ibanez A, Castelló ME, Jeste DV, Tempest M, Abdullah JM, O’Brien K, Carnevale S, Njamnshi AK, Martino M, Mannix D, Maestri K, YU R, CHEN S, NG CH, Volmink HC, Ahuja R, Destrebecq F, Vradenburg G, Schmied A, Manes F, Platt ML. The Brain Economy: Advancing Brain Science to Better Understand the Modern Economy. Malays J Med Sci 2024; 31:1-13. [PMID: 38456111 PMCID: PMC10917588 DOI: 10.21315/mjms2024.31.1.1] [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: 12/05/2023] [Accepted: 01/09/2024] [Indexed: 03/09/2024] Open
Abstract
The coming years are likely to be turbulent due to a myriad of factors or polycrisis, including an escalation in climate extremes, emerging public health threats, weak productivity, increases in global economic instability and further weakening in the integrity of global democracy. These formidable challenges are not exogenous to the economy but are in some cases generated by the system itself. They can be overcome, but only with far-reaching changes to global economics. Our current socio-economic paradigm is insufficient for addressing these complex challenges, let alone sustaining human development, well-being and happiness. To support the flourishing of the global population in the age of polycrisis, we need a novel, person-centred and collective paradigm. The brain economy leverages insights from neuroscience to provide a novel way of centralising the human contribution to the economy, how the economy in turn shapes our lives and positive feedbacks between the two. The brain economy is primarily based on Brain Capital, an economic asset integrating brain health and brain skills, the social, emotional, and the diversity of cognitive brain resources of individuals and communities. People with healthy brains are essential to navigate increasingly complex systems. Policies and investments that improve brain health and hence citizens' cognitive functions and boost brain performance can increase productivity, stimulate greater creativity and economic dynamism, utilise often underdeveloped intellectual resources, afford social cohesion, and create a more resilient, adaptable and sustainability-engaged population.
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Affiliation(s)
- Harris A. Eyre
- Brain Capital Alliance, San Francisco, California, USA
- Center for Health and Biosciences, The Baker Institute for Public Policy, Rice University, Houston, Texas
- Meadows Mental Health Policy Institute, Dallas, Texas, USA
- Euro-Mediterranean Economists Association, Barcelona, Spain
- Institute for Mental and Physical Health and Clinical Translation (IMPACT), Deakin University and Barwon Health, Geelong, Victoria, Australia
- Department of Psychiatry and Behavioral Sciences, Baylor College of Medicine, Houston, Texas, USA
- Department of Psychiatry and Behavioral Sciences, University of Texas Health Sciences Center, Houston, Texas, USA
- Global Brain Health Institute, University of California, San Francisco (UCSF), San Francisco, California and Trinity College Dublin, Dublin, Ireland
- FondaMental Fondation, Paris, France
- Latin American Brain Health Institute (BrainLat), Universidad Adolfo Ibáñez, Santiago de Chile, Chile
- Houston Methodist Behavioral Health, Houston Methodist Academic Institute, Houston, Texas, USA
- Department of Psychiatry and Behavioral Sciences, University of California, California, USA
- Frontier Technology Lab, School of Engineering and Doerr School of Sustainability, Stanford University, California, USA
| | - William Hynes
- Brain Capital Alliance, San Francisco, California, USA
- Euro-Mediterranean Economists Association, Barcelona, Spain
- Rebuilding Macroeconomics, University College London, London, United Kingdom
- Santa Fe Institute, Santa Fe, New Mexico, USA
- School of Advanced International Studies Europe, Johns Hopkins University, Bologna, Italy
| | - Rym Ayadi
- Brain Capital Alliance, San Francisco, California, USA
- Euro-Mediterranean Economists Association, Barcelona, Spain
- Bayes Business School, City College London, London, United Kingdom
- Center for European Policy Studies, Brussels, Belgium
| | - Pawel Swieboda
- Brain Capital Alliance, San Francisco, California, USA
- Euro-Mediterranean Economists Association, Barcelona, Spain
- NeuroCentury, Brussels, Belgium
- European Policy Centre, Brussels, Belgium
- International Center for Future Generations, Brussels, Belgium
| | - Michael Berk
- Institute for Mental and Physical Health and Clinical Translation (IMPACT), Deakin University and Barwon Health, Geelong, Victoria, Australia
- Orygen, The National Centre of Excellence in Youth Mental Health, Centre for Youth Mental Health, Florey Institute for Neuroscience and Mental Health and the Department of Psychiatry, The University of Melbourne, Melbourne, Australia
| | - Agustin Ibanez
- Global Brain Health Institute, University of California, San Francisco (UCSF), San Francisco, California and Trinity College Dublin, Dublin, Ireland
- Latin American Brain Health Institute (BrainLat), Universidad Adolfo Ibáñez, Santiago de Chile, Chile
- Laboratorio Interdisciplinario del Tiempo, Universidad de San Andrés-CONICET, Buenos Aires, Argentina
| | - María E. Castelló
- Desarrollo y Evolución Neural, Departamento Neurociencias Integrativas y Computacionales, Instituto de Investigaciones Biológicas Clemente Estable (MEC), Montevideo, Uruguay
- Programa de Desarrollo de las Ciencias Básicas (MEC-UdelaR), Montevideo, Uruguay
- Fibras, Montevideo, Uruguay
| | - Dilip V. Jeste
- Global Research Network on Social Determinants of Health and Exposomics, La Jolla, California, USA
| | | | - Jafri Malin Abdullah
- Fellow, Academy of Sciences Malaysia, Menara Matrade, Kuala Lumpur, Malaysia
- Chairman of Medical and Health Sciences Cluster, The National Council of Professors, Malaysia (MPN), Selangor, Malaysia
- Professor of Neurosciences & Senior Consultant Neurosurgeon, Department of Neurosciences & Brain and Behaviour Cluster, School of Medical Sciences/Hospital USM, Universiti Sains Malaysia Health Campus, Kelantan, Malaysia
| | | | | | - Alfred K. Njamnshi
- Brain Research Africa Initiative (BRAIN), Geneva, Switzerland & Yaoundé, Cameroon, Africa
| | - Michael Martino
- Department of Neuroscience, Medical University of South Carolina (MUSC), South Carolina, USA
| | - Dan Mannix
- Brain Capital Alliance, San Francisco, California, USA
| | | | - Ruojuan YU
- School of Management, Yale University, Connecticut, USA
| | - Shuo CHEN
- Sutardja Center for Entrepreneurship and Technology, College of Engineering, University of California, California, USA
| | - Chee H. NG
- Department of Psychiatry, The Melbourne Clinic and St. Vincent’s Hospital, University of Melbourne, Australia
| | - Heinrich C. Volmink
- School of Public Health, Faculty of Health Sciences, University of the Witwatersrand, South Africa, Africa
- Division of Health Systems and Public Health, Department of Global Health, Stellenbosch University, South Africa, Africa
| | - Rajiv Ahuja
- Milken Institute, Center for the Future of Aging, California, USA
| | | | - George Vradenburg
- UsAgainstAlzhiemer’s, Washington DC, USA
- Davos Alzheimer’s Collaborative, Washington DC, USA
| | - Astrid Schmied
- Science of Learning in Education Center, Office of Education Research, National Institute of Education, Nanyang Technological University, Singapore
| | - Facundo Manes
- Institute of Cognitive and Translational Neuroscience (INCYT), INECO Foundation, Favaloro University, Buenos Aires, Argentina
| | - Michael L. Platt
- Department of Neuroscience, University of Pennsylvania, Philadelphia, PA, USA
- Department of Psychology, University of Pennsylvania, Philadelphia, PA, USA
- Marketing Department, University of Pennsylvania, Philadelphia, PA, USA
- Wharton Neuroscience Initiative, Wharton Business School, University of Pennsylvania, Philadelphia, USA
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Alissa M, Hjazi A. Utilising biosensor-based approaches for identifying neurotropic viruses. Rev Med Virol 2024; 34:e2513. [PMID: 38282404 DOI: 10.1002/rmv.2513] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/13/2023] [Revised: 01/01/2024] [Accepted: 01/03/2024] [Indexed: 01/30/2024]
Abstract
Neurotropic viruses, with their ability to invade the central nervous system, present a significant public health challenge, causing a spectrum of neurological diseases. Clinical manifestations of neurotropic viral infections vary widely, from mild to life-threatening conditions, such as HSV-induced encephalitis or poliovirus-induced poliomyelitis. Traditional diagnostic methods, including polymerase chain reaction, serological assays, and imaging techniques, though valuable, have limitations. To address these challenges, biosensor-based methods have emerged as a promising approach. These methods offer advantages such as rapid results, high sensitivity, specificity, and potential for point-of-care applications. By targeting specific biomarkers or genetic material, biosensors utilise technologies like surface plasmon resonance and microarrays, providing a direct and efficient means of diagnosing neurotropic infections. This review explores the evolving landscape of biosensor-based methods, highlighting their potential to enhance the diagnostic toolkit for neurotropic viruses.
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Affiliation(s)
- Mohammed Alissa
- Department of Medical Laboratory Sciences, College of Applied Medical Sciences, Prince Sattam Bin Abdulaziz, Al-Kharj, Saudi Arabia
| | - Ahmed Hjazi
- Department of Medical Laboratory Sciences, College of Applied Medical Sciences, Prince Sattam Bin Abdulaziz, Al-Kharj, Saudi Arabia
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Tutunji R, Kogias N, Kapteijns B, Krentz M, Krause F, Vassena E, Hermans EJ. Detecting Prolonged Stress in Real Life Using Wearable Biosensors and Ecological Momentary Assessments: Naturalistic Experimental Study. J Med Internet Res 2023; 25:e39995. [PMID: 37856180 PMCID: PMC10623231 DOI: 10.2196/39995] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/01/2022] [Revised: 01/18/2023] [Accepted: 09/14/2023] [Indexed: 10/20/2023] Open
Abstract
BACKGROUND Increasing efforts toward the prevention of stress-related mental disorders have created a need for unobtrusive real-life monitoring of stress-related symptoms. Wearable devices have emerged as a possible solution to aid in this process, but their use in real-life stress detection has not been systematically investigated. OBJECTIVE We aimed to determine the utility of ecological momentary assessments (EMA) and physiological arousal measured through wearable devices in detecting ecologically relevant stress states. METHODS Using EMA combined with wearable biosensors for ecological physiological assessments (EPA), we investigated the impact of an ecological stressor (ie, a high-stakes examination week) on physiological arousal and affect compared to a control week without examinations in first-year medical and biomedical science students (51/83, 61.4% female). We first used generalized linear mixed-effects models with maximal fitting approaches to investigate the impact of examination periods on subjective stress exposure, mood, and physiological arousal. We then used machine learning models to investigate whether we could use EMA, wearable biosensors, or the combination of both to classify momentary data (ie, beeps) as belonging to examination or control weeks. We tested both individualized models using a leave-one-beep-out approach and group-based models using a leave-one-subject-out approach. RESULTS During stressful high-stakes examination (versus control) weeks, participants reported increased negative affect and decreased positive affect. Intriguingly, physiological arousal decreased on average during the examination week. Time-resolved analyses revealed peaks in physiological arousal associated with both momentary self-reported stress exposure and self-reported positive affect. Mediation models revealed that the decreased physiological arousal in the examination week was mediated by lower positive affect during the same period. We then used machine learning to show that while individualized EMA outperformed EPA in its ability to classify beeps as originating from examinations or from control weeks (1603/4793, 33.45% and 1648/4565, 36.11% error rates, respectively), a combination of EMA and EPA yields optimal classification (1363/4565, 29.87% error rate). Finally, when comparing individualized models to group-based models, we found that the individualized models significantly outperformed the group-based models across all 3 inputs (EMA, EPA, and the combination). CONCLUSIONS This study underscores the potential of wearable biosensors for stress-related mental health monitoring. However, it emphasizes the necessity of psychological context in interpreting physiological arousal captured by these devices, as arousal can be related to both positive and negative contexts. Moreover, our findings support a personalized approach in which momentary stress is optimally detected when referenced against an individual's own data.
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Affiliation(s)
- Rayyan Tutunji
- Donders Institute for Brain, Cognition, and Behaviour, Radboud University Medical Center, Nijmegen, Netherlands
| | - Nikos Kogias
- Donders Institute for Brain, Cognition, and Behaviour, Radboud University Medical Center, Nijmegen, Netherlands
| | - Bob Kapteijns
- Donders Institute for Brain, Cognition, and Behaviour, Radboud University Medical Center, Nijmegen, Netherlands
| | - Martin Krentz
- Donders Institute for Brain, Cognition, and Behaviour, Radboud University Medical Center, Nijmegen, Netherlands
| | - Florian Krause
- Donders Institute for Brain, Cognition, and Behaviour, Radboud University Medical Center, Nijmegen, Netherlands
| | - Eliana Vassena
- Donders Institute for Brain, Cognition, and Behaviour, Radboud University Medical Center, Nijmegen, Netherlands
- Behavioural Science Institute, Radboud University, Nijmegen, Netherlands
| | - Erno J Hermans
- Donders Institute for Brain, Cognition, and Behaviour, Radboud University Medical Center, Nijmegen, Netherlands
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Schröer L, Cooper RP, Mareschal D. Assessing executive functions in free-roaming 2- to 3-year-olds. Front Psychol 2023; 14:1210109. [PMID: 37457086 PMCID: PMC10338926 DOI: 10.3389/fpsyg.2023.1210109] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/21/2023] [Accepted: 06/02/2023] [Indexed: 07/18/2023] Open
Abstract
Introduction Core aspects of executive functions (EFs) are known to be related to academic skills such as literacy and numeracy. However, school outcomes may also be related to higher-level functions such as planning. Nevertheless, few studies have considered assessing natural manifestations of higher-level EFs in children who are on the cusp of entering formal schooling. One reason for this is the difficulty of obtaining ecologically valid measures of EFs in preschool-aged children. Method We describe a novel task - building a striped Duplo tower subject to two constraints - designed to assess planning in real-world multi-action situation. Children were instructed to build a tower to a certain height by alternating between two different colors of blocks. Results Performance on one of the constraints in this task was found to vary with age. Importantly, distinct components of multiple constraints planning performance predicted laboratory-based measures of inhibitory control and working memory efficacy. Discussion Thus, this task provides a simple, cheap and effective way of assessing executive function in toddlers through the observation of natural behavior. It also opens up possibilities to investigate the neurodevelopment of EF in the real world.
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Affiliation(s)
- Lisanne Schröer
- Centre for Brain and Cognitive Development, Birkbeck, University of London, London, United Kingdom
| | - Richard P. Cooper
- Centre for Cognition, Computation and Modelling, Birkbeck, University of London, London, United Kingdom
| | - Denis Mareschal
- Centre for Brain and Cognitive Development, Birkbeck, University of London, London, United Kingdom
- Centre for Cognition, Computation and Modelling, Birkbeck, University of London, London, United Kingdom
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Chen J, Qian P, Gao X, Li B, Zhang Y, Zhang D. Inter-brain coupling reflects disciplinary differences in real-world classroom learning. NPJ SCIENCE OF LEARNING 2023; 8:11. [PMID: 37130852 PMCID: PMC10154329 DOI: 10.1038/s41539-023-00162-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/11/2022] [Accepted: 04/06/2023] [Indexed: 05/04/2023]
Abstract
The classroom is the primary site for learning. A vital feature of classroom learning is the division of educational content into various disciplines. While disciplinary differences could substantially influence the learning process toward success, little is known about the neural mechanism underlying successful disciplinary learning. In the present study, wearable EEG devices were used to record a group of high school students during their classes of a soft (Chinese) and a hard (Math) discipline throughout one semester. Inter-brain coupling analysis was conducted to characterize students' classroom learning process. The students with higher scores in the Math final exam were found to have stronger inter-brain couplings to the class (i.e., all the other classmates), whereas the students with higher scores in Chinese were found to have stronger inter-brain couplings to the top students in the class. These differences in inter-brain couplings were also reflected in distinct dominant frequencies for the two disciplines. Our results illustrate disciplinary differences in the classroom learning from an inter-brain perspective, suggesting that an individual's inter-brain coupling to the class and to the top students could serve as potential neural correlates for successful learning in hard and soft disciplines correspondingly.
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Affiliation(s)
- Jingjing Chen
- Department of Psychology, School of Social Sciences, Tsinghua University, Beijing, China
- Tsinghua Laboratory of Brain and Intelligence, Tsinghua University, Beijing, China
| | - Penghao Qian
- College of Information and Electrical Engineering, China Agricultural University, Beijing, China
| | | | - Baosong Li
- Beijing No. 19 High School, Beijing, China
- College of Education, Zhejiang Normal University, Jinhua, China
| | - Yu Zhang
- Institution of Education, Tsinghua University, Beijing, China.
| | - Dan Zhang
- Department of Psychology, School of Social Sciences, Tsinghua University, Beijing, China.
- Tsinghua Laboratory of Brain and Intelligence, Tsinghua University, Beijing, China.
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Tervaniemi M. The neuroscience of music – towards ecological validity. Trends Neurosci 2023; 46:355-364. [PMID: 37012175 DOI: 10.1016/j.tins.2023.03.001] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/04/2022] [Revised: 01/28/2023] [Accepted: 03/02/2023] [Indexed: 04/03/2023]
Abstract
Studies in the neuroscience of music gained momentum in the 1990s as an integrated part of the well-controlled experimental research tradition. However, during the past two decades, these studies have moved toward more naturalistic, ecologically valid paradigms. Here, I introduce this move in three frameworks: (i) sound stimulation and empirical paradigms, (ii) study participants, and (iii) methods and contexts of data acquisition. I wish to provide a narrative historical overview of the development of the field and, in parallel, to stimulate innovative thinking to further advance the ecological validity of the studies without overlooking experimental rigor.
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Affiliation(s)
- Mari Tervaniemi
- Centre of Excellence in Music, Mind, Body, and Brain, Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland; Cognitive Brain Research Unit, Department of Psychology and Locopedics, Faculty of Medicine, University of Helsinki, Helsinki, Finland.
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Gervain J, Minagawa Y, Emberson L, Lloyd-Fox S. Using functional near-infrared spectroscopy to study the early developing brain: future directions and new challenges. NEUROPHOTONICS 2023; 10:023519. [PMID: 37020727 PMCID: PMC10068680 DOI: 10.1117/1.nph.10.2.023519] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/22/2022] [Accepted: 03/14/2023] [Indexed: 06/19/2023]
Abstract
Significance Functional near-infrared spectroscopy (fNIRS) is a frequently used neuroimaging tool to explore the developing brain, particularly in infancy, with studies spanning from birth to toddlerhood (0 to 2 years). We provide an overview of the challenges and opportunities that the developmental fNIRS field faces, after almost 25 years of research. Aim We discuss the most recent advances in fNIRS brain imaging with infants and outlines the trends and perspectives that will likely influence progress in the field in the near future. Approach We discuss recent progress and future challenges in various areas and applications of developmental fNIRS from methodological and technological innovations to data processing and statistical approaches. Results and Conclusions The major trends identified include uses of fNIRS "in the wild," such as global health contexts, home and community testing, and hyperscanning; advances in hardware, such as wearable technology; assessment of individual variation and developmental trajectories particularly while embedded in studies examining other environmental, health, and context specific factors and longitudinal designs; statistical advances including resting-state network and connectivity, machine learning and reproducibility, and collaborative studies. Standardization and larger studies have been, and will likely continue to be, a major goal in the field, and new data analysis techniques, statistical methods, and collaborative cross-site projects are emerging.
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Affiliation(s)
- Judit Gervain
- University of Padua, Department of Developmental and Social Psychology, Padua, Italy
- University of Padua, Padova Neuroscience Center, Padua, Italy
- Université Paris Cité, CNRS, Integrative Neuroscience and Cognition Center, Paris, France
| | - Yasuyo Minagawa
- Keio University, Department of Psychology, Faculty of Letters, Yokohama, Japan
| | - Lauren Emberson
- University of British Columbia, Department of Psychology, Vancouver, British Columbia, Canada
| | - Sarah Lloyd-Fox
- University of Cambridge, Department of Psychology, Cambridge, United Kingdom
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11
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Makov S, Pinto D, Har-Shai Yahav P, Miller LM, Zion Golumbic E. "Unattended, distracting or irrelevant": Theoretical implications of terminological choices in auditory selective attention research. Cognition 2023; 231:105313. [PMID: 36344304 DOI: 10.1016/j.cognition.2022.105313] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/17/2022] [Revised: 09/30/2022] [Accepted: 10/19/2022] [Indexed: 11/06/2022]
Abstract
For seventy years, auditory selective attention research has focused on studying the cognitive mechanisms of prioritizing the processing a 'main' task-relevant stimulus, in the presence of 'other' stimuli. However, a closer look at this body of literature reveals deep empirical inconsistencies and theoretical confusion regarding the extent to which this 'other' stimulus is processed. We argue that many key debates regarding attention arise, at least in part, from inappropriate terminological choices for experimental variables that may not accurately map onto the cognitive constructs they are meant to describe. Here we critically review the more common or disruptive terminological ambiguities, differentiate between methodology-based and theory-derived terms, and unpack the theoretical assumptions underlying different terminological choices. Particularly, we offer an in-depth analysis of the terms 'unattended' and 'distractor' and demonstrate how their use can lead to conflicting theoretical inferences. We also offer a framework for thinking about terminology in a more productive and precise way, in hope of fostering more productive debates and promoting more nuanced and accurate cognitive models of selective attention.
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Affiliation(s)
- Shiri Makov
- The Gonda Multidisciplinary Center for Brain Research, Bar Ilan University, Israel
| | - Danna Pinto
- The Gonda Multidisciplinary Center for Brain Research, Bar Ilan University, Israel
| | - Paz Har-Shai Yahav
- The Gonda Multidisciplinary Center for Brain Research, Bar Ilan University, Israel
| | - Lee M Miller
- The Center for Mind and Brain, University of California, Davis, CA, United States of America; Department of Neurobiology, Physiology, & Behavior, University of California, Davis, CA, United States of America; Department of Otolaryngology / Head and Neck Surgery, University of California, Davis, CA, United States of America
| | - Elana Zion Golumbic
- The Gonda Multidisciplinary Center for Brain Research, Bar Ilan University, Israel.
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12
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Janssen TWP, van Atteveldt N. Explore your brain: A randomized controlled trial into the effectiveness of a growth mindset intervention with psychosocial and psychophysiological components. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2022. [PMID: 36504085 DOI: 10.1111/bjep.12572] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/25/2022] [Accepted: 11/26/2022] [Indexed: 12/14/2022]
Abstract
BACKGROUND Although past research demonstrated growth mindset interventions to improve school outcomes, effects were small. This may be due to the theoretical nature of psychosocial techniques (e.g., reading about brain plasticity), which may not be optimally convincing for students. AIMS To address this issue and improve effectiveness, we developed a growth mindset intervention, which combined psychosocial and psychophysiological components. The latter adds a convincing experience of influencing one's own brain activity, using mobile electroencephalography (EEG) neurofeedback, emphasizing the controllable and malleable nature of one's brain. SAMPLE In this randomized controlled trial (RCT), twenty high-school classes (N = 439) were randomized to either the active control condition (no mindset messaging) or our newly developed growth mindset intervention condition (4 × 50 min). METHODS School outcomes (pre, post, 1-year follow-up) were analysed with Linear Mixed Models (LMM: variable-oriented) and Latent Transition Analysis (LTA: person-oriented). RESULTS LMM: students in the growth mindset intervention reported increased growth mindset directly after the intervention (post, d = .38) and at 1-year follow-up (d = .25) and demonstrated a protective effect against deterioration of math grades at 1-year follow-up (d = .36), compared to controls. LTA: we identified three mindset profiles (Fixed, Growth competitive, Growth non-competitive), with more frequent transitions from fixed to one of the growth mindset profiles at 1-year follow-up for students in the growth mindset intervention compared to controls (OR 2.58-2.68). CONCLUSIONS Compared to previous studies, we found relatively large effects of our intervention on growth mindset and math grades, which may be attributable to synergetic effects of psychosocial and psychophysiological (neurofeedback) components. The person-oriented approach demonstrated more holistic effects, involving multiple motivational constructs.
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Affiliation(s)
- Tieme W P Janssen
- Department of Clinical, Neuro- & Developmental Psychology, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
| | - Nienke van Atteveldt
- Department of Clinical, Neuro- & Developmental Psychology, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
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Xu K, Torgrimson SJ, Torres R, Lenartowicz A, Grammer JK. EEG Data Quality in Real-World Settings: Examining Neural Correlates of Attention in School-Aged Children. MIND, BRAIN AND EDUCATION : THE OFFICIAL JOURNAL OF THE INTERNATIONAL MIND, BRAIN, AND EDUCATION SOCIETY 2022; 16:221-227. [PMID: 38169954 PMCID: PMC10760994 DOI: 10.1111/mbe.12314] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/09/2020] [Accepted: 12/27/2021] [Indexed: 01/05/2024]
Abstract
Advances in mobile electroencephalography (EEG) technology have made it possible to examine covert cognitive processes in real-world settings such as student attention in the classroom. Here, we outline research using wired and wireless EEG technology to examine attention in elementary school children across increasingly naturalistic paradigms in schools, ranging from a lab-based paradigm where children met one-on-one with an experimenter in a field laboratory to mobile EEG testing conducted in the same school during semi-naturalistic classroom lessons. Despite an increase of data loss with the classroom-based paradigm, we demonstrate that it is feasible to collect quality data in classroom settings with young children. We also provide a test case for how robust EEG signals, such as alpha oscillations, can be used to identify measurable differences in covert processes like attention in classrooms. We end with pragmatic suggestions for researchers interested in employing naturalistic EEG methods in real-world, multisensory contexts.
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Affiliation(s)
- Keye Xu
- School of Education and Information Studies, University of California, Los Angeles
| | - Sarah Jo Torgrimson
- School of Education and Information Studies, University of California, Los Angeles
| | - Remi Torres
- School of Education and Information Studies, University of California, Los Angeles
| | - Agatha Lenartowicz
- Semel Institute for Neuroscience and Behavior, University of California, Los Angeles
| | - Jennie K. Grammer
- School of Education and Information Studies, University of California, Los Angeles
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Holtze B, Rosenkranz M, Jaeger M, Debener S, Mirkovic B. Ear-EEG Measures of Auditory Attention to Continuous Speech. Front Neurosci 2022; 16:869426. [PMID: 35592265 PMCID: PMC9111016 DOI: 10.3389/fnins.2022.869426] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/04/2022] [Accepted: 03/25/2022] [Indexed: 11/13/2022] Open
Abstract
Auditory attention is an important cognitive function used to separate relevant from irrelevant auditory information. However, most findings on attentional selection have been obtained in highly controlled laboratory settings using bulky recording setups and unnaturalistic stimuli. Recent advances in electroencephalography (EEG) facilitate the measurement of brain activity outside the laboratory, and around-the-ear sensors such as the cEEGrid promise unobtrusive acquisition. In parallel, methods such as speech envelope tracking, intersubject correlations and spectral entropy measures emerged which allow us to study attentional effects in the neural processing of natural, continuous auditory scenes. In the current study, we investigated whether these three attentional measures can be reliably obtained when using around-the-ear EEG. To this end, we analyzed the cEEGrid data of 36 participants who attended to one of two simultaneously presented speech streams. Speech envelope tracking results confirmed a reliable identification of the attended speaker from cEEGrid data. The accuracies in identifying the attended speaker increased when fitting the classification model to the individual. Artifact correction of the cEEGrid data with artifact subspace reconstruction did not increase the classification accuracy. Intersubject correlations were higher for those participants attending to the same speech stream than for those attending to different speech streams, replicating previously obtained results with high-density cap-EEG. We also found that spectral entropy decreased over time, possibly reflecting the decrease in the listener's level of attention. Overall, these results support the idea of using ear-EEG measurements to unobtrusively monitor auditory attention to continuous speech. This knowledge may help to develop assistive devices that support listeners separating relevant from irrelevant information in complex auditory environments.
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Affiliation(s)
- Björn Holtze
- Neuropsychology Lab, Department of Psychology, University of Oldenburg, Oldenburg, Germany
| | - Marc Rosenkranz
- Neurophysiology of Everyday Life Group, Department of Psychology, University of Oldenburg, Oldenburg, Germany
| | - Manuela Jaeger
- Neuropsychology Lab, Department of Psychology, University of Oldenburg, Oldenburg, Germany
- Division Hearing, Speech and Audio Technology, Fraunhofer Institute for Digital Media Technology IDMT, Oldenburg, Germany
| | - Stefan Debener
- Neuropsychology Lab, Department of Psychology, University of Oldenburg, Oldenburg, Germany
- Research Center for Neurosensory Science, University of Oldenburg, Oldenburg, Germany
- Cluster of Excellence Hearing4all, University of Oldenburg, Oldenburg, Germany
| | - Bojana Mirkovic
- Neuropsychology Lab, Department of Psychology, University of Oldenburg, Oldenburg, Germany
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