Developmental implications of children's brain networks and learning

Functional brain imaging and central control of the bladder in health and disease

Central control of the bladder is a complex process. With the development of functional imaging technology and analysis methods, research on brain-bladder control has become more in-depth. Here, we review previous functional imaging studies and combine our latest findings to discuss brain regions related to bladder control, interactions between these regions, and brain networks, as well as changes in brain function in diseases such as urgency urinary incontinence, idiopathic overactive bladder, interstitial cystitis/bladder pain syndrome, urologic chronic pain syndrome, neurogenic overactive bladder, and nocturnal enuresis. Implicated brain regions include the pons, periaqueductal grey, thalamus, insula, prefrontal cortex, cingulate cortex, supplementary motor area, cerebellum, hypothalamus, basal ganglia, amygdala, and hippocampus. Because the brain is a complex information transmission and processing system, these regions do not work in isolation but through functional connections to form a number of subnetworks to achieve bladder control. In summarizing previous studies, we found changes in the brain functional connectivity networks related to bladder control in healthy subjects and patients involving the attentional network, central executive network or frontoparietal network, salience network, interoceptive network, default mode network, sensorimotor network, visual network, basal ganglia network, subcortical network, cerebella, and brainstem. We extend the working model proposed by Griffiths et al. from the brain network level, providing insights for current and future bladder-control research.

SIRT1, MMP-9 and TIMP-1 levels in children with specific learning disorder

BACKGROUND

Specific Learning Disorder (SLD) is a common developmental and neurobiological disorder of childhood characterized by impairment of functionality in one or more areas such as reading, writing, mathematics, listening, speaking, and reasoning. The etiology of SLD is still not fully understood. The aim of this study was to evaluate children with SLD to investigate the potential role of MMP-9, TIMP-1 and SIRT-1, which have important roles in synaptic plasticity, cognitive functions, learning and memory, and are known to be associated with various psychiatric disorders.

METHODS

The study was conducted with 44 outpatients aged 8-14 years who were diagnosed with SLD according to DSM-5 in the outpatient clinic and a control group of 44 age, gender and education level-matched healthy children. The groups were compared in respect of serum levels of MMP-9, TIMP-1 and SIRT-1, evaluated using the ELISA method.

RESULTS

Serum MMP-9 levels were significantly lower in children in the SLD group than in the control group, while TIMP-1 was higher. No difference was determined between the groups in respect of the SIRT1 levels. SLD severity was negatively correlated with MMP-9 levels and positively correlated with TIMP-1 levels.

CONCLUSIONS

MMP-9 appear to contribute to hippocampal-dependent memory and learning by modulating long-term synaptic plasticity. The findings of this study also reinforce the idea that deregulation of the MMP-9/TIMP-1 ratio may impact learning and play a role in SLD. These findings will help to elucidate the etiology of SLD. Furthermore, understanding molecular pathways can contribute to the discovery of certain biomarkers in SLD pathogenesis and the development of new treatment possibilities.

Educational fMRI: From the Lab to the Classroom

Functional MRI (fMRI) findings hold many potential applications for education, and yet, the translation of fMRI findings to education has not flowed. Here, we address the types of fMRI that could better support applications of neuroscience to the classroom. This 'educational fMRI' comprises eight main challenges: (1) collecting artifact-free fMRI data in school-aged participants and in vulnerable young populations, (2) investigating heterogenous cohorts with wide variability in learning abilities and disabilities, (3) studying the brain under natural and ecological conditions, given that many practical topics of interest for education can be addressed only in ecological contexts, (4) depicting complex age-dependent associations of brain and behaviour with multi-modal imaging, (5) assessing changes in brain function related to developmental trajectories and instructional intervention with longitudinal designs, (6) providing system-level mechanistic explanations of brain function, so that useful individualized predictions about learning can be generated, (7) reporting negative findings, so that resources are not wasted on developing ineffective interventions, and (8) sharing data and creating large-scale longitudinal data repositories to ensure transparency and reproducibility of fMRI findings for education. These issues are of paramount importance to the development of optimal fMRI practices for educational applications.

Evaluating time-reversed speech and signal-correlated noise as auditory baselines for isolating speech-specific processing using fNIRS

Evidence using well-established imaging techniques, such as functional magnetic resonance imaging and electrocorticography, suggest that speech-specific cortical responses can be functionally localised by contrasting speech responses with an auditory baseline stimulus, such as time-reversed (TR) speech or signal-correlated noise (SCN). Furthermore, these studies suggest that SCN is a more effective baseline than TR speech. Functional near-infrared spectroscopy (fNIRS) is a relatively novel, optically-based imaging technique with features that make it ideal for investigating speech and language function in paediatric populations. However, it is not known which baseline is best at isolating speech activation when imaging using fNIRS. We presented normal speech, TR speech and SCN in an event-related format to 25 normally-hearing children aged 6-12 years. Brain activity was measured across frontal and temporal brain areas in both cerebral hemispheres whilst children passively listened to the auditory stimuli. In all three conditions, significant activation was observed bilaterally in channels targeting superior temporal regions when stimuli were contrasted against silence. Unlike previous findings in infants, we found no significant activation in the region of interest over superior temporal cortex in school-age children when normal speech was contrasted against either TR speech or SCN. Although no statistically significant lateralisation effects were observed in the region of interest, a left-sided channel targeting posterior temporal regions showed significant activity in response to normal speech only, and was investigated further. Significantly greater activation was observed in this left posterior channel compared to the corresponding channel on the right side under the normal speech vs SCN contrast only. Our findings suggest that neither TR speech nor SCN are suitable auditory baselines for functionally isolating speech-specific processing in an experimental set up involving fNIRS with 6-12 year old children.

Mechanisms of Creativity Differences Between Art and Non-art Majors: A Voxel-Based Morphometry Study

Creativity is considered the ability to generate new ideas or behaviors, an ability that have diverse expressions in different human groups, such as painters and non-painters. Art major students require more creative activities than non-art students do. In this study, we plan to explore the figural creativity abilities of art major students and whether these students exhibited higher figural creativity scores and why their brain structure of gray matter are lower which may benefit from their professional training relative to non-art majors. Therefore, in this study, we use voxel-based morphometry (VBM) to identify different behavioral and brain mechanisms between art major students and non-art major students by using the figural Torrance Test of Creative Thinking. Our results showed that the TTCT-figural (TTCT-F) scores of art majors were higher than those of non-art majors. The TTCT-F score of art major students and practicing and study time have positive correlations which means art major's figural creativity score benefit from there art professional training in some degree. Subsequently, the interaction analysis revealed that the TTCT-figural scores of art majors and non-majors exhibited significant correlations with the gray matter volumes (GMV) of the left anterior cingulate cortex (ACC) and the left medial frontal gyrus (MFG). While the simple slope analysis showed that art majors, compared with non-art majors, exhibited a marginal significantly positive association with the left ACC and MFG, non-art majors exhibited a significantly negative association with the left ACC and MFG. Overall, our study revealed that people who major in artistic work are more likely to possess enhanced figural creative skills relative to non-artistic people. These results indicated that professional artistic programs or training may increase creativity skills via reorganized intercortical connections.

Frequency dependent hub role of the dorsal and ventral right anterior insula

The right anterior insula (rAI) plays a crucial role in generating adaptive behavior by orchestrating multiple brain networks. Based on functional separation findings of the insula and spectral fingerprints theory of cognitive functions, we hypothesize that the hub role of the rAI is region and frequency dependent. Using the Human Connectome Project dataset and backtracking approach, we segregate the rAI into dorsal and ventral parts at frequency bands from slow 6 to slow 3, indicating the frequency dependent functional separation of the rAI. Functional connectivity analysis shows that, within lower than 0.198 Hz frequency range, the dorsal and ventral parts of rAI form a complementary system to synchronize with externally and internally-oriented networks. Moreover, the relationship between the dorsal and ventral rAIs predicts the relationship between anti-correlated networks associated with the dorsal rAI at slow 6 and slow 5, suggesting a frequency dependent regulation of the rAI to brain networks. These findings could improve our understanding of the rAI by supporting the region and frequency dependent function of rAI and its essential role in coordinating brain systems relevant to internal and external environments.

Mechanisms of Hierarchical Cortical Maturation

Cortical information processing is structurally and functionally organized into hierarchical pathways, with primary sensory cortical regions providing modality specific information and associative cortical regions playing a more integrative role. Historically, there has been debate as to whether primary cortical regions mature earlier than associative cortical regions, or whether both primary and associative cortical regions mature simultaneously. Identifying whether primary and associative cortical regions mature hierarchically or simultaneously will not only deepen our understanding of the mechanisms that regulate brain maturation, but it will also provide fundamental insight into aspects of adolescent behavior, learning, neurodevelopmental disorders and computational models of neural processing. This mini-review article summarizes the current evidence supporting the sequential and hierarchical nature of cortical maturation, and then proposes a new cellular model underlying this process. Finally, unresolved issues associated with hierarchical cortical maturation are also addressed.

Children benefit differently from night- and day-time sleep in motor learning

Motor skill acquisition occurs while practicing (on-line) and when asleep or awake (off-line). However, developmental questions still remain about whether children of various ages benefit similarly or differentially from night- and day-time sleeping. The likely circadian effects (time-of-day) and the possible between-test-interference (order effects) associated with children's off-line motor learning are currently unknown. Therefore, this study examines the contributions of over-night sleeping and mid-day napping to procedural skill learning. One hundred and eight children were instructed to practice a finger sequence task using computer keyboards. After an equivalent 11-h interval in one of the three states (sleep, nap, wakefulness), children performed the same sequence in retention tests and a novel sequence in transfer tests. Changes in the movement time and sequence accuracy were evaluated between ages (6-7, 8-9, 10-11years) during practice, and from skill training to retrievals across three states. Results suggest that night-time sleeping and day-time napping improved the tapping speed, especially for the 6-year-olds. The circadian factor did not affect off-line motor learning in children. The interference between the two counter-balanced retrieval tests was not found for the off-line motor learning. This research offers possible evidence about the age-related motor learning characteristics in children and a potential means for enhancing developmental motor skills. The dynamics between age, experience, memory formation, and the theoretical implications of motor skill acquisition are discussed.