Strengthening of alpha synchronization is a neural correlate of cognitive transfer

Cognitive training can lead to improvements in both task-specific strategies and general capacities, such as visuo-spatial working memory (VSWM). The latter emerge slowly and linearly throughout training, in contrast to strategy where changes typically occur within the first days of training. Changes in strategy and capacity have not been separated in prior neuroimaging studies. Here, we used a within-participants design with dense temporal sampling to capture the time dynamics of neural mechanisms associated with change in capacity. In four participants, neural activity was recorded with magnetoencephalography on seven occasions over two months of visuo-spatial working memory training. During scanning, the participants performed a trained visuo-spatial working memory task, a transfer task, and a control task. First, we extracted an individual visuo-spatial working memory-load-dependent synchronization network for each participant. Next, we identified linear changes over time in the network, congruent with the temporal dynamics of capacity change. Three out of four participants showed a gradual strengthening of alpha synchronization. Strengthening of the same connections was also found in the transfer task but not in the control task. This suggests that cognitive transfer occurs through slow, gradual strengthening of alpha synchronization between cortical regions that are vital for both the trained task and the transfer task.

A dual-process model for cognitive training

A key goal in cognitive training research is understanding whether cognitive training enhances general cognitive capacity or provides only task-specific improvements. Here, we developed a quantitative model for describing the temporal dynamics of these two processes. We analyzed data from 1300 children enrolled in an 8 week working memory training program that included 5 transfer test sessions. Factor analyses suggested two separate processes: an early task-specific improvement, accounting for 44% of the total increase, and a slower capacity improvement. A hidden Markov model was then applied to individual training data, revealing that the task-specific improvement plateaued on the third day of training on average. Thus, training is not only task specific or transferable but a combination of the two. The models provide methods for quantifying and separating these processes, which is crucial for studying the effects of cognitive training and relating these effects to neural correlates.

Effects of prenatal exposure to maternal diabetes mellitus on deep grey matter structures and attention deficit hyperactivity disorder symptoms in children

AIM

The neuronal mechanism linking the association between maternal diabetes mellitus (DM) and risk of attention deficit hyperactivity disorder (ADHD) symptoms and working memory deficits in children was investigated.

METHODS

A total of 6291 children (52% boys) born beyond 28 weeks of gestation were included and underwent brain magnetic resonance imaging scans at 9-10 years. Subcortical brain volumes were estimated from the T1-weighted images. ADHD symptoms were assessed using factorial analysis of the Child Behaviour Checklist completed by parents/caregivers. Working memory performance was assessed with the NIH Toolbox.

RESULTS

Compared to unexposed children, those exposed to DM (n = 422) had smaller (β = -0.15, p = 0.001) volumes of pooled deep grey matter (GM). Regional analysis revealed smaller volumes of the caudate nucleus, putamen, thalamus and cerebellum but not of hippocampus. They also had altered cortico-striatal white matter projection tracts. DM was not associated with working memory deficits or inattention, but with increased hyperactivity/impulsivity and Sluggish Cognitive Tempo symptoms in boys. This hyperactivity/impulsivity symptom in boys was partially mediated by smaller deep GM volume.

CONCLUSION

Exposure to DM during pregnancy leads to altered deep GM development during late childhood in their offspring. This contributed to an increased risk of hyperactivity/impulsivity symptoms in boys.

Schooling substantially improves intelligence, but neither lessens nor widens the impacts of socioeconomics and genetics

Schooling, socioeconomic status (SES), and genetics all impact intelligence. However, it is unclear to what extent their contributions are unique and if they interact. Here we used a multi-trait polygenic score for cognition (cogPGS) with a quasi-experimental regression discontinuity design to isolate how months of schooling relate to intelligence in 6567 children (aged 9-11). We found large, independent effects of schooling (β ~ 0.15), cogPGS (β ~ 0.10), and SES (β ~ 0.20) on working memory, crystallized (cIQ), and fluid intelligence (fIQ). Notably, two years of schooling had a larger effect on intelligence than the lifetime consequences, since birth, of SES or cogPGS-based inequalities. However, schooling showed no interaction with cogPGS or SES for the three intelligence domains tested. While schooling had strong main effects on intelligence, it did not lessen, nor widen the impact of these preexisting SES or genetic factors.

Individually tuned theta HD-tACS improves spatial performance

BACKGROUND

Using transcranial alternating current stimulation (tACS) to improve visuospatial working memory (vsWM) has received considerable attention over the past few years. However, fundamental issues remain, such as the optimal frequency, the generality of behavioral effects, and the anatomical specificity of stimulation.

OBJECTIVES

Here we examined the effects of two theory-driven tACS protocols for improving vsWM on behavioral and electroencephalogram (EEG) measures.

METHODS

Twenty adults each completed 3 HD-tACS conditions (Tuned, Slow, and Sham) on two separate days. The Tuned condition refers to a situation in which the frequency of tACS is tuned to individual theta peak measured during a vsWM task. By contrast, the frequency was fixed to 4 Hz in the Slow condition. A high-definition tACS was deployed to target smaller frontal and parietal regions for increasing their phase-locking values. During each tACS condition, participants performed vsWM, mental rotation (MR), and arithmetic tasks. Resting-state EEG (rs-EEG) was recorded before and after each condition.

RESULTS

Compared with Sham, Tuned but not Slow improved both vsWM and MR but not arithmetics. The rs-EEG recording showed an increased fronto-parietal synchrony for Tuned, and this increase in synchronicity was correlated with the behavioral improvement. A follow-up study showed no behavioral improvement in Tuned with an anti-phase setting.

CONCLUSION

We provide the first evidence that simulating right fronto-parietal network with the tuned frequency increases the interregional synchronicity and improves performance on two spatial tasks. The results provide insight into the structure of spatial abilities as well as suggestions for stimulating the fronto-parietal network.

The impact of digital media on children's intelligence while controlling for genetic differences in cognition and socioeconomic background

Digital media defines modern childhood, but its cognitive effects are unclear and hotly debated. We believe that studies with genetic data could clarify causal claims and correct for the typically unaccounted role of genetic predispositions. Here, we estimated the impact of different types of screen time (watching, socializing, or gaming) on children’s intelligence while controlling for the confounding effects of genetic differences in cognition and socioeconomic status. We analyzed 9855 children from the USA who were part of the ABCD dataset with measures of intelligence at baseline (ages 9–10) and after two years. At baseline, time watching (r = − 0.12) and socializing (r = − 0.10) were negatively correlated with intelligence, while gaming did not correlate. After two years, gaming positively impacted intelligence (standardized β =  + 0.17), but socializing had no effect. This is consistent with cognitive benefits documented in experimental studies on video gaming. Unexpectedly, watching videos also benefited intelligence (standardized β =  + 0.12), contrary to prior research on the effect of watching TV. Although, in a posthoc analysis, this was not significant if parental education (instead of SES) was controlled for. Broadly, our results are in line with research on the malleability of cognitive abilities from environmental factors, such as cognitive training and the Flynn effect.

Resting State EEG Related to Mathematical Improvement After Spatial Training in Children

Spatial cognitive abilities, including mental rotation (MR) and visuo-spatial working memory (vsWM) are correlated with mathematical performance, and several studies have shown that training of these abilities can enhance mathematical performance. Here, we investigated the behavioral and neural correlates of MR and vsWM training combined with number line (NL) training. Fifty-seven children, aged 6–7, performed 25 days of NL training combined with either vsWM or MR and participated in an Electroencephalography (EEG)-session in school to measure resting state activity and steady-state visual evoked potentials during a vsWM task before and after training. Fifty children, aged 6–7, received usual teaching and acted as a control group. Compared to the control group, both training groups improved on a combined measure of mathematics. Cognitive improvement was specific to the training. Significant pre-post changes in resting state-EEG (rs-EEG), common to both training groups, were found for power as well as for coherence, with no significant differences in rs-EEG-changes between the vsWM and MR groups. Two of the common rs-EEG changes were correlated with mathematical improvement: (1) an increase in coherence between the central frontal lobe and the right parietal lobe in frequencies ranging from 16 to 25 Hz, and (2) an increase in coherence between the left frontal lobe and the right parietal lobe ranging from 23 to 25 Hz. These results indicate that changes in fronto-parietal coherence are related to an increase in mathematical performance, which thus might be a useful measure in further investigations of mathematical interventions in children.

Change by challenge: A common genetic basis behind childhood cognitive development and cognitive training

The interplay of genetic and environmental factors behind cognitive development has preoccupied multiple fields of science and sparked heated debates over the decades. Here we tested the hypothesis that developmental genes rely heavily on cognitive challenges-as opposed to natural maturation. Starting with a polygenic score (cogPGS) that previously explained variation in cognitive performance in adults, we estimated its effect in 344 children and adolescents (mean age of 12 years old, ranging from 6 to 25) who showed changes in working memory (WM) in two distinct samples: (1) a developmental sample showing significant WM gains after 2 years of typical, age-related development, and (2) a training sample showing significant, experimentally-induced WM gains after 25 days of an intense WM training. We found that the same genetic factor, cogPGS, significantly explained the amount of WM gain in both samples. And there was no interaction of cogPGS with sample, suggesting that those genetic factors are neutral to whether the WM gains came from development or training. These results represent evidence that cognitive challenges are a central piece in the gene-environment interplay during cognitive development. We believe our study sheds new light on previous findings of interindividual differences in education (rich-get-richer and compensation effects), brain plasticity in children, and the heritability increase of intelligence across the lifespan.

Structural variation within the left globus pallidus is associated with task-switching, not stimulus updating or distractor filtering

Cognitive control is a pivotal aspect of cognition and it is impaired in many clinical populations. To date, several distinct types of cognitive control have been proposed, and prior work demonstrated the instrumental role of basal ganglia, frontal and parietal regions. However, the role of the structural variation of these regions in cognitive control functions is poorly understood. Here, we examined in 39 adults the association between regional brain volume and three major types of cognitive control: (i) stimulus updating, (ii) task-switching, and (iii) distractor filtering. The volume of the globus pallidus was positively correlated with individual variation in task-switching , and was anatomically specific to the left hemisphere. Importantly, this region did not track performance in distractor filtering or stimulus updating. We then aimed to use transcranial direct current stimulation to target the left midline subcortical structures. However, we did not find an effect on task-switching. While the null effect in the brain stimulation prevents us from drawing causal inference from the role of globus pallidus on task-switching, our structural results reveal a novel and highly specific neurostructural mechanism for task-switching and provide a further understanding of the link between cognitive control functions and the human brain.

Cognitive and brain development is independently influenced by socioeconomic status and polygenic scores for educational attainment

Genetic factors and socioeconomic status (SES) inequalities play a large role in educational attainment, and both have been associated with variations in brain structure and cognition. However, genetics and SES are correlated, and no prior study has assessed their neural associations independently. Here we used a polygenic score for educational attainment (EduYears-PGS), as well as SES, in a longitudinal study of 551 adolescents to tease apart genetic and environmental associations with brain development and cognition. Subjects received a structural MRI scan at ages 14 and 19. At both time points, they performed three working memory (WM) tasks. SES and EduYears-PGS were correlated (r = 0.27) and had both common and independent associations with brain structure and cognition. Specifically, lower SES was related to less total cortical surface area and lower WM. EduYears-PGS was also related to total cortical surface area, but in addition had a regional association with surface area in the right parietal lobe, a region related to nonverbal cognitive functions, including mathematics, spatial cognition, and WM. SES, but not EduYears-PGS, was related to a change in total cortical surface area from age 14 to 19. This study demonstrates a regional association of EduYears-PGS and the independent prediction of SES with cognitive function and brain development. It suggests that the SES inequalities, in particular parental education, are related to global aspects of cortical development, and exert a persistent influence on brain development during adolescence.

Inter-Individual Differences in Striatal Connectivity Is Related to Executive Function Through Fronto-Parietal Connectivity

The striatum has long been associated with cognitive functions, but the mechanisms behind this are still unclear. Here we tested a new hypothesis that the striatum contributes to executive function (EF) by strengthening cortico-cortical connections. Striatal connectivity was evaluated by measuring the resting-state functional connectivity between ventral and dorsal striatum in 570 individuals, aged 3–20 years. Using structural equation modeling, we found that inter-individual differences in striatal connectivity had an indirect effect (via fronto-parietal functional connectivity) and a direct effect on a compound EF measure of working memory, inhibition, and set-shifting/flexibility. The effect of fronto-parietal connectivity on cognition did not depend on age: the influence was as strong in older as younger children. In contrast, striatal connectivity was closely related to changes in cognitive ability during childhood development, suggesting a specific role of the striatum in cognitive plasticity. These results support a new principle for striatal functioning, according to which striatum promotes cognitive development by strengthening of cortico-cortical connectivity.

Connectivity of the Human Number Form Area Reveals Development of a Cortical Network for Mathematics

The adult brain contains cortical areas thought to be specialized for the analysis of numbers (the putative number form area, NFA) and letters (the visual word form area, VWFA). Although functional development of the VWFA has been investigated, it is largely unknown when and how the NFA becomes specialized and connected to the rest of the brain. One hypothesis is that NFA and VWFA derive their special functions through differential connectivity, but the development of this differential connectivity has not been shown. Here, we mapped the resting state connectivity of NFA and VWFA to the rest of the brain in a large sample (n = 437) of individuals (age 3.2-21 years). We show that within NFA-math network and within VWFA-reading network the strength of connectivity increases with age. The right NFA is significantly connected to the right intraparietal cortex already at the earliest age tested (age 3), before formal mathematical education has begun. This connection might support or enable an early understanding of magnitude or numerosity In contrast, the functional connectivity from NFA to the left anterior intraparietal cortex and to the right dorsolateral prefrontal cortex is not different from the functional connectivity of VWFA to these regions until around 12-14 years of age. The increase in connectivity to these regions was associated with a gradual increase in mathematical ability in an independent sample. In contrast, VWFA connects significantly to Broca's region around age 6, and this connectivity is correlated with reading ability. These results show how the differential connectivity of the networks for mathematics and reading slowly emerges through years of training and education.

Working Memory Training in Alcohol Use Disorder: A Randomized Controlled Trial

Background

Alcohol use disorder (AUD) is associated with cognitive deficits such as impaired executive functions, which are hypothesized to contribute to the progression of the disease and worsen treatment outcome. Training of working memory (WM) to improve cognitive functions and thereby reduce alcohol use has been proposed as a novel treatment strategy.

Methods

Patients with AUD (n = 50) who were recruited to an outpatient addiction clinic were randomized to receive 5 weeks of active WM training or control training. Participants had weekly follow‐up visits, and all cognitive training sessions were done online at home. Primary outcomes were WM function and change in self‐reported heavy drinking. Secondary outcomes were craving, other drinking outcomes, and performance on a range of neuropsychological tasks from the Cambridge Neuropsychological Test Automated Battery.

Results

The active training group demonstrated a significantly greater improvement in verbal WM compared with the control group. No statistically significant effect of training was found on the primary drinking outcome, but a trend was observed indicating that WM training reduces the number of drinks per drinking occasion. WM training had no statistically significant effect on any of the other neuropsychological tasks.

Conclusions

Cognitive training can improve WM function in individuals with AUD, suggesting that such interventions are feasible to administer in this patient population. The results do not support an effect of WM training on heavy drinking or transfer effects to other cognitive domains. Future studies should evaluate WM training as an adjunct to evidence‐based treatments for AUD to assess potential synergistic effects.

Enrichment of rare copy number variation in children with developmental language disorder

Developmental language disorder (DLD) is a common neurodevelopmental disorder with largely unknown etiology. Rare copy number variants (CNVs) have been implicated in the genetic architecture of other neurodevelopmental disorders (NDDs), which have led to clinical genetic testing recommendations for these disorders; however, the evidence is still lacking for DLD. We analyzed rare and de novo CNVs in 58 probands with severe DLD, their 159 family members and 76 Swedish typically developing children using high-resolution microarray. DLD probands had larger rare CNVs as measured by total length (P = .05), and average length (P = .04). In addition, the rate of rare CNVs overlapping coding genes was increased (P = .03 and P = .01) and in average more genes were affected (P = .006 and P = .03) in the probands and their siblings, respectively. De novo CNVs were found in 4.8% DLD probands (2/42) and 2.4% (1/42) siblings. Clinically significant CNVs or chromosomal anomalies were found in 6.9% (4/58) of the probands of which 2 carried 16p11.2 deletions. We provide further evidence that rare CNVs contribute to the etiology of DLD in loci that overlap with other NDDs. Based on our results and earlier literature, families with DLD should be offered molecular genetic testing as a routine in their clinical follow-up.

Timing of White Matter Development Determines Cognitive Abilities at School Entry but Not in Late Adolescence

The primary aim of this study was to investigate to what degree the age-related white matter development, here called "brain age", is associated with working memory (WM) and numeric abilities in 6-year-old children. We measured white matter development using diffusion tensor imaging to calculate fractional anisotropy (FA). A "brain age" model was created using multivariate statistics, which described association between FA and age in a sample of 6- to 20-year-old children. This age model was then applied to predict "brain age" in a second sample of 6-year-old children. The predicted brain age correlated with WM performance and numerical ability (NA) (P < 0.01, P < 0.05) in the 6-year-old children. More than 50% of the stable variance in WM performance was explained. We found that in children older than 13 years of age, this association between brain age and WM was no longer significant (P > 0.5). The results bear theoretical implications as they suggest that the variability in individual developmental timing strongly affects WM and NA at school start but badly predicts adolescent cognitive functioning. Furthermore, it bears practical implications as one may differentiate maturation lags from persistent low cognitive abilities in school children, complementing cognitive tests.

Specialization of the Right Intraparietal Sulcus for Processing Mathematics During Development

Mathematical ability, especially perception of numbers and performance of arithmetics, is known to rely on the activation of intraparietal sulcus (IPS). However, reasoning ability and working memory, 2 highly associated abilities also activate partly overlapping regions. Most studies aimed at localizing mathematical function have used group averages, where individual variability is averaged out, thus confounding the anatomical specificity when localizing cognitive functions. Here, we analyze the functional anatomy of the intraparietal cortex by using individual analysis of subregions of IPS based on how they are structurally connected to frontal, parietal, and occipital cortex. Analysis of cortical thickness showed that the right anterior IPS, defined by its connections to the frontal lobe, was associated with both visuospatial working memory, and mathematics in 6-year-old children. This region specialized during development to be specifically related to mathematics, but not visuospatial working memory in adolescents and adults. This could be an example of interactive specialization, where interacting with the environment in combination with interactions between cortical regions leads from a more general role of right anterior IPS in spatial processing, to a specialization of this region for mathematics.

Interaction between striatal volume and DAT1 polymorphism predicts working memory development during adolescence

There is considerable inter-individual variability in the rate at which working memory (WM) develops during childhood and adolescence, but the neural and genetic basis for these differences are poorly understood. Dopamine-related genes, striatal activation and morphology have been associated with increased WM capacity after training. Here we tested the hypothesis that these factors would also explain some of the inter-individual differences in the rate of WM development.

We measured WM performance in 487 healthy subjects twice: at age 14 and 19. At age 14 subjects underwent a structural MRI scan, and genotyping of five single nucleotide polymorphisms (SNPs) in or close to the dopamine genes DRD2, DAT-1 and COMT, which have previously been associated with gains in WM after WM training. We then analyzed which biological factors predicted the rate of increase in WM between ages 14 and 19.

We found a significant interaction between putamen size and DAT1/SLC6A3 rs40184 polymorphism, such that TC heterozygotes with a larger putamen at age 14 showed greater WM improvement at age 19.

The effect of the DAT1 polymorphism on WM development was exerted in interaction with striatal morphology. These results suggest that development of WM partially share neuro-physiological mechanism with training-induced plasticity.

Functional differentiation between convergence and non-convergence zones of the striatum in children

Most cortical areas send projections to the striatum. In some parts of the striatum, the connections converge from several cortical areas. It is unknown whether the convergence and non-convergence zones of the striatum differ functionally. Here, we used diffusion-weighted magnetic resonance imaging and probabilistic fiber tracking to parcellate the striatum based on its connections to dorsolateral prefrontal, parietal and orbitofrontal cortices in two different datasets (children aged 6-7 years and adults). In both samples, quantitative susceptibility mapping (QSM) values were significantly correlated with working memory (WM) in convergence zones, but not in non-convergence zones. In children, this was also true for mean diffusivity, MD. The association of MD to WM specifically in the convergent zone was replicated in the Pediatric Imaging, Neurocognition, and Genetics (PING) dataset for 135 children aged 6-9 years. QSM data was not available in the PING dataset, and the association to QSM still needs to be replicated. These results suggest that connectivity-based segments of the striatum exhibit functionally different characteristics. The association between convergence zones and WM performance might relate to a role in integrating and coordinating activity in different cortical areas.

No Long-Term Effect of Physical Activity Intervention on Working Memory or Arithmetic in Preadolescents

We investigate if increased physical activity (PA) leads to enhanced working memory capacity and arithmetic performance, in a 2-year school-based intervention in preadolescent children (age 6–13). The active school (n = 228) increased PA (aimed at increasing cardiovascular fitness) from 2 to 5 days a week while the control school (n = 242) remained at 2 days. Twice a year, participants performed tests of arithmetic as well as verbal and spatial working memory. They also rated stress with a questionnaire at the start and at the end of the intervention. There was no beneficial development of working memory or arithmetic for the active school as compared to the control school. Furthermore, subgroup analyses revealed no favorable intervention effect for high/low baseline fitness, cognition or grit. Unexpectedly, a significant increase in self-rated stress was detected for the active school and this effect was driven by girls rather than boys and by the younger rather than older children. These results indicate that longtime high intensity PA does not lead to a beneficial development of working memory or arithmetic in preadolescent children.

Transcranial Electric Stimulation Can Impair Gains during Working Memory Training and Affects the Resting State Connectivity

Transcranial electric stimulation (tES) is a promising technique that has been shown to improve working memory (WM) performance and enhance the effect of cognitive training. However, experimental set up and electrode placement are not always determined based on neurofunctional knowledge about WM, leading to inconsistent results. Additional research on the effects of tES grounded on neurofunctional evidence is therefore necessary. Sixty young, healthy, volunteers, assigned to six different groups, participated in 5 days of stimulation or sham treatment. Twenty-five of these subjects also participated in MRI acquisition. We performed three experiments: In the first one, we evaluated tES using either direct current stimulation (tDCS) with bilateral stimulation of the frontal or parietal lobe; in the second one, we used the same tDCS protocol with a different electrode placement (i.e., supraorbital cathode); in the third one, we used alternating currents (tACS) of 35 Hz, applied bilaterally to either the frontal or parietal lobes. The behavioral outcome measure was the WM capacity (i.e., number of remembered spatial position) during the 5 days of training. In a subsample of subjects we evaluated the neural effects of tDCS by measuring resting state connectivity with functional MRI, before and after the 5 days of tDCS and visuo-spatial WM training. We found a significant impairment of WM training-related gains associated with parietal tACS and frontal tDCS. Five days of tDCS stimulation was also associated with significant change in resting state connectivity revealed by multivariate pattern analysis. None of the stimulation paradigms resulted in improved WM performance or enhanced WM training gains. These results show that tES can have negative effects on cognitive plasticity and affect resting-state functional connectivity.

Human ROBO1 regulates white matter structure in corpus callosum

The axon guidance receptor, Robo1, controls the pathfinding of callosal axons in mice. To determine whether the orthologous ROBO1 gene is involved in callosal development also in humans, we studied polymorphisms in the ROBO1 gene and variation in the white matter structure in the corpus callosum using both structural magnetic resonance imaging and diffusion tensor magnetic resonance imaging. We found that five polymorphisms in the regulatory region of ROBO1 were associated with white matter density in the posterior part of the corpus callosum pathways. One of the polymorphisms, rs7631357, was also significantly associated with the probability of connections to the parietal cortical regions. Our results demonstrate that human ROBO1 may be involved in the regulation of the structure and connectivity of posterior part of corpus callosum.

Grit Is Associated with Structure of Nucleus Accumbens and Gains in Cognitive Training

There is a long-standing interest in the determinants of successful learning in children. “Grit” is an individual trait, reflecting the ability to pursue long-term goals despite temporary setbacks. Although grit is known to be predictive of future success in real-world learning situations, an understanding of the underlying neural basis and mechanisms is still lacking. Here we show that grit in a sample of 6-year-old children (n = 55) predicts the working memory improvement during 8 weeks of training on working memory tasks (p = .009). In a separate neuroimaging analysis performed on a partially overlapping sample (n = 27), we show that interindividual differences in grit were associated with differences in the volume of nucleus accumbens (peak voxel p = .021, x = 12, y = 11, z = −11). This was also confirmed in a leave-one-out analysis of gray matter density in the nucleus accumbens (p = .018). The results can be related to previous animal research showing the role of the nucleus accumbens to search out rewards regardless of delays or obstacles. The results provide a putative neural basis for grit and could contribute a cross-disciplinary connection of animal neuroscience to child psychology.

Behavior and neuroimaging at baseline predict individual response to combined mathematical and working memory training in children

Mathematical performance is highly correlated with several general cognitive abilities, including working memory (WM) capacity. Here we investigated the effect of numerical training using a number-line (NLT), WM training (WMT), or the combination of the two on a composite score of mathematical ability. The aim was to investigate if the combination contributed to the outcome, and determine if baseline performance or neuroimaging predict the magnitude of improvement.

We randomly assigned 308, 6-year-old children to WMT, NLT, WMT + NLT or a control intervention. Overall, there was a significant effect of NLT but not WMT. The WMT + NLT was the only group that improved significantly more than the controls, although the interaction NLTxWM was non-significant. Higher WM and maths performance predicted larger benefits for WMT and NLT, respectively. Neuroimaging at baseline also contributed significant information about training gain. Different individuals showed as much as a three-fold difference in their responses to the same intervention.

These results show that the impact of an intervention is highly dependent on individual characteristics of the child. If differences in responses could be used to optimize the intervention for each child, future interventions could be substantially more effective.

Mutation in CEP63 co-segregating with developmental dyslexia in a Swedish family

Developmental dyslexia is the most common learning disorder in children. Problems in reading and writing are likely due to a complex interaction of genetic and environmental factors, resulting in reduced power of studies of the genetic factors underlying developmental dyslexia. Our approach in the current study was to perform exome sequencing of affected and unaffected individuals within an extended pedigree with a familial form of developmental dyslexia. We identified a two-base mutation, causing a p.R229L amino acid substitution in the centrosomal protein 63 kDa (CEP63), co-segregating with developmental dyslexia in this pedigree. This mutation is novel, and predicted to be highly damaging for the function of the protein. 3D modelling suggested a distinct conformational change caused by the mutation. CEP63 is localised to the centrosome in eukaryotic cells and is required for maintaining normal centriole duplication and control of cell cycle progression. We found that a common polymorphism in the CEP63 gene had a significant association with brain white matter volume. The brain regions were partly overlapping with the previously reported region influenced by polymorphisms in the dyslexia susceptibility genes DYX1C1 and KIAA0319. We hypothesise that CEP63 is particularly important for brain development and might control the proliferation and migration of cells when those two events need to be highly coordinated.

Neonatal MRI is associated with future cognition and academic achievement in preterm children

School-age children born preterm are particularly at risk for low mathematical achievement, associated with reduced working memory and number skills. Early identification of preterm children at risk for future impairments using brain markers might assist in referral for early intervention. This study aimed to examine the use of neonatal magnetic resonance imaging measures derived from automated methods (Jacobian maps from deformation-based morphometry; fractional anisotropy maps from diffusion tensor images) to predict skills important for mathematical achievement (working memory, early mathematical skills) at 5 and 7 years in a cohort of preterm children using both univariable (general linear model) and multivariable models (support vector regression). Participants were preterm children born <30 weeks' gestational age and healthy control children born ≥37 weeks' gestational age at the Royal Women's Hospital in Melbourne, Australia between July 2001 and December 2003 and recruited into a prospective longitudinal cohort study. At term-equivalent age ( ±2 weeks) 224 preterm and 46 control infants were recruited for magnetic resonance imaging. Working memory and early mathematics skills were assessed at 5 years (n = 195 preterm; n = 40 controls) and 7 years (n = 197 preterm; n = 43 controls). In the preterm group, results identified localized regions around the insula and putamen in the neonatal Jacobian map that were positively associated with early mathematics at 5 and 7 years (both P < 0.05), even after covarying for important perinatal clinical factors using general linear model but not support vector regression. The neonatal Jacobian map showed the same trend for association with working memory at 7 years (models ranging from P = 0.07 to P = 0.05). Neonatal fractional anisotropy was positively associated with working memory and early mathematics at 5 years (both P < 0.001) even after covarying for clinical factors using support vector regression but not general linear model. These significant relationships were not observed in the control group. In summary, we identified, in the preterm brain, regions around the insula and putamen using neonatal deformation-based morphometry, and brain microstructural organization using neonatal diffusion tensor imaging, associated with skills important for childhood mathematical achievement. Results contribute to the growing evidence for the clinical utility of neonatal magnetic resonance imaging for early identification of preterm infants at risk for childhood cognitive and academic impairment.

Benefits of a working memory training program for inattention in daily life: a systematic review and meta-analysis

BACKGROUND

Many common disorders across the lifespan feature impaired working memory (WM). Reported benefits of a WM training program include improving inattention in daily life, but this has not been evaluated in a meta-analysis. This study aimed to evaluate whether one WM training method has benefits for inattention in daily life by conducting a systematic review and meta-analysis.

METHODS

We searched Medline and PsycINFO, relevant journals and contacted authors for studies with an intervention and control group reporting post-training estimates of inattention in daily life. To reduce the influence of different WM training methods on the findings, the review was restricted to trials evaluating the Cogmed method. A meta-analysis calculated the pooled standardised difference in means (SMD) between intervention and control groups.

RESULTS

A total of 622 studies were identified and 12 studies with 13 group comparisons met inclusion criteria. The meta-analysis showed a significant training effect on inattention in daily life, SMD=-0.47, 95% CI -0.65, -0.29, p<.00001. Subgroup analyses showed this significant effect was observed in groups of children and adults as well as users with and without ADHD, and in studies using control groups that were active and non-adaptive, wait-list and passive as well as studies using specific or general measures. Seven of the studies reported follow-up assessment and a meta-analysis showed persisting training benefits for inattention in daily life, SMD=-0.33, 95% CI -0.57 -0.09, p=.006. Additional meta-analyses confirmed improvements after training on visuospatial WM, SMD=0.66, 95% CI 0.43, 0.89, p<.00001, and verbal WM tasks, SMD=0.40, 95% CI 0.18, 0.62, p=.0004.

CONCLUSIONS

Benefits of a WM training program generalise to improvements in everyday functioning. Initial evidence shows that the Cogmed method has significant benefits for inattention in daily life with a clinically relevant effect size.

CTNND2-a candidate gene for reading problems and mild intellectual disability

BACKGROUND

Cytogenetically visible chromosomal translocations are highly informative as they can pinpoint strong effect genes even in complex genetic disorders.

METHODS AND RESULTS

Here, we report a mother and daughter, both with borderline intelligence and learning problems within the dyslexia spectrum, and two apparently balanced reciprocal translocations: t(1;8)(p22;q24) and t(5;18)(p15;q11). By low coverage mate-pair whole-genome sequencing, we were able to pinpoint the genomic breakpoints to 2 kb intervals. By direct sequencing, we then located the chromosome 5p breakpoint to intron 9 of CTNND2. An additional case with a 163 kb microdeletion exclusively involving CTNND2 was identified with genome-wide array comparative genomic hybridisation. This microdeletion at 5p15.2 is also present in mosaic state in the patient's mother but absent from the healthy siblings. We then investigated the effect of CTNND2 polymorphisms on normal variability and identified a polymorphism (rs2561622) with significant effect on phonological ability and white matter volume in the left frontal lobe, close to cortical regions previously associated with phonological processing. Finally, given the potential role of CTNND2 in neuron motility, we used morpholino knockdown in zebrafish embryos to assess its effects on neuronal migration in vivo. Analysis of the zebrafish forebrain revealed a subpopulation of neurons misplaced between the diencephalon and telencephalon.

CONCLUSIONS

Taken together, our human genetic and in vivo data suggest that defective migration of subpopulations of neuronal cells due to haploinsufficiency of CTNND2 contribute to the cognitive dysfunction in our patients.

DRD2/ANKK1 polymorphism modulates the effect of ventral striatal activation on working memory performance

Motivation is important for learning and cognition. Although dopaminergic (D2) transmission in the ventral striatum (VS) is associated with motivation, learning, and cognition are more strongly associated with function of the dorsal striatum, including activation in the caudate nucleus. A recent study found an interaction between intrinsic motivation and the DRD2/ANKK1 polymorphism (rs1800497), suggesting that A-carriers of rs1800497 are significantly more sensitive to motivation in order to improve during working memory (WM) training. Using data from the two large-scale imaging genetic data sets, IMAGEN (n=1080, age 13-15 years) and BrainChild (n∼300, age 6-27), we investigated whether rs1800497 is associated with WM. In the IMAGEN data set, we tested whether VS/caudate activation during reward anticipation was associated with WM performance and whether rs1800497 and VS/caudate activation interact to affect WM performance. We found that rs1800497 was associated with WM performance in IMAGEN and BrainChild. Higher VS and caudate activation during reward processing were significantly associated with higher WM performance (p<0.0001). An interaction was found between the DRD2/ANKK1 polymorphism rs1800497 and VS activation during reward anticipation on WM (p<0.01), such that carriers of the minor allele (A) showed a significant correlation between VS activation and WM, whereas the GG-homozygotes did not, suggesting that the effect of VS BOLD on WM is modified by inter-individual genetic differences related to D2 dopaminergic transmission.

Childhood cognitive development as a skill

Theories view childhood development as being either driven by structural maturation of the brain or being driven by skill-learning. It is hypothesized here that working memory (WM) development during childhood is partly driven by training effects in the environment, and that similar neural mechanisms underlie training-induced plasticity and childhood development. In particular, the functional connectivity of a fronto-parietal network is suggested to be associated with WM capacity. The striatum, dopamine receptor D2 (DRD2) activity, and corticostriatal white-matter tracts, on the other hand, seem to be more important for plasticity and change of WM capacity during both training and development. In this view, the development of WM capacity during childhood partly involves the same mechanisms as skill-learning.

Music practice is associated with development of working memory during childhood and adolescence

Practicing a musical instrument is associated with cognitive benefits and structural brain changes in correlational and interventional trials; however, the effect of musical training on cognition during childhood is still unclear. In this longitudinal study of child development we analyzed the association between musical practice and performance on reasoning, processing speed and working memory (WM) during development. Subjects (n = 352) between the ages of 6 and 25 years participated in neuropsychological assessments and neuroimaging investigations (n = 64) on two or three occasions, 2 years apart. Mixed model regression showed that musical practice had an overall positive association with WM capacity (visuo-spatial WM, F = 4.59, p = 0.033, verbal WM, F = 9.69, p = 0.002), processing speed, (F = 4.91, p = 0.027) and reasoning (Raven’s progressive matrices, F = 28.34, p < 0.001) across all three time points, after correcting for the effect of parental education and other after school activities. Music players also had larger gray matter volume in the temporo-occipital and insular cortex (p = 0.008), areas previously reported to be related to musical notation reading. The change in WM between the time points was proportional to the weekly hours spent on music practice for both WM tests (VSWM, β = 0.351, p = 0.003, verbal WM, β = 0.261, p = 0.006) but this was not significant for reasoning ability (β = 0.021, p = 0.090). These effects remained when controlling for parental education and other after school activities. In conclusion, these results indicate that music practice positively affects WM development and support the importance of practice for the development of WM during childhood and adolescence.

Stratified medicine for mental disorders

There is recognition that biomedical research into the causes of mental disorders and their treatment needs to adopt new approaches to research. Novel biomedical techniques have advanced our understanding of how the brain develops and is shaped by behaviour and environment. This has led to the advent of stratified medicine, which translates advances in basic research by targeting aetiological mechanisms underlying mental disorder. The resulting increase in diagnostic precision and targeted treatments may provide a window of opportunity to address the large public health burden, and individual suffering associated with mental disorders. While mental health and mental disorders have significant representation in the "health, demographic change and wellbeing" challenge identified in Horizon 2020, the framework programme for research and innovation of the European Commission (2014-2020), and in national funding agencies, clear advice on a potential strategy for mental health research investment is needed. The development of such a strategy is supported by the EC-funded "Roadmap for Mental Health Research" (ROAMER) which will provide recommendations for a European mental health research strategy integrating the areas of biomedicine, psychology, public health well being, research integration and structuring, and stakeholder participation. Leading experts on biomedical research on mental disorders have provided an assessment of the state of the art in core psychopathological domains, including arousal and stress regulation, affect, cognition social processes, comorbidity and pharmacotherapy. They have identified major advances and promising methods and pointed out gaps to be addressed in order to achieve the promise of a stratified medicine for mental disorders.

Polymorphisms in the Dopamine Receptor 2 Gene Region Influence Improvements during Working Memory Training in Children and Adolescents

Studying the effects of cognitive training can lead to finding better treatments, but it can also be a tool for investigating factors important for brain plasticity and acquisition of cognitive skills. In this study, we investigated how single-nucleotide polymorphisms (SNPs) and ratings of intrinsic motivation were associated to interindividual differences in improvement during working memory training. The study included 256 children aged 7–19 years who were genotyped for 13 SNPs within or near eight candidate genes previously implicated in learning: COMT, SLC6A3 (DAT1), DRD4, DRD2, PPP1R1B (DARPP32), MAOA, LMX1A, and BDNF. Ratings on the intrinsic motivation inventory were also available for 156 of these children. All participants performed at least 20 sessions of working memory training, and performance during the training was logged and used as the outcome variable. We found that two SNPs, rs1800497 and rs2283265, located near and within the dopamine receptor 2 (DRD2) gene, respectively, were significantly associated with improvements during training (p &lt; .003 and p &lt; .0004, respectively). Scores from a questionnaire regarding intrinsic motivation did not correlate with training outcome. However, we observed both the main effect of genotype at those two loci as well as the interaction between genotypes and ratings of intrinsic motivation (perceived competence). Both SNPs have previously been shown to affect DRD2 receptor density primarily in the BG. Our results suggest that genetic variation is accounting for some interindividual differences in how children acquire cognitive skills and that part of this effect is also seen on intrinsic motivation. Moreover, they suggest that dopamine D2 transmission in the BG is a key factor for cognitive plasticity.

Trade-off between capacity and precision in visuospatial working memory

Limitations in the performance of working memory (WM) tasks have been characterized in terms of the number of items retained (capacity) and in terms of the precision with which the information is retained. The neural mechanisms behind these limitations are still unclear. Here we used a biological constrained computational model to study the capacity and precision of visuospatial WM. The model consists of two connected networks of spiking neurons. One network is responsible for storage of information. The other provides a nonselective excitatory input to the storage network. Simulations showed that this excitation boost could temporarily increase storage capacity but also predicted that this would be associated with a decrease in precision of the memory. This prediction was subsequently tested in a behavioral (38 participants) and fMRI (22 participants) experiment. The behavioral results confirmed the trade-off effect, and the fMRI results suggest that a frontal region might be engaged in the trial-by-trial control of WM performance. The average effects were small, but individuals differed in the amount of trade-off, and these differences correlated with the frontal activation. These results support a two-module model of WM where performance is determined both by storage capacity and by top-down influence, which can vary on a trial-by-trial basis, affecting both the capacity and precision of WM.

Three dyslexia susceptibility genes, DYX1C1, DCDC2, and KIAA0319, affect temporo-parietal white matter structure

BACKGROUND

Volume and integrity of white matter correlate with reading ability, but the underlying factors contributing to this variability are unknown.

METHODS

We investigated single nucleotide polymorphisms in three genes previously associated with dyslexia and implicated in neuronal migration (DYX1C1, DCDC2, KIAA0319) and white matter volume in a cohort of 76 children and young adults from the general population.

RESULTS

We found that all three genes contained polymorphisms that were significantly associated with white matter volume in the left temporo-parietal region and that white matter volume influenced reading ability.

CONCLUSIONS

The identified region contained white matter pathways connecting the middle temporal gyrus with the inferior parietal lobe. The finding links previous neuroimaging and genetic results and proposes a mechanism underlying variability in reading ability in both normal and impaired readers.

Computerized training of non-verbal reasoning and working memory in children with intellectual disability

Children with intellectual disabilities show deficits in both reasoning ability and working memory (WM) that impact everyday functioning and academic achievement. In this study we investigated the feasibility of cognitive training for improving WM and non-verbal reasoning (NVR) ability in children with intellectual disability. Participants were randomized to a 5-week adaptive training program (intervention group) or non-adaptive version of the program (active control group). Cognitive assessments were conducted prior to and directly after training and 1 year later to examine effects of the training. Improvements during training varied largely and amount of progress during training predicted transfer to WM and comprehension of instructions, with higher training progress being associated with greater transfer improvements. The strongest predictors for training progress were found to be gender, co-morbidity, and baseline capacity on verbal WM. In particular, females without an additional diagnosis and with higher baseline performance showed greater progress. No significant effects of training were observed at the 1-year follow-up, suggesting that training should be more intense or repeated in order for effects to persist in children with intellectual disabilities. A major finding of this study is that cognitive training is feasible in this clinical sample and can help improve their cognitive performance. However, a minimum cognitive capacity or training ability seems necessary for the training to be beneficial, with some individuals showing little improvement in performance. Future studies of cognitive training should take into consideration how inter-individual differences in training progress influence transfer effects and further investigate how baseline capacities predict training outcome.

Working memory brain activity and capacity link MAOA polymorphism to aggressive behavior during development

A developmental increase in working memory capacity is an important part of cognitive development, and low working memory (WM) capacity is a risk factor for developing psychopathology. Brain activity represents a promising endophenotype for linking genes to behavior and for improving our understanding of the neurobiology of WM development. We investigated gene-brain-behavior relationships by focusing on 18 single-nucleotide polymorphisms (SNPs) located in six dopaminergic candidate genes (COMT, SLC6A3/DAT1, DBH, DRD4, DRD5, MAOA). Visuospatial WM (VSWM) brain activity, measured with functional magnetic resonance imaging, and VSWM capacity were assessed in a longitudinal study of typically developing children and adolescents. Behavioral problems were evaluated using the Child Behavior Checklist (CBCL). One SNP (rs6609257), located ~6.6 kb downstream of the monoamine oxidase A gene (MAOA) on human chromosome X, significantly affected brain activity in a network of frontal, parietal and occipital regions. Increased activity in this network, but not in caudate nucleus or anterior prefrontal regions, was correlated with VSWM capacity, which in turn predicted externalizing (aggressive/oppositional) symptoms, with higher WM capacity associated with fewer externalizing symptoms. There were no direct significant correlations between rs6609257 and behavioral symptoms. These results suggest a mediating role of WM brain activity and capacity in linking the MAOA gene to aggressive behavior during development.

Gains in fluid intelligence after training non-verbal reasoning in 4-year-old children: a controlled, randomized study

Fluid intelligence (Gf) predicts performance on a wide range of cognitive activities, and children with impaired Gf often experience academic difficulties. Previous attempts to improve Gf have been hampered by poor control conditions and single outcome measures. It is thus still an open question whether Gf can be improved by training. This study included 4-year-old children (N = 101) who performed computerized training (15 min/day for 25 days) of either non-verbal reasoning, working memory, a combination of both, or a placebo version of the combined training. Compared to the placebo group, the non-verbal reasoning training group improved significantly on Gf when analysed as a latent variable of several reasoning tasks. Smaller gains on problem solving tests were seen in the combination training group. The group training working memory improved on measures of working memory, but not on problem solving tests. This study shows that it is possible to improve Gf with training, which could have implications for early interventions in children.

The SNAP25 gene is linked to working memory capacity and maturation of the posterior cingulate cortex during childhood

BACKGROUND

Working memory (WM) is the ability to retain task relevant information. This ability is important for a wide range of cognitive tasks, and WM deficits are a central cognitive impairment in neurodevelopment disorders such as attention-deficit/hyperactivity disorder (ADHD). Although WM capacity is known to be highly heritable, most genes involved remain unidentified.

METHODS

Single nucleotide polymorphisms in genes previously associated with cognitive functions or ADHD were selected for genotyping. Associations of these with WM tasks were investigated in a community sample of 330 children and young adults. One single nucleotide polymorphisms was also investigated in an independent sample of 88 4-year-old children. Furthermore, association between brain structure and activity, as measured by magnetic resonance imaging techniques, and single nucleotide polymorphisms alleles were estimated in 88 participants.

RESULTS

Genotype at rs363039, located in the gene coding for synaptosomal-associated protein, 25 kDa (SNAP25) was associated to WM capacity in both samples. Associations in the community sample were also found with measures of other cognitive functions. In addition, this polymorphism affected the gray matter and brain activity in the posterior cingulate cortex, an area included in the so-called default mode network previously correlated to regulation of attention and hypothesized to be implicated in ADHD.

CONCLUSIONS

A novel gene-brain-behavior network was identified in which a genotype located in SNAP25 affects WM and has age-dependent effects on both brain structure and brain activity. Identifying such networks could be a key to better understanding cognitive development as well as some of its disorders.

Training and plasticity of working memory

Working memory (WM) capacity predicts performance in a wide range of cognitive tasks. Although WM capacity has been viewed as a constant trait, recent studies suggest that it can be improved by adaptive and extended training. This training is associated with changes in brain activity in frontal and parietal cortex and basal ganglia, as well as changes in dopamine receptor density. Transfer of the training effects to non-trained WM tasks is consistent with the notion of training-induced plasticity in a common neural network for WM. The observed training effects suggest that WM training could be used as a remediating intervention for individuals for whom low WM capacity is a limiting factor for academic performance or in everyday life.

Visuo-Spatial Working Memory Span: A Sensitive Measure of Cognitive Deficits in Children With ADHD

Working memory (WM) has been hypothesised to be impaired in attention-deficit/hyperactivity disorder (ADHD). However, there are few studies reported on tests measuring visuo-spatial WM (VSWM) in ADHD. Some of these studies used paradigms including episodic memory, others only used low memory loads. In the present study we used a VSWM test that has not been used previously in ADHD research. The sensitivity of the VSWM test and a choice reaction time (CRT) test was evaluated in a pilot study by comparing them to two commonly used tests in ADHD-research; the Continuous Performance Test (CPT) and a Go/no-go test, in children with and without ADHD. The groups differed significantly in performance on the VSWM test (P < .01) and CRT (P < .05) but not on the CPT (P > .1) or on the Go/no-go test (P > .1). The results from the VSWM and CRT tests were replicated in a larger sample of participants (80 boys; 27 boys with ADHD and 53 controls, mean age 11.4 years). The difference between the groups was significant for both the VSWM test (P < .01) and the CRT test (P < .01). The effect size (ES) of the VSWM test was 1.34. There was a significant age-by-group interaction on the VSWM test, with larger group differences for the older children (P < .01). Our results show that the VSWM test is a sensitive measure of cognitive deficits in ADHD and it supports the hypothesis that deficits in VSWM is a major component of ADHD.