Contextual control of audiovisual integration in low-level sensory cortices.

Potential sources of multisensory influences on low-level sensory cortices include direct projections from sensory cortices of different modalities, as well as more indirect feedback inputs from higher order multisensory cortical regions. These multiple architectures may be functionally complementary, but the exact roles and inter-relationships of the circuits are unknown. Using a fully balanced context manipulation, we tested the hypotheses that: (1) feedforward and lateral pathways subserve speed functions, such as detecting peripheral stimuli. Multisensory integration effects in this context are predicted in peripheral fields of low-level sensory cortices. (2) Slower feedback pathways underpin accuracy functions, such as object discrimination. Integration effects in this context are predicted in higher-order association cortices and central/foveal fields of low-level sensory cortex. We used functional magnetic resonance imaging to compare the effects of central versus peripheral stimulation on audiovisual integration, while varying speed and accuracy requirements for behavioral responses. We found that interactions of task demands and stimulus eccentricity in low-level sensory cortices are more complex than would be predicted by a simple dichotomy such as our hypothesized peripheral/speed and foveal/accuracy functions. Additionally, our findings point to individual differences in integration that may be related to skills and strategy. Overall, our findings suggest that instead of using fixed, specialized pathways, the exact circuits and mechanisms that are used for low-level multisensory integration are much more flexible and contingent upon both individual and contextual factors than previously assumed.

Mindset profiles of secondary school students: Associations with academic achievement, motivation and school burnout symptoms.

BACKGROUND: According to Dweck's mindset theory, implicit beliefs (a.k.a. mindset) have an organizing function, bringing together mindset, achievement goals and effort beliefs in a broader meaning system. Two commonly described meaning systems are a growth-mindset meaning system with mastery goals and positive effort beliefs, and a fixed-mindset meaning system with performance goals and negative effort beliefs. AIMS: Because of assumed heterogeneity within these two meaning systems, we aim to (1) examine multiple-mindset profiles based on mindset, achievement goals and effort beliefs, by using a data-driven person-oriented approach, and (2) relate these different profiles to several outcome measures (academic achievement, motivation and school burnout symptoms). SAMPLE: Self-report questionnaire data were collected from 724 students (11.0-14.7 y.o.; 46.7% girl; 53.3% boy; Mage = 12.8 y.o.). METHODS: Latent profile analysis was conducted using mindset, achievement goals and effort beliefs. RESULTS: Four profiles were revealed: one fixed-mindset profile and three growth-mindset profiles, which differed in their performance goal levels (low, moderate and high). Growth-mindset students with low- or moderate-performance goals had more advantageous outcomes, for example, higher math grades and lower school burnout symptoms, compared to growth-mindset students with high-performance goals. Fixed-mindset students had the least advantageous outcomes, for example, lower grades, less intrinsic motivation and more school burnout symptoms. CONCLUSIONS: Our study emphasizes the importance of taking a holistic approach when examining mindset meaning systems, revealing the importance of the level of performance goals and including multiple academic outcomes.

Growth mindset and school burnout symptoms in young adolescents: the role of vagal activity as potential mediator.

Experiencing school burnout symptoms can have negative consequences for learning. A growth mindset, the belief that human qualities such as intelligence are malleable, has previously been correlated with fewer school burnout symptoms in late adolescents. This might be because adolescents with a stronger growth mindset show more adaptive self-regulation strategies and thereby increasing resilience against academic setbacks. Here we confirmed in a sample of 426 Dutch young adolescents (11-14 years old; 48% female) that this relationship between growth mindset and school burnout symptoms holds after controlling for other potential predictors of school burnout symptoms such as academic achievement, school track, gender, and socio-economic status. Our second aim was to increase our understanding of the mechanism underlying the relation between mindset and school burnout, by measuring physiological resilience (vagal activity, a measure of parasympathetic activity, also known as heart rate variability or HRV) in a subsample (n = 50). We did not find any relation between vagal activity and growth mindset or school burnout symptoms, nor could we establish a mediating effect of vagal activity in their relation. In conclusion, we found evidence for a potential protective effect of a growth mindset on school burnout symptoms in young adolescents, but not for physiological resilience (vagal activity) as an underlying mechanism. The protective effect of growth mindset as confirmed in our younger sample can be leveraged in interventions to prevent increasing school burnout symptoms.

Trajectories of early adolescents' perceptions of school motivation and effort during the pandemic in Perú: A four time point longitudinal observational study.

In this longitudinal, observational study, following 883 adolescents (aged 11-15 years, grades 6th - 8th) we tracked changes in perceived school motivation and effort across four time points during the two years of remote education in Perú as a consequence of COVID-19 (retrospective reports before the pandemic, May 2020, July 2021, and November 2021). Compared to before the pandemic, levels of perceived school motivation and effort dropped sharply in May 2020 and continued to decrease across 2 years. Perceived school motivation was positively associated with perceived school effort at almost all time points. Furthermore, students with lower levels of perceived school motivation had a steeper decline in perceived school effort. In a subsample of 380 students in 8th grade, perceived school effort in July 2021 predicted objective math performance in November 2021. Our findings suggest that COVID-19 has further compounded decreases in subjective and objective indices of school engagement and performance that are typically observed in early adolescence. Our results from a large sample of low- to middle-class Peruvian adolescents highlight the experiences of youth in a country that had particularly long school closures, and that is under-represented in the literature.

fMR-adaptation indicates selectivity to audiovisual content congruency in distributed clusters in human superior temporal cortex.

BACKGROUND: Efficient multisensory integration is of vital importance for adequate interaction with the environment. In addition to basic binding cues like temporal and spatial coherence, meaningful multisensory information is also bound together by content-based associations. Many functional Magnetic Resonance Imaging (fMRI) studies propose the (posterior) superior temporal cortex (STC) as the key structure for integrating meaningful multisensory information. However, a still unanswered question is how superior temporal cortex encodes content-based associations, especially in light of inconsistent results from studies comparing brain activation to semantically matching (congruent) versus nonmatching (incongruent) multisensory inputs. Here, we used fMR-adaptation (fMR-A) in order to circumvent potential problems with standard fMRI approaches, including spatial averaging and amplitude saturation confounds. We presented repetitions of audiovisual stimuli (letter-speech sound pairs) and manipulated the associative relation between the auditory and visual inputs (congruent/incongruent pairs). We predicted that if multisensory neuronal populations exist in STC and encode audiovisual content relatedness, adaptation should be affected by the manipulated audiovisual relation. RESULTS: The results revealed an occipital-temporal network that adapted independently of the audiovisual relation. Interestingly, several smaller clusters distributed over superior temporal cortex within that network, adapted stronger to congruent than to incongruent audiovisual repetitions, indicating sensitivity to content congruency. CONCLUSIONS: These results suggest that the revealed clusters contain multisensory neuronal populations that encode content relatedness by selectively responding to congruent audiovisual inputs, since unisensory neuronal populations are assumed to be insensitive to the audiovisual relation. These findings extend our previously revealed mechanism for the integration of letters and speech sounds and demonstrate that fMR-A is sensitive to multisensory congruency effects that may not be revealed in BOLD amplitude per se.

Transcranial Electrical Stimulation to Enhance Cognitive Performance of Healthy Minors: A Complex Governance Challenge.

An increasing number of healthy adolescents are consuming products that can enhance their cognitive performance in educational settings. Currently, the use of pharmaceuticals is the most widely discussed enhancement method in the literature, but new evidence suggests that other methods based on Transcranial Electrical Stimulation (tES) also have potential as cognitive enhancer. Just like pharmaceutical enhancers, the availability and education-related use of tES-devices raise a broad range of ethical, legal, and societal issues that need to be addressed by policy-makers. Few studies, however, have specifically explored these issues in relation to child wellbeing. In this narrative review with systematic search, we describe the issues for child wellbeing that could arise from the availability and education-related use of tES-based enhancers by healthy minors. We demonstrate that the issues form a complex web of uncertainties and concerns, which are mainly incited by two factors. First is the high level of factual uncertainty due to gaps in empirical evidence about the exact working mechanisms and efficacy of tES. Moreover, a lack of insight into the technique's (long-term) effects on healthy developing brains, and uncertainties about potential cognitive trade-offs have fueled concerns about the technique's safety and impact. The second factor that contributes to the complexity of issues is the presence of moral diversity in our society. Different opinions exist on whether a certain enhancement effect would be desirable and whether potential risks would be acceptable. These opinions depend on one's moral perspective, and the way one interprets and weights values such as the child's autonomy and authenticity. The challenge for proper governance resides in the design of an appropriate framework that is capable of balancing the different moral perspectives in society, while recognizing the uncertainties that still exist. We therefore argue for a responsible innovation approach, which encourages an adaptive attitude toward emerging knowledge and dynamic societal values, to deal with the identified issues regarding tES-based enhancement appropriately.

Implicit and Explicit Gender Beliefs in Spatial Ability: Stronger Stereotyping in Boys than Girls.

Sex differences in spatial ability are a seriously debated topic, given the importance of spatial ability for success in the fields of science, technology, engineering, and mathematics (STEM) and girls' underrepresentation in these domains. In the current study we investigated the presence of stereotypic gender beliefs on spatial ability (i.e., "spatial ability is for boys") in 10- and 12-year-old children. We used both an explicit measure (i.e., a self-report questionnaire) and an implicit measure (i.e., a child IAT). Results of the explicit measure showed that both sexes associated spatial ability with boys, with boys holding more male stereotyped attitudes than girls. On the implicit measure, boys associated spatial ability with boys, while girls were gender-neutral. In addition, we examined the effects of gender beliefs on spatial performance, by experimentally activating gender beliefs within a pretest-instruction-posttest design. We compared three types of instruction: boys are better, girls are better, and no sex differences. No effects of these gender belief instructions were found on children's spatial test performance (i.e., mental rotation and paper folding). The finding that children of this age already have stereotypic beliefs about the spatial capacities of their own sex is important, as these beliefs may influence children's choices for spatial leisure activities and educational tracks in the STEM domain.

Media reporting of neuroscience depends on timing, topic and newspaper type.

The rapid developments in neuroscientific techniques raise high expectations among the general public and therefore warrant close monitoring of the translation to the media and daily-life applications. The need of empirical research into neuroscience communication is emphasized by its susceptibility to evoke misconceptions and polarized beliefs. As the mass media are the main sources of information about (neuro-)science for a majority of the general public, the objective of the current research is to quantify how critically and accurately newspapers report on neuroscience as a function of the timing of publication (within or outside of periods of heightened media attention to neuroscience, termed "news waves"), the topic of the research (e.g. development, health, law) and the newspaper type (quality, popular, free newspapers). The results show that articles published during neuroscience news waves were less neutral and more optimistic, but not different in accuracy. Furthermore, the overall tone and accuracy of articles depended on the topic; for example, articles on development often had an optimistic tone whereas articles on law were often skeptical or balanced, and articles on health care had highest accuracy. Average accuracy was rather low, but articles in quality newspapers were relatively more accurate than in popular and free newspapers. Our results provide specific recommendations for researchers and science communicators, to improve the translation of neuroscience findings through the media: 1) Caution is warranted during periods of heightened attention (news waves), as reporting tends to be more optimistic; 2) Caution is also warranted not to follow topic-related biases in optimism (e.g., development) or skepticism (e.g., law); 3) Researchers should keep in mind that overall accuracy of reporting is low, and especially articles in popular and free newspapers provide a minimal amount of details. This indicates that researchers themselves may need to be more active in preventing misconceptions to arise.

Top-down task effects overrule automatic multisensory responses to letter-sound pairs in auditory association cortex.

In alphabetic scripts, letters and speech sounds are the basic elements of correspondence between spoken and written language. In two previous fMRI studies, we showed that the response to speech sounds in the auditory association cortex was enhanced by congruent letters and suppressed by incongruent letters. Interestingly, temporal synchrony was critical for this congruency effect to occur. We interpreted these results as a neural correlate of letter-sound integration, driven by the learned congruency of letter-sound pairs. The present event-related fMRI study was designed to address two questions that could not directly be addressed in the previous studies, due to their passive nature and blocked design. Specifically: (1) to examine whether the enhancement/suppression of auditory cortex are truly multisensory integration effects or can be explained by different attention levels during congruent/incongruent blocks, and (2) to examine the effect of top-down task demands on the neural integration of letter-sound pairs. Firstly, we replicated the previous results with random stimulus presentation, which rules out an explanation of the congruency effect in auditory cortex solely in terms of attention. Secondly, we showed that the effects of congruency and temporal asynchrony in the auditory association cortex were absent during active matching. This indicates that multisensory responses in the auditory association cortex heavily depend on task demands. Without task instructions, the auditory cortex is modulated to favor the processing of congruent and synchronous information. This modulation is overruled during explicit matching when all audiovisual stimuli are equally relevant, independent of congruency and temporal relation.

The effect of temporal asynchrony on the multisensory integration of letters and speech sounds.

Temporal proximity is a critical determinant for cross-modal integration by multisensory neurons. Information content may serve as an additional binding factor for more complex or less natural multisensory information. Letters and speech sounds, which form the basis of literacy acquisition, are not naturally related but associated through explicit learning. We investigated the relative importance of temporal proximity and information content on the integration of letters and speech sounds by manipulating both factors within the same functional magnetic resonance imaging (fMRI) design. The results reveal significant interactions between temporal proximity and content congruency in anterior and posterior auditory association cortex, indicating that temporal synchrony is critical for the integration of letters and speech sounds. The temporal profiles for multisensory integration in the auditory association cortex resemble those demonstrated for single multisensory neurons in different brain structures and animal species. This similarity suggests that basic neural integration rules apply to the binding of multisensory information that is not naturally related but overlearned during literacy acquisition. Furthermore, the present study shows the suitability of fMRI to study temporal aspects of multisensory neural processing.