The Long and Winding Road to Real-Life Experiments: Remote Assessment of Executive Functions with Computerized Games-Results from 8 Years of Naturalistic Interventions.

Mate Marote is an open-access cognitive training software aimed at children between 4 and 8 years old. It consists of a set of computerized games specifically tailored to train and evaluate Executive Functions (EF), a class of processes critical for purposeful, goal-directed behavior, including working memory, planning, flexibility, and inhibitory control. Since 2008, several studies were performed with this software at children's own schools in interventions supervised in-person by cognitive scientists. After 2015, we incorporated naturalistic, yet controlled, interventions with children's own teachers' help. The platform includes a battery of standardized tests, disguised as games, to assess children's EF. The main question that emerges is whether the results, obtained with these traditional tasks but conducted without the presence of researchers, are comparable to those widely reported in the literature, that were obtained in more supervised settings. In this study, we were able to replicate the expected difficulty and age effects in at least one of the analyzed dependent variables of each employed test. We also report important discrepancies between the expected and the observed response time patterns, specifically for time-constrained tasks. We hereby discuss the benefits and setbacks of a new possible strategy for this type of assessment in naturalistic settings. We conclude that this battery of established EF tasks adapted for its remote usage is appropriate to measure the expected mental processes in naturalistic settings, enriching opportunities to upscale cognitive training interventions at schools. These types of tools can constitute a concerted strategy to bring together educational neuroscience research and real-life practice.

Differential psychophysiological responses associated with decision-making in children from different socioeconomic backgrounds.

This study examined how socioeconomic status (SES) influences on decision-making processing. The roles of anticipatory/outcome-related cardiac activity and awareness of task contingencies were also assessed. One hundred twelve children (Mage = 5.83, SDage = 0.32; 52.7% female, 51.8% low-SES; data collected October-December 2018 and April-December 2019) performed the Children's Gambling Task, while heart rate activity was recorded. Awareness of gain/loss contingencies was assessed after completing the task. Distinct decision-making strategies emerged among low and middle/high-SES children. Despite similar awareness levels between SES groups, future-oriented decision-making was linked solely to the middle/high-SES group. Somatic markers did not manifest unequivocally. However, contrasting cardiac patterns were evident concerning feedback processing and the association between anticipatory activity and awareness (low: acceleration vs. middle/high: deceleration). Results are interpreted from an evolutionary-developmental perspective.

Behavioral and electrophysiological evidence of different processes during a target identification task assessing perceptual learning.

This study aimed to test whether a target identification task involving same and different judgments to assess the ability to differentiate between similar pre-exposed stimuli-i.e., perceptual learning-could actually be assessing two different cognitive processes. Specifically, the hypothesis was that while "different" trials might be truly assessing the ability to differentiate between the pre-exposed stimuli, "same" trials might be assessing the ability to recognize one of these stimuli as the target. To test this hypothesis, accuracy on judgments as well as reaction times and event-related potentials for same/different trials were recorded after concurrent pre-exposure to similar stimuli. If same/different trials were assessing cognitive processes with different time courses, distinct outcomes for such trials would be expected at the behavioral and neural level. Results showed that participants were very accurate both in same and different judgments, indicating that they were perfectly able to differentiate between the stimuli after their concurrent presentations. However, larger P3 latencies and slower reaction times for different trials than for same trials were found. These results seem to support the idea that cognitive processes activated in same and different trials are different due to their distinct time courses. The importance of these findings for the theoretical approaches to perceptual learning is discussed.

Visuospatial attention revamps cortical processing of sound amid audiovisual uncertainty.

Selective attentional biases arising from one sensory modality manifest in others. The effects of visuospatial attention, important in visual object perception, are unclear in the auditory domain during audiovisual (AV) scene processing. We investigate temporal and spatial factors that underlie such transfer neurally. Auditory encoding of random tone pips in AV scenes was addressed via a temporal response function model (TRF) of participants' electroencephalogram (N = 30). The spatially uninformative pips were associated with spatially distributed visual contrast reversals ("flips"), through asynchronous probabilistic AV temporal onset distributions. Participants deployed visuospatial selection on these AV stimuli to perform a task. A late (~300 ms) cross-modal influence over the neural representation of pips was found in the original and a replication study (N = 21). Transfer depended on selected visual input being (i) presented during or shortly after a related sound, in relatively limited temporal distributions (<165 ms); (ii) positioned across limited (1:4) visual foreground to background ratios. Neural encoding of auditory input, as a function of visual input, was largest at visual foreground quadrant sectors and lowest at locations opposite to the target. The results indicate that ongoing neural representations of sounds incorporate visuospatial attributes for auditory stream segregation, as cross-modal transfer conveys information that specifies the identity of multisensory signals. A potential mechanism is by enhancing or recalibrating the tuning properties of the auditory populations that represent them as objects. The results account for the dynamic evolution under visual attention of multisensory integration, specifying critical latencies at which relevant cortical networks operate.

Educational Robotics Intervention to Foster Computational Thinking in Preschoolers: Effects of Children's Task Engagement.

Computational thinking (CT) is a broadly used term in education to refer to the cognitive processes underlying the application of computer science concepts and strategies of problem-solving. Recent literature has pointed out the value of children acquiring computational thinking skills (i.e., understanding and applying concepts, such as conditionals, iteration, or generalization), especially while learning STEM subjects. Robotics has been used as a tool to introduce computational thinking and STEM knowledge to children. As physical objects, robots have been proposed as developmentally appropriate for the early childhood setting, promoting motivation and allowing young learners to represent abstract ideas in a concrete setting. This study presents a novel educational robotics (ER) intervention using RoboTito, a robot programmable through tangible elements in its environment designed for kindergarteners. We used a quasi-experimental design with an active control group. In addition, we conducted a structured observation of the filmed material of the sessions to gather data on children's attention and motivation throughout the activities. Fifty-one children (male = 33; mean age = 66 months, SD = 5.49 months) attending level 5 (kindergarten) at a Uruguayan public school participated in the study. Children in our experimental condition participated in an intervention programming RoboTito using tangible elements, while children in our control condition played with the robot through sensory-motor activities using a remote control and did not engage in programming. Motivational and attentional factors were assessed through video-recorded sessions of the ER activities. Four trained observers blind to the experimental conditions participated in the coding. Children's interactions were assessed in four categories: task engagement, distractibility, oral participation, and objective fulfillment. Our results suggest children's task engagement mediated their gains in CT after the intervention; post-hoc Tukey contrasts revealed non-significant pre-test to post-test gains for the control and low engagement groups, and significant for the high engagement group. Overall, we conclude task engagement played a central role in children's learning gains and our robotics intervention was successful in promoting CT for engaged children. We discuss the practical implications of our results for early childhood education and developmentally appropriate ER targeted for young learners.

Socioeconomic status differences in children's affective decision-making: The role of awareness in the Children's Gambling Task.

Future-oriented decision-making is an important adaptive behavior. In the present study, we examined whether decision-making varies as a function of socioeconomic status (SES) using the Children's Gambling task (CGT). We administered the CGT to 227 children (49% female, 48% low SES) between the ages of 5 and 7 years. After completing the CGT, we assessed children's knowledge of the reward/loss contingencies. Data analysis was conducted through multilevel modeling. Fluid intelligence, as measured by the Test of Nonverbal Intelligence, was included as a covariate in the analysis. Overall performance differed between SES groups. Children from middle/high-SES backgrounds learned to choose more from the deck with higher future reward. In contrast, children in the low-SES group did not act in a full future-oriented manner. No differences were found in the level of explicit understanding of the task reached by the two SES groups. Whereas middle/high-SES children with higher knowledge of the game performed better on the last blocks of the task in comparison with their same-SES peers with no understanding, low-SES children with higher explicit knowledge did not exhibit an improvement in their decision-making strategy in comparison with their same-SES low-awareness counterparts. Fluid intelligence did not predict CGT performance, suggesting that SES differences were not mediated by reasoning capabilities. The finding that children from low-SES families continued exhibiting an immediate reward-oriented strategy despite being aware of deck contingencies fits with (although speculatively) the evolutionary-developmental framework. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Partial agreement between task and BRIEF-P-based EF measures depends on school socioeconomic status.

Executive functions (EF), either conceptualized as skills involved in regulation of cognition and emotion in service of goal-oriented behavior, or reductively as working memory, flexibility and inhibitory control, are commonly invoked constructs in developmental science. Two main traditions on EFs measurement prevail, one consisting of ratings obtained through questionnaires that inquire on behavior in common situations, the other based on performance in laboratory tasks. Whether both types of assessment actually refer to the same constructs is not consensual. Further, the role of school context in the degree of correspondence between both types of measures remains largely unexplored. Here, we show in a sample of over 220 children (age M = 5.6, SD = 0.4 years), by means of multilevel models, that whether EF tasks can predict BRIEF-P ratings and vice-versa, depends on the process considered and on the school SES. Inhibitory control, planning, and global executive functioning are associated with BRIEF-P ratings in all schools. In contrast, we found no association among measures of flexibility independently of school SES. For working memory, we found that questionnaire rating predicts span only in high SES schools, but span predicts behaviors across schools. Our findings contribute to a growing body of literature that proposes constructs assessed by questionnaires and tasks only partially overlap and suggests that school SES may be a relevant factor to consider when questionnaires are answered by teachers.

Teaching the Science in Neuroscience to Protect From Neuromyths: From Courses to Fieldwork.

In recent decades, Cognitive Neuroscience has evolved from a rather arcane field trying to understand how the brain supports mental activities, to one that contributes to public policies. In this article, we focus on the contributions from Cognitive Neuroscience to Education. This line of research has produced a great deal of information that can potentially help in the transformation of Education, promoting interventions that help in several domains including literacy and math learning, social skills and science. The growth of the Neurosciences has also created a public demand for knowledge and a market for neuro-products to fulfill these demands, through books, booklets, courses, apps and websites. These products are not always based on scientific findings and coupled to the complexities of the scientific theories and evidence, have led to the propagation of misconceptions and the perpetuation of neuromyths. This is particularly harmful for educators because these misconceptions might make them abandon useful practices in favor of others not sustained by evidence. In order to bridge the gap between Education and Neuroscience, we have been conducting, since 2013, a set of activities that put educators and scientists to work together in research projects. The participation goes from discussing the research results of our projects to being part and deciding aspects of the field interventions. Another strategy consists of a course centered around the applications of Neuroscience to Education and their empirical and theoretical bases. These two strategies have to be compared to popularization efforts that just present Neuroscientific results. We show that the more the educators are involved in the discussion of the methodological bases of Neuroscientific knowledge, be it in the course or as part of a stay, the better they manage the underlying concepts. We argue that this is due to the understanding of scientific principles, which leads to a more profound comprehension of what the evidence can and cannot support, thus shielding teachers from the false allure of some commercial neuro-products. We discuss the three approaches and present our efforts to determine whether they lead to a strong understanding of the conceptual and empirical base of Neuroscience.

The influence of affective state on exogenous attention to emotional distractors: behavioral and electrophysiological correlates.

The interplay between exogenous attention to emotional distractors and the baseline affective state has not been well established yet. The present study aimed to explore this issue through behavioral measures and event-related potentials (ERPs). Participants (N = 30) completed a digit categorization task depicted over negative, positive or neutral distractor background pictures, while they experienced negative, positive and neutral affective states elicited by movie scenes. Behavioral results showed higher error rates and longer reaction times for negative distractors than for neutral and positive ones, irrespective of the current emotional state. Neural indices showed that the participants' affective state modulated N1 amplitudes, irrespective of distractor type, while the emotional charge of distractors modulated N2, irrespective of the emotional state. Importantly, an interaction of state and distractor type was observed in LPP. These results demonstrate that exogenous attention to emotional distractors is independent from modulating effects of the emotional baseline state at early, automatic stages of processing. However, attention to emotional distractors and affective state interact at later latencies.

Exogenous attention to facial vs non-facial emotional visual stimuli.

The capacity of the two types of non-symbolic emotional stimuli most widely used in research on affective processes, faces and (non-facial) emotional scenes, to capture exogenous attention, was compared. Negative, positive and neutral faces and affective scenes were presented as distracters to 34 participants while they carried out a demanding digit categorization task. Behavioral (reaction times and number of errors) and electrophysiological (event-related potentials-ERPs) indices of exogenous attention were analyzed. Globally, facial expressions and emotional scenes showed similar capabilities to attract exogenous attention. Electrophysiologically, attentional capture was reflected in the P2a component of ERPs at the scalp level, and in left precentral areas at the source level. Negatively charged faces and scenes elicited maximal P2a/precentral gyrus activity. In the case of scenes, this negativity bias was also evident at the behavioral level. Additionally, a specific effect of facial distracters was observed in N170 at the scalp level, and in the fusiform gyrus and inferior parietal lobule at the source level. This effect revealed maximal attention to positive expressions. This facial positivity offset was also observed at the behavioral level. Taken together, the present results indicate that faces and non-facial scenes elicit partially different and, to some extent, complementary exogenous attention mechanisms.