Task-specific topology of brain networks supporting working memory and inhibition.

Network neuroscience explores the brain's connectome, demonstrating that dynamic neural networks support cognitive functions. This study investigates how distinct cognitive abilities-working memory and cognitive inhibitory control-are supported by unique brain network configurations constructed by estimating whole-brain networks using mutual information. The study involved 195 participants who completed the Sternberg Item Recognition task and Flanker tasks while undergoing electroencephalography recording. A mixed-effects linear model analyzed the influence of network metrics on cognitive performance, considering individual differences and task-specific dynamics. The findings indicate that working memory and cognitive inhibitory control are associated with different network attributes, with working memory relying on distributed networks and cognitive inhibitory control on more segregated ones. Our analysis suggests that both strong and weak connections contribute to cognitive processes, with weak connections potentially leading to a more stable and support networks of memory and cognitive inhibitory control. The findings indirectly support the network neuroscience theory of intelligence, suggesting different functional topology of networks inherent to various cognitive functions. Nevertheless, we propose that understanding individual variations in cognitive abilities requires recognizing both shared and unique processes within the brain's network dynamics.

The Role of the Cerebellum in Visual-Spatial Memory in Pediatric Posterior Fossa Tumor Survivors.

The cerebellum is involved in motor and non-motor functions. Cerebellar lesions can underlie the disruption of various executive functions. The violation of executive functions in cerebellar lesions is a serious problem, since children, after completing treatment, must return to school, finish their education, and get a profession. One of the important executive functions is working memory, which contributes to academic success. Deficits of verbal working memory in cerebellar tumors have been studied, in contrast to visual-spatial working memory. To assess this issue, 101 patients who survived cerebellar tumors and 100 healthy control subjects performed a visual-spatial working memory test. As a result, in children who survived cerebellar tumors, visual-spatial working memory is impaired compared to the control group. Moreover, with age, and hence the time since the end of treatment, the number of elements that children can retain in visual-spatial working memory increases, but still remains smaller compared to the control group. Our findings complement the idea of cerebellar involvement in visual-spatial working memory and suggest that it is disrupted by cerebellar lesions in children.

Cultural contributions to adults' self-rated mental health problems and strengths: 7 culture clusters, 28 societies, 16 906 adults.

BACKGROUND: It is unknown how much variation in adult mental health problems is associated with differences between societal/cultural groups, over and above differences between individuals. METHODS: To test these relative contributions, a consortium of indigenous researchers collected Adult Self-Report (ASR) ratings from 16 906 18- to 59-year-olds in 28 societies that represented seven culture clusters identified in the Global Leadership and Organizational Behavioral Effectiveness study (e.g. Confucian, Anglo). The ASR is scored on 17 problem scales, plus a personal strengths scale. Hierarchical linear modeling estimated variance accounted for by individual differences (including measurement error), society, and culture cluster. Multi-level analyses of covariance tested age and gender effects. RESULTS: Across the 17 problem scales, the variance accounted for by individual differences ranged from 80.3% for DSM-oriented anxiety problems to 95.2% for DSM-oriented avoidant personality (mean = 90.7%); by society: 3.2% for DSM-oriented somatic problems to 8.0% for DSM-oriented anxiety problems (mean = 6.3%); and by culture cluster: 0.0% for DSM-oriented avoidant personality to 11.6% for DSM-oriented anxiety problems (mean = 3.0%). For strengths, individual differences accounted for 80.8% of variance, societal differences 10.5%, and cultural differences 8.7%. Age and gender had very small effects. CONCLUSIONS: Overall, adults' self-ratings of mental health problems and strengths were associated much more with individual differences than societal/cultural differences, although this varied across scales. These findings support cross-cultural use of standardized measures to assess mental health problems, but urge caution in assessment of personal strengths.

The effect of visual parameters on nonsymbolic numerosity estimation varies depending on the format of stimulus presentation.

The extent to which the approximate number sense is based on the estimation of continuous visual properties has been widely discussed. Some investigators have hypothesized that humans are able to estimate numerosity directly and independently of visual cues. Other investigators have posited that numerosity can be processed only via the estimation of non-numeric visual properties. The latter theory is confirmed by the existence of the congruency effect, that is, greater accuracy in congruent trials where visual properties were positively correlated with numerosity compared with that in incongruent trials. In this study, we tested the assumption that the congruency effect, reflecting the bias in numerosity estimation due to the estimation of visual cues, varies depending on the format of the stimulus presentation and object heterogeneity. The study involved a sample of pupils in Grades 5-9 from Kyrgyzstan (N = 764; 48% girls; mean age = 13.06 years), whereby participants performed a nonsymbolic comparison test in four formats of stimulus presentation: paired/homogeneous, paired/heterogeneous, mixed/homogeneous, and mixed/heterogeneous. Compared arrays of figures might be congruent or incongruent for one visual parameter (convex hull or cumulative area), whereas another visual parameter was held constant for two arrays. The results of generalized linear mixed-effect models demonstrated that the largest congruency effect occurred in a paired format with homogeneous figures. The congruency effect was insignificant in the mixed/heterogeneous format. The results also revealed that the effects of the convex hull and cumulative area varied in different formats of stimulus presentations.

Development of approximate number sense across the elementary school years: A cross-cultural longitudinal study.

In recent years, there has been growing interest among researchers in exploring approximate number sense (ANS)-the ability to estimate and discriminate quantities without the use of symbols. Despite the growing number of studies on ANS, there have been no cross-cultural longitudinal studies to estimate both the development of ANS and the cross-cultural differences in ANS growth trajectories. In this study, we aimed to estimate the developmental trajectories of ANS from the beginning of formal education to the end of elementary school in two countries, Russia and Kyrgyzstan, which have similar organization of their educational systems but differences in socioeconomic status (SES) and in the results of large-scale educational assessments. To assess the developmental trajectories of ANS, we used a four-wave longitudinal study with 416 participants from two countries and applied the mixed effect growth approach and the latent class growth approach. Our analysis revealed that the rate of growth in ANS accuracy was higher for the Russian sample than for the Kyrgyz sample and that this difference remained significant even after controlling for fluid intelligence. We identified two latent classes of growth trajectories: the first class had a significant growth in ANS, whereas the second class had no growth. Comparing the distribution of latent classes within the two countries revealed that there was a significantly larger proportion of schoolchildren from the second class in Kyrgyzstan than in Russia.

Preschool Drawing and School Mathematics: The Nature of the Association.

The study examined the etiology of individual differences in early drawing and of its longitudinal association with school mathematics. Participants (N = 14,760), members of the Twins Early Development Study, were assessed on their ability to draw a human figure, including number of features, symmetry, and proportionality. Human figure drawing was moderately stable across 6 months (average r = .40). Individual differences in drawing at age 4½ were influenced by genetic (.21), shared environmental (.30), and nonshared environmental (.49) factors. Drawing was related to later (age 12) mathematical ability (average r = .24). This association was explained by genetic and shared environmental factors that also influenced general intelligence. Some genetic factors, unrelated to intelligence, also contributed to individual differences in drawing.

THE CORRELATION BETWEEN g LOADINGS AND HERITABILITY IN RUSSIA.

The study focused on the extent to which the general factor of intelligence g and heritability coefficients of the subtests of an IQ battery correlate. Modest to strong positive correlations were found in five studies from Western countries and six studies from a Japanese meta-analysis. The results for Russian twins were compared with those of the Western and Japanese studies. Data from 402 twins aged 13 and 296 twins aged 16 showed correlations of r=-0.45 and r=-0.60, respectively. It is concluded that the two data points are clearly not in line with established findings. It may be that the link between g loadings and heritabilities is more complex than previously thought.

Why children differ in motivation to learn: Insights from over 13,000 twins from 6 countries.

Little is known about why people differ in their levels of academic motivation. This study explored the etiology of individual differences in enjoyment and self-perceived ability for several school subjects in nearly 13,000 twins aged 9-16 from 6 countries. The results showed a striking consistency across ages, school subjects, and cultures. Contrary to common belief, enjoyment of learning and children's perceptions of their competence were no less heritable than cognitive ability. Genetic factors explained approximately 40% of the variance and all of the observed twins' similarity in academic motivation. Shared environmental factors, such as home or classroom, did not contribute to the twin's similarity in academic motivation. Environmental influences stemmed entirely from individual specific experiences.

Why do spatial abilities predict mathematical performance?

Spatial ability predicts performance in mathematics and eventual expertise in science, technology and engineering. Spatial skills have also been shown to rely on neuronal networks partially shared with mathematics. Understanding the nature of this association can inform educational practices and intervention for mathematical underperformance. Using data on two aspects of spatial ability and three domains of mathematical ability from 4174 pairs of 12-year-old twins, we examined the relative genetic and environmental contributions to variation in spatial ability and to its relationship with different aspects of mathematics. Environmental effects explained most of the variation in spatial ability (~70%) and in mathematical ability (~60%) at this age, and the effects were the same for boys and girls. Genetic factors explained about 60% of the observed relationship between spatial ability and mathematics, with a substantial portion of the relationship explained by common environmental influences (26% and 14% by shared and non-shared environments respectively). These findings call for further research aimed at identifying specific environmental mediators of the spatial-mathematics relationship.

Working memory processes and intrinsic motivation: An EEG study.

Processes typically encompassed by working memory (WM) include encoding, retention, and retrieval of information. Previous research has demonstrated that motivation can influence WM performance, although the specific WM processes affected by motivation are not yet fully understood. In this study, we investigated the effects of motivation on different WM processes, examining how task difficulty modulates these effects. We hypothesized that motivation level and personality traits of the participants (N = 48, 32 females; mean age = 21) would modulate the parietal alpha and frontal theta electroencephalography (EEG) correlates of WM encoding, retention, and retrieval phases of the Sternberg task. This effect was expected to be more pronounced under conditions of very high task difficulty. We found that increasing difficulty led to reduced accuracy and increased response time, but no significant relationship was found between motivation and accuracy. However, EEG data revealed that motivation influenced WM processes, as indicated by changes in alpha and theta oscillations. Specifically, higher levels of the Resilience trait-associated with mental toughness, hardiness, self-efficacy, achievement motivation, and low anxiety-were related to increased alpha desynchronization during encoding and retrieval. Increased scores of Subjective Motivation to perform well in the task were related to enhanced frontal midline theta during retention. Additionally, these effects were significantly stronger under conditions of high difficulty. These findings provide insights into the specific WM processes that are influenced by motivation, and underscore the importance of considering both task difficulty and intrinsic motivation in WM research.

Factor structure and psychometric properties of the Perceived Stress Scale in Russian adolescents.

This study involved a psychometric analysis of the 10-item Perceived Stress Scale (PSS-10). To investigate the Russian version of the PSS-10 for adolescents, 3530 adolescents aged 13-17 years were recruited. Confirmatory factor analysis revealed that the data corresponded to the expected two-factor configuration. Psychometric properties and factor structure were evaluated. As expected, the PSS-10 included two factors: perceived helplessness and perceived self-efficacy. Internal consistency demonstrated acceptable values (Cronbach's alpha was 0.82 for perceived helplessness, 0.77 for perceived self-efficacy, and 0.80 for the overall PSS score). Measurement invariance across sexes was assessed, and configural and metric invariance were confirmed. The developed diagnostic tool can be used both in the school system to alleviate the negative consequences of academic stress in adolescents and, in the future, in other areas, particularly in clinical practice.

Literacy and numeracy are more heritable than intelligence in primary school.

Because literacy and numeracy are the focus of teaching in schools, whereas general cognitive ability (g, intelligence) is not, it would be reasonable to expect that literacy and numeracy are less heritable than g. Here, we directly compare heritabilities of multiple measures of literacy, numeracy, and g in a United Kingdom sample of 7,500 pairs of twins assessed longitudinally at ages 7, 9, and 12. We show that differences between children are significantly and substantially more heritable for literacy and numeracy than for g at ages 7 and 9, but not 12. We suggest that the reason for this counterintuitive result is that universal education in the early school years reduces environmental disparities so that individual differences that remain are to a greater extent due to genetic differences. In contrast, the heritability of g increases during development as individuals select and create their own environments correlated with their genetic propensities.

The Russian School Twin Registry (RSTR): project PROGRESS.

The Russian School Twin Registry (RSTR) was established in 2012, supported by a grant from the Government of the Russian Federation. The main aim of the registry is to contribute to Progress in Education through Gene-Environment Studies (PROGRESS). The formation of the registry is ongoing and it is expected that most schools in the Russian Federation (approximately 50,000 schools) will contribute data to the registry. With a total of 13.7 million students in Grades 1-11 (ages 7-18), the potential number of twin pairs exceeds 100,000. Apart from the large sample size and its representative nature, the RSTR has one unique feature: in collaboration with the International Advisory Committee to the Registry, genetically sensitive cross-cultural investigations are planned, aided by the use of the common assessment instruments. Other strengths of the registry include the assessment of a large sample of non-twin school children, including those studying in the same classes as the twins in the registry. It is hoped that the RSTR will provide an important research platform for national and international educationally relevant research.

Processing Speed throughout Primary School Education: Evidence from a Cross-Country Longitudinal Study.

This cross-country four-year longitudinal study investigated the development of processing speed throughout primary school education. The analyses were conducted on data accumulated from 441 pupils in grades from 1 to 4 (aged 6.42 to 11.85 years) in Kyrgyzstan and Russia. Mixed effects growth modeling was applied to estimate average and individual growth trajectories for processing speed in two cross-country samples. Latent class growth modeling was conducted to describe various types of growth trajectories for processing speed and to compare the distribution of the types within the analyzed samples. According to the results, processing speed significantly increases across primary school years. The trajectory is described by nonlinear changes with most dynamic growth between grades 1 and 2, which slows down until grade 4. No significant cross-country differences were found in the initial score of processing speed or developmental changes in processing speed across primary school years. The development of processing speed is described by a model including three quadratic growth types but this minimally differs. It is concluded that in both samples, the development of processing speed may be characterized by homogeneity, with the most intensive growth from grade 1 to grade 2 and subsequent linear improvement until grade 4.

The development of number line accuracy in elementary school children: A cross-country longitudinal study.

BACKGROUND: Number line accuracy (NL accuracy) shows improvement over the course of a school education. However, there are practically no cross-country longitudinal studies of NL accuracy over the whole course of elementary school. AIMS: This study investigated the developmental trajectories of NL accuracy and its types across the elementary school years in two countries-Russia and Kyrgyzstan. SAMPLE(S): The analyses were carried out on the data collected from the sample of 508 schoolchildren at Grades 1, 2, 3 and 4 (aged 6.4-11.9 years) from Russia and Kyrgyzstan, who were surveyed as part of the 'Cross-cultural Longitudinal Analysis of Student Success' project. METHODS: The participants were administered the 'Number Line' computerized test task and a paper-and-pencil 'Standard Progressive Matrices' test at the end of each academic year. RESULTS: During the course of the elementary school education, NL accuracy increases nonlinearly in both samples from Grade 1 to Grade 4, with a pronounced increase in the rate of improvement from the first to the second year. Cross-country differences in NL accuracy were observed during each year of schooling as well as in the growth of NL accuracy. The development of NL accuracy is described by a model with two developmental types: (1) 'high start and growth' (93% of the pooled sample) and (2) 'low start and no growth' (7%). CONCLUSIONS: Both NL accuracy and the rate of its growth during elementary school depend on educational conditions. Cross-country differences in the distribution of schoolchildren by these two developmental types were statistically insignificant.

The Interaction between Congruency and Numerical Ratio Effects in the Nonsymbolic Comparison Test.

The nonsymbolic comparison task is used to investigate the precision of the Approximate Number Sense, the ability to process discrete numerosity without counting and symbols. There is an ongoing debate regarding the extent to which the ANS is influenced by the processing of non-numerical visual cues. To address this question, we assessed the congruency effect in a nonsymbolic comparison task, examining its variability across different stimulus presentation formats and numerical proportions. Additionally, we examined the variability of the numerical ratio effect with the format and congruency. Utilizing generalized linear mixed-effects models with a sample of 290 students (89% female, mean age 19.33 years), we estimated the congruency effect and numerical ratio effect for separated and intermixed formats of stimulus presentation, and for small and large numerical proportions. The findings indicated that the congruency effect increased in large numerical proportion conditions, but this pattern was observed only in the separated format. In the intermixed format, the congruency effect was insignificant for both types of numerical proportion. Notably, the numerical ratio effect varied for congruent and incongruent trials in different formats. The results may suggest that the processing of visual non-numerical parameters may be crucial when numerosity processing becomes noisier, specifically when numerical proportion becomes larger. The implications of these findings for refining the ANS theory are discussed.

The brief COPE-A inventory in Russian for adolescents: Validation and evaluation of psychometric properties.

In this paper, the results of a psychometric analysis of a Brief Russian-language version of the COPE-A inventory for adolescents are presented. The inventory was designed for identifying coping strategies used in stressful situations and is comprised of 31 items. The study involved 3530 adolescents aged 13 to 17 years old. Using exploratory factor analysis and confirmatory factor analysis, it was shown that the data correspond to the expected six-factor configuration, but the distribution of items by factors differs from the theoretical structure. To improve the factor structure, two questions were excluded; the final version included 29 items. The resulting inventory's scales turned out to be highly reliable (Cronbach's alpha values range from 0.72 to 0.89). Additionally, the construct validity of the method was assessed. In conclusion, the adapted version of the Brief COPE-A is suitable for use in the adolescent population.

Working Memory Capacity Depends on Attention Control, but Not Selective Attention.

Working memory and attention are interrelated constructs that are sometimes even considered indistinguishable. Since attention is not a uniform construct, it is possible that different types of attention affect working memory capacity differently. To clarify this issue, we investigated the relationship between working memory capacity and various components of attention. The sample consisted of 136 healthy adult participants aged 18 to 37 years (M = 20.58, SD = 2.74). Participants performed tasks typically used to assess working memory (operation span, change detection, simple digit span, and adaptive digit span tasks), selective attention (visual search task), and attention control (Stroop and antisaccade tasks). We tested several models with working memory and attention, either as a unitary factor or being divided into selective attention and attention control factors. A confirmatory factor analysis showed that the model with three latent variables-working memory capacity, attention control, and selective attention-fit the data best. Results showed that working memory and attention are distinct but correlated constructs: working memory capacity was only related to attention control, whereas attention control was related to both constructs. We propose that differences in working memory capacity are determined only by the ability to maintain attention on the task, while differences in the ability to filter out non-salient distractors are not related to working memory capacity.

Host Genetic Variants Linked to COVID-19 Neurological Complications and Susceptibility in Young Adults-A Preliminary Analysis.

To date, multiple efforts have been made to use genome-wide association studies (GWAS) to untangle the genetic basis for SARS-CoV-2 infection susceptibility and severe COVID-19. However, data on the genetic-related effects of SARS-CoV-2 infection on the presence of accompanying and long-term post-COVID-19 neurological symptoms in younger individuals remain absent. We aimed to examine the possible association between SNPs found in a GWAS of COVID-19 outcomes and three phenotypes: SARS-CoV-2 infection, neurological complications during disease progression, and long-term neurological complications in young adults with a mild-to-moderate disease course. University students (N = 336, age 18-25 years, European ancestry) with or without COVID-19 and neurological symptoms in anamnesis comprised the study sample. Logistic regression was performed with COVID-19-related phenotypes as outcomes, and the top 25 SNPs from GWAS meta-analyses and an MR study linking COVID-19 and cognitive deficits were found. We replicated previously reported associations of the FURIN and SLC6A20 gene variants (OR = 2.36, 95% CI 1.31-4.24) and OR = 1.94, 95% CI 1.08-3.49, respectively) and remaining neurological complications (OR = 2.12, 95% CI 1.10-4.35 for SLC6A20), while NR1H2 (OR = 2.99, 95% CI 1.39-6.69) and TMPRSS2 (OR = 2.03, 95% CI 1.19-3.50) SNPs were associated with neurological symptoms accompanying COVID-19. Our findings indicate that genetic variants related to a severe COVID-19 course in adults may contribute to the occurrence of neurological repercussions in individuals at a young age.