Functional underpinnings of feedback-enhanced test-potentiated encoding.

The testing effect describes the finding that retrieval practice enhances memory performance compared to restudy practice. Prior evidence demonstrates that this effect can be boosted by providing feedback after retrieval attempts (i.e. test-potentiated encoding [TPE]). The present fMRI study investigated the neural processes during successful memory retrieval underlying this beneficial effect of correct answer feedback compared with restudy and whether additional performance feedback leads to further benefits. Twenty-seven participants learned cue-target pairs by (i) restudying, (ii) standard TPE including a restudy opportunity, or (iii) TPE including a restudy opportunity immediately after a positive or negative performance feedback. One day later, a cued retrieval recognition test was performed inside the MRI scanner. Behavioral results confirmed the testing effect and that adding explicit performance feedback-enhanced memory relative to restudy and standard TPE. Stronger functional engagement while retrieving items previously restudied was found in lateral prefrontal cortex and superior parietal lobe. By contrast, lateral temporo-parietal areas were more strongly recruited while retrieving items previously tested. Performance feedback increased the hippocampal activation and resulted in stronger functional coupling between hippocampus, supramarginal gyrus, and ventral striatum with lateral temporo-parietal cortex. Our results unveil the main functional dynamics and connectivity nodes underlying memory benefits from additional performance feedback.

lncRNA deregulation in childhood acute lymphoblastic leukemia: A systematic review.

Childhood acute lymphoblastic leukemia (ALL), the most common pediatric cancer, is a heterogeneous disease comprised of multiple molecular subtypes with distinct somatic genetic alterations, which results in different outcomes for the patients. Accurate patient risk stratification through genetic markers could increase survival rates, but the identification of reliable biomarkers is needed, as 20­30% of B­ALL patients cannot be classified in the clinic with routine techniques and some patients classified as low­risk and good­responders to treatment will eventually relapse. Long non­coding RNAs (lncRNAs) can represent novel candidates with diagnostic, classification, prognosis, and treatment response potential. However, regarding childhood ALL, there is inconsistency in the data reported due to the lack of a consensus nomenclature for lncRNA naming and the methodology and designing applied for their study. Therefore, the aim of the article is to clarify the potential of lncRNAs as biomarkers in childhood ALL through a systematic review. From a revision of 23 manuscripts, it was found that AWPPH overexpression could represent a novel marker for ALL diagnosis, including both B and T immunophenotypes, and 18 lncRNAs were specifically associated with B­cell ALL (B­ALL) patients. We identified subtype­specific signatures for ETV6­RUNX1, hyperdiploidy and KMT2A subtypes. These signatures hold promise as novel diagnostic markers and could refine the classification of patients.

Converging Evidence for Differential Specialization and Plasticity of Language Systems.

Functional specialization and plasticity are fundamental organizing principles of the brain. Since the mid-1800s, certain cognitive functions have been known to be lateralized, but the provenance and flexibility of hemispheric specialization remain open questions. Language is a uniquely human phenomenon that requires a delicate balance between neural specialization and plasticity, and language learning offers the perfect window to study these principles in the human brain. In the current study, we conducted two separate functional MRI experiments with language learners (male and female), one cross-sectional and one longitudinal, involving distinct populations and languages, and examined hemispheric lateralization and learning-dependent plasticity of the following three language systems: reading, speech comprehension, and verbal production. A multipronged analytic approach revealed a highly consistent pattern of results across the two experiments, showing (1) that in both native and non-native languages, while language production was left lateralized, lateralization for language comprehension was highly variable across individuals; and (2) that with increasing non-native language proficiency, reading and speech comprehension displayed substantial changes in hemispheric dominance, with languages tending to lateralize to opposite hemispheres, while production showed negligible change and remained left lateralized. These convergent results shed light on the long-standing debate of neural organization of language by establishing robust principles of lateralization and plasticity of the main language systems. Findings further suggest involvement of the sensorimotor systems in language lateralization and its plasticity.SIGNIFICANCE STATEMENT The human brain exhibits a remarkable ability to support a vast variety of languages that may be acquired at different points in the life span. Language is a complex construct involving linguistic as well as visual, auditory, and motor processes. Using functional MRI, we examined hemispheric specialization and learning-dependent plasticity of three language systems-reading, speech comprehension, and verbal production-in cross-sectional and longitudinal experiments in language learners. A multipronged analytic approach revealed converging evidence for striking differences in hemispheric specialization and plasticity among the language systems. The results have major theoretical and practical implications for our understanding of fundamental principles of neural organization of language, language testing and recovery in patients, and language learning in healthy populations.