Validation and applicability of the music ear test on a large Chinese sample.

In the context of extensive disciplinary integration, researchers worldwide have increasingly focused on musical ability. However, despite the wide range of available music ability tests, there remains a dearth of validated tests applicable to China. The Music Ear Test (MET) is a validated scale that has been reported to be potentially suitable for cross-cultural distribution in a Chinese sample. However, no formal translation and cross-cultural reliability/validity tests have been conducted for the Chinese population in any of the studies using the Music Ear Test. This study aims to assess the factor structure, convergence, predictiveness, and validity of the Chinese version of the MET, based on a large sample of Chinese participants (n≥1235). Furthermore, we seek to determine whether variables such as music training level, response pattern, and demographic data such as gender and age have intervening effects on the results. In doing so, we aim to provide clear indications of musical aptitude and expertise by validating an existing instrument, the Music Ear Test, and provide a valid method for further understanding the musical abilities of the Chinese sample.

The stability of cognitive abilities: A meta-analytic review of longitudinal studies.

Cognitive abilities, including general intelligence and domain-specific abilities such as fluid reasoning, comprehension knowledge, working memory capacity, and processing speed, are regarded as some of the most stable psychological traits, yet there exist no large-scale systematic efforts to document the specific patterns by which their rank-order stability changes over age and time interval, or how their stability differs across abilities, tests, and populations. Determining the conditions under which cognitive abilities exhibit high or low degrees of stability is critical not just to theory development but to applied contexts in which cognitive assessments guide decisions regarding treatment and intervention decisions with lasting consequences for individuals. In order to supplement this important area of research, we present a meta-analysis of longitudinal studies investigating the stability of cognitive abilities. The meta-analysis relied on data from 205 longitudinal studies that involved a total of 87,408 participants, resulting in 1,288 test-retest correlation coefficients among manifest variables. For an age of 20 years and a test-retest interval of 5 years, we found a mean rank-order stability of ρ = .76. The effect of mean sample age on stability was best described by a negative exponential function, with low stability in preschool children, rapid increases in stability in childhood, and consistently high stability from late adolescence to late adulthood. This same functional form continued to best describe age trends in stability after adjusting for test reliability. Stability declined with increasing test-retest interval. This decrease flattened out from an interval of approximately 5 years onward. According to the age and interval moderation models, minimum stability sufficient for individual-level diagnostic decisions (rtt = .80) can only be expected over the age of 7 and for short time intervals in children. In adults, stability levels meeting this criterion are obtained for over 5 years. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Genetics and sports performance: the present and future in the identification of talent for sports based on DNA testing.

The impact of genetics on physiology and sports performance is one of the most debated research aspects in sports sciences. Nearly 200 genetic polymorphisms have been found to influence sports performance traits, and over 20 polymorphisms may condition the status of the elite athlete. However, with the current evidence, it is certainly too early a stage to determine how to use genotyping as a tool for predicting exercise/sports performance or improving current methods of training. Research on this topic presents methodological limitations such as the lack of measurement of valid exercise performance phenotypes that make the study results difficult to interpret. Additionally, many studies present an insufficient cohort of athletes, or their classification as elite is dubious, which may introduce expectancy effects. Finally, the assessment of a progressively higher number of polymorphisms in the studies and the introduction of new analysis tools, such as the total genotype score (TGS) and genome-wide association studies (GWAS), have produced a considerable advance in the power of the analyses and a change from the study of single variants to determine pathways and systems associated with performance. The purpose of the present study was to comprehensively review evidence on the impact of genetics on endurance- and power-based exercise performance to clearly determine the potential utility of genotyping for detecting sports talent, enhancing training, or preventing exercise-related injuries, and to present an overview of recent research that has attempted to correct the methodological issues found in previous investigations.

Cortical and white matter correlates of language-learning aptitudes.

People learn new languages with varying degrees of success but what are the neuroanatomical correlates of the difference in language-learning aptitude? In this study, we set out to investigate how differences in cortical morphology and white matter microstructure correlate with aptitudes for vocabulary learning, phonetic memory, and grammatical inferencing as measured by the first-language neutral LLAMA test battery. We used ultra-high field (7T) magnetic resonance imaging to estimate the cortical thickness and surface area from sub-millimeter resolved image volumes. Further, diffusion kurtosis imaging was used to map diffusion properties related to the tissue microstructure from known language-related white matter tracts. We found a correlation between cortical surface area in the left posterior-inferior precuneus and vocabulary learning aptitude, possibly indicating a greater predisposition for storing word-figure associations. Moreover, we report negative correlations between scores for phonetic memory and axial kurtosis in left arcuate fasciculus as well as mean kurtosis, axial kurtosis, and radial kurtosis of the left superior longitudinal fasciculus III, which are tracts connecting cortical areas important for phonological working memory.

External evaluations for dyslexia: do the data support parent concerns?

A grassroots movement of parents who fear that their children's reading struggles are going unrecognized at school has led to dyslexia laws in all but three states in the U.S. The current study was undertaken to provide data relevant to this topic by characterizing the reading profiles of 71 children referred for testing at a center specializing in the assessment of reading disabilities. These children were receiving instruction and intervention in reading across the tiers of instructional support in general and special education within their schools. On average, the children demonstrated equivalent deficits in print literacy skills on norm-referenced assessments regardless of the intensity of their reading support, and the majority of children who were only receiving tier 1 instruction exhibited characteristics of dyslexia. Moreover, 69% of children only receiving tier 1 instruction, and all remaining children, performed below benchmark expectations on a curriculum-based measure of oral reading fluency. While these data are not an evaluation of the implementation of the state's dyslexia laws or the statewide implementation of RTI, they provide data characterizing the real struggles and lack of identification of children whose parents seek an external evaluation of their children's reading skills. However, they are set in the context of a state in which 66% of public-school children cannot read proficiently by the end of the third grade. The reading struggles highlighted in this clinic referral sample are unexceptional in the larger state context.

Fluid Cognitive Abilities Are Important for Learning and Retention of a New, Explicitly Learned Walking Pattern in Individuals After Stroke.

BACKGROUND: There is significant variability in poststroke locomotor learning that is poorly understood and affects individual responses to rehabilitation interventions. Cognitive abilities relate to upper extremity motor learning in neurologically intact adults, but have not been studied in poststroke locomotor learning. OBJECTIVE: To understand the relationship between locomotor learning and retention and cognition after stroke. METHODS: Participants with chronic (>6 months) stroke participated in 3 testing sessions. During the first session, participants walked on a treadmill and learned a new walking pattern through visual feedback about their step length. During the second session, participants walked on a treadmill and 24-hour retention was assessed. Physical and cognitive tests, including the Fugl-Meyer-Lower Extremity (FM-LE), Fluid Cognition Composite Score (FCCS) from the NIH Toolbox -Cognition Battery, and Spatial Addition from the Wechsler Memory Scale-IV, were completed in the third session. Two sequential regression models were completed: one with learning and one with retention as the dependent variables. Age, physical impairment (ie, FM-LE), and cognitive measures (ie, FCCS and Spatial Addition) were the independent variables. RESULTS: Forty-nine and 34 participants were included in the learning and retention models, respectively. After accounting for age and FM-LE, cognitive measures explained a significant portion of variability in learning (R2 = 0.17, P = .008; overall model R2 = 0.31, P = .002) and retention (ΔR2 = 0.17, P = .023; overall model R2 = 0.44, P = .002). CONCLUSIONS: Cognitive abilities appear to be an important factor for understanding locomotor learning and retention after stroke. This has significant implications for incorporating locomotor learning principles into the development of personalized rehabilitation interventions after stroke.

Individual magnitudes of neural variability quenching are associated with motion perception abilities.

Remarkable trial-by-trial variability is apparent in cortical responses to repeating stimulus presentations. This neural variability across trials is relatively high before stimulus presentation and then reduced (i.e., quenched) ∼0.2 s after stimulus presentation. Individual subjects exhibit different magnitudes of variability quenching, and previous work from our lab has revealed that individuals with larger variability quenching exhibit lower (i.e., better) perceptual thresholds in a contrast discrimination task. Here, we examined whether similar findings were also apparent in a motion detection task, which is processed by distinct neural populations in the visual system. We recorded EEG data from 35 adult subjects as they detected the direction of coherent motion in random dot kinematograms. The results demonstrated that individual magnitudes of variability quenching were significantly correlated with coherent motion thresholds, particularly when presenting stimuli with low dot densities, where coherent motion was more difficult to detect. These findings provide consistent support for the hypothesis that larger magnitudes of neural variability quenching are associated with better perceptual abilities in multiple visual domain tasks.NEW & NOTEWORTHY The current study demonstrates that better visual perception abilities in a motion discrimination task are associated with larger quenching of neural variability. In line with previous studies and signal detection theory principles, these findings support the hypothesis that cortical sensory neurons increase reproducibility to enhance detection and discrimination of sensory stimuli.

Similarities in cognitive abilities in older couples: a study of mutual influences.

Objective: Similarities between spouses in cognitive functions have been mainly explained by the assortative mating phenomenon and the convergence for age and education. The mutual influence between spouses is another explanation particularly relevant in the elderly population. Today, it remains difficult to determine whether cognitive similarities exclusively result from the convergence effect or from the mutual influence. Using a novel methodology, the present study aimed to assess the impact of the marital relationship on cognitive similarities among elderly couples.Methods: 1723 couples from the Three-City Cohort Study were classified in two groups of couples with homogeneous and heterogeneous age and education. We also constituted two groups of pseudo-couples by a random association of individuals, with homogeneous and heterogeneous age and education. Dyadic analyses were conducted in the four groups, regarding the similarities in lexicosemantic abilities, executive functions, memory and global cognitive functioning.Results: Similarities were found on lexicosemantic abilities both in mate-assorted couples and in couples heterogeneous in age and education but no similarity was found in pseudo-couples.Discussion: Beyond the convergence effect, the fact that the spouses co-construct their lifestyles may contribute to cognitive similarities in the lexicosemantic domain.

The neural differences of arithmetic verification performance depend on math skill: Evidence from event-related potential.

AIM: Math skill is a basic need for an individual, as a career prospect. However, little is known about early brain processes of arithmetic between individuals with different math skill. Therefore, we questioned the modulation of the amplitude of an early negative component by math skill level in an arithmetic verification paradigm using event-related potential (ERP). METHODS: Thirty-six right-handed participants were assigned in two groups of high- and low-performing students. Their electroencephalogram was recorded while they completed an arithmetic verification task. Simple arithmetic operands were made by random digits from 1 to 9. Addition and subtraction operations were equally used in correct and incorrect responses. The accuracy scores, reaction times, and peak amplitude of the negativity in 200-400 ms time window were analyzed. RESULTS: The high-performing group showed significantly higher response speeds, and they were more accurate than the low-performing group. The group × region interaction effect was significant. The high-performing group showed a significantly greater negativity, particularly in parietal region, while the low-performing group showed a significantly deeper negativity in frontal and prefrontal region. In the low-performing group, there were significant peak amplitude differences between the anterior and posterior areas. However, such differences were not detected in the high-performing group. CONCLUSION: Students with different mathematical performance showed distinct patterns in early processing of arithmetic verification, as reflected by differences in negativity at 200-400 ms at anterior and posterior. This suggests that ERPs could be used to differentiate math mastery at neural level which is beneficial in educational and clinical contexts.

Effects of a 10-week active recess program in school setting on physical fitness, school aptitudes, creativity and cognitive flexibility in elementary school children. A randomised-controlled trial.

The aim of this study was to assess the effects of a 10-week active recess programme in school setting on physical fitness, school aptitudes, creativity and cognitive flexibility in children. A total of 114 children (age range = 8-12 years old, 47.3% girls) participated in this study. The students were randomly assigned to two groups, experimental group (EG) and control group (CG). The EG performed a programme of physical exercise at moderate to vigorous intensity with cognitive engagement for 10 weeks, three times a week. Physical fitness, school aptitudes, creativity, and cognitive flexibility were tested. Non-significant differences were found in physical fitness (both pre-test and post-test) between groups. The EG experienced significant improvements in all school aptitudes, creativity and cognitive flexibility (TMT test). In addition, the EG showed greater increase (p<0.05) than the CG in all variables of school aptitudes (p<0.01), creativity (p<0.001) and cognitive flexibility (p<0.05). Significant correlation between ∆ TMT-B and ∆ V.O2max (r=-0.289, p=0.031) was found. In conclusion, active recess based on high intensity training can be a proper tool to improve some cognitive skills, such as school aptitudes, creativity, and cognitive flexibility.

The influence of initial selection age, relative age effect and country long-term performance on the re-selection process in European basketball youth national teams.

The aims of the study were to: (a) analyse the re-selection patterns in European youth basketball national teams, and (b) investigate how the chance of re-selection is influenced by the initial selection age and relative age of the players, as well as the long-term performance of the country at the youth level. The sample consisted of 8362 basketball players (5038 men, 3324 women) born 1988-1997 who have participated in at least one U16, U18 or U20 European youth basketball championship between 2004 and 2017. The results from the survival analysis showed that around 75% of male and 80% of female players participating in a championship were re-selected the following year. Also, initial selection age, relative age effect, and the country long-term performance influenced the re-selection rates, with relationships being different between men and women. To conclude, the results of the present study show that the re-selection process by which players progress in European youth national basketball teams is complex and influenced by several different factors.

Reference Ability Neural Network-selective functional connectivity across the lifespan.

Previous studies have demonstrated that four latent variables, or reference abilities (RAs), can account for the majority of age-related changes in cognition: these being episodic memory, fluid reasoning, speed of processing, and vocabulary. In the current study, we focused on RA-selective functional connectivity patterns that vary with both age and behavior. We analyzed fMRI data from 287 community-dwelling adults (20-80 years) on a battery of tests relating to the four RAs (three tests per RA = 12 tests). Functional connectivity values were calculated between a pre-defined set of 264 ROIs (nodes). Across all participants, we (a) identified connections (edges) that correlated with an RA-specific indicator variable and, indexing only these edges; (b) performed linear regression analysis per edge, regressing indicator correlations (Model 1) and connectivity values (Model 2) on Age, Behavioral Performance, and the Interaction term; and (c) took the conjunction of significant edges between models. Results revealed a different subset of edges for each RA whose connectivity strength and domain-selectivity varied with age and behavior. Strikingly, the fluid reasoning RA was particularly vulnerable to the effects of age and displayed the most extensive connectivity and selectivity "footprint" for behavior. These findings indicate that different functional networks are recruited across RA, with fluid reasoning displaying a special status among them.

Experts, but not novices, exhibit StartReact indicating experts use the reticulospinal system more than novices.

Motor skill acquisition utilizes a wide array of neural structures; however, few articles evaluate how the relative contributions of these structures shift over the course of learning. Recent evidence from rodents and songbirds suggests there is a transfer from cortical to subcortical structures following intense, repetitive training. Evidence from humans indicate that the reticulospinal system is modulated over the course of skill acquisition and may be a subcortical facilitator of learning. The objective of this study was to evaluate how reticulospinal contributions are modulated by task expertise. Reticulospinal contributions were assessed using StartReact (SR). We hypothesized that expert typists would show SR during an individuated, keystroke task but SR would be absent in novices. Expert (75.2 ± 9.8 WPM) and novice typists (41.6 ± 8.2 WPM) were evaluated during an individuated, keystroke movements. In experts, SR was present but was absent in novices. Together, these results suggest that experts use reticulospinal contributions more for movement than novices indicating that the reticular formation becomes increasingly important for movement execution in highly trained, skilled tasks even those that require individuated movement of the fingers.

Delay discounting, cognitive ability, and personality: What matters?

Steep delay discounting is associated with problems such as addiction, obesity, and risky sexual behavior that are frequently described as reflecting impulsiveness and lack of self-control, but it may simply indicate poor cognitive functioning. The present investigation took advantage of the unique opportunity provided by the Human Connectome Project (N=1,206) to examine the relation between delay discounting and 11 cognitive tasks as well as the Big Five fundamental personality traits. With income level and education statistically controlled, discounting was correlated with only four of the 11 cognitive abilities evaluated, although the rs were all small (<.20). Importantly, the two discounting measures loaded on their own factor. Discounting was not correlated with Neuroticism or Conscientiousness, traits related to psychometric impulsiveness and self-control. These findings suggest that steep delay discounting is not simply an indicator of poor cognitive functioning or psychometric impulsiveness but an important individual difference characteristic in its own right.

The role of growth, maturation and sporting environment on the development of performance and technical and tactical skills in youth basketball players: The INEX study.

In this paper, we outline a systematic testing programme developed to help identify excellence in youth basketball players. We examine the links between biological maturation and training experience with anthropometry, body composition, physical performance, technical and tactical skills from five age-cohorts, and characterize, in detail, facets of their environment. In total, 238 young basketball players aged 11-15 years, clustered into five age-cohorts (11, 12, 13, 14, 15 years) were recruited. We assessed measures across three domains: (1) biological [anthropometry, body composition, biological maturation and physical performance]; (2) skill/game proficiency [technical skills and tactical skills]; and (3) contextual [family support, coach knowledge and competence and club context]. The data were analysed using one-way ANOVAs and multivariate analysis of covariance adjusting for biological maturation and training experience. We report significant differences favouring older basketball players on most biological and skill/game proficiency variables. However, differences between age-cohorts in physical performance and technical skills were mitigated after controlling for the effects of both covariates. In conclusion, our findings highlight the important role of both biological maturation and training experience on youth basketball players' performance and development. We discuss the implications of these findings for research as well as for athletes, parents, coaches and clubs.

Early Word Reading of Preschoolers with ASD, Both With and Without Hyperlexia, Compared to Typically Developing Preschoolers.

A portion of children with Autism Spectrum Disorder (ASD) exhibit a strength in early word reading referred to as hyperlexia (HPL), yet it remains unclear what mechanisms underlie this strength. Typically developing children (TD) acquire phonological awareness, alphabet knowledge and language skills as precursors to word reading. We compared these skills across English-speaking preschoolers with ASD, both with and without hyperlexia, and TD preschoolers. Findings indicated that the group with both ASD and HPL (ASD + HPL) exhibited advanced word reading and letter naming skills as compared to the other two groups, but did not demonstrate commensurate phonological awareness, letter-sound correspondence, or language skills. Findings support an alternative, non-phonological approach to early word reading in preschoolers with ASD and hyperlexia.

Focus on the notice: evidence of spatial skills' effect on middle school learning from a computer simulation.

This article represents the findings from the qualitative portion of a mixed methods study that investigated the impact of middle school students' spatial skills on their plate tectonics learning while using a computer visualization. Higher spatial skills have been linked to higher STEM achievement, while use of computer visualizations has mixed results for helping various students with different spatial levels. This study endeavors to better understand the difference between what high and low spatial-skilled middle school students notice and interpret while using a plate tectonic computer visualization. Also, we examine the differences in the quantity and quality of students' spatial language. The collected data include student spatial scores, student interviews, screencasts, and online artifacts. The artifacts were students' answers to questions inserted in an online curriculum (GEODE) with the embedded computer visualization (Seismic Explorer). Students were asked what they "noticed" during interviews and in the curriculum. Typed student answers and interviews were analyzed for types and quantity of spatial words. Analysis of typed answers and interviews indicated that there are differences in the number and types of spatial words used by high or low spatial students. Additionally, high spatial learners talk about depth, notice patterns in data and are more likely to make a hypothesis to explain what they see on the screen. Findings suggest that students go through an iterative cycle of noticing and interpreting when using a scientific model. Overall, results show a significant positive relationship between spatial skills and what students notice while learning plate tectonics. An explanation for the increased gain in plate tectonics comprehension is that students with higher spatial skills notice more, so they are able to interpret more details of the model. This finding implies that students with low spatial skills do not benefit as much from use of a computer visualization and will need more scaffolding in order to interpret details in the computer visualization.

Variation in competition performance, number of races, and age: Long-term athlete development in elite female swimmers.

While talent development and the contributing factors to success are hardly discussed among the experts in the field, the aim of the study was to investigate annual variation in competition performance (AVCP), number of races per year, and age, as potential success factors for international swimming competitions. Data from 40'277 long-course races, performed by all individual female starters (n = 253) at the 2018 European Swimming Championships (2018EC) for all 10 years prior to these championships, were analyzed. Relationships between 2018EC ranking and potential success factors, i.e., AVCP, number of races per year, and age, were determined using Pearson's correlation coefficient and multiple linear regression analysis. While AVCP was not related to ranking, higher ranked swimmers at the 2018EC swam more races during each of the ten years prior to the championships (P < 0.001). Additionally, older athletes were more successful (r = -0.42, P < 0.001). The regression model explained highly significant proportions (P < 0.001) and 43%, 34%, 35%, 49% of total variance in the 2018EC ranking for 50m, 100m, 200m, and 400m races, respectively. As number of races per year (ß = -0.29 --0.40) had a significant effect on ranking of 50-400m races, and age (ß = -0.40 --0.61) showed a significant effect on ranking over all race distances, number of races per year and age may serve as success factors for international swimming competitions. The larger number of races swum by higher ranked female swimmers may have aided long-term athlete development regarding technical, physiological, and mental skill acquisitions. As older athletes were more successful, female swimmers under the age of peak performance, who did not reach semi-finals or finals, may increase their chances of success in following championships with increased experience.

Gain and loss of abilities in type II SMA: A 12-month natural history study.

The advent of clinical trials in spinal muscular atrophy (SMA) has highlighted the need to define patterns of progression using functional scales. It has recently been suggested that the analysis of abilities gained or lost applied to functional scales better reflects meaningful changes. We defined as "gain" a positive change between scores from 0 to either 1 or 2 and as "loss" a negative change from either 2 or 1 to 0. The aim of this study was to describe, over 12 months, which abilities on the Hammersmith Functional Motor Scale Expanded (HFMSE) were more frequently lost or gained in patients with SMA II. The cohort included 614 12-month assessments from 243 patients (age range: 30 months - 63 years; mean 9.94, SD ±7.91). The peak of abilities gained occurred before the age of 5 years while the highest number of lost abilities was found in the group 5-13 years. A correlation between the HFMSE baseline score and the ordinal number of the items was found for both lost (p<0.001) or gained (p<0.001) activities. No correlation was found with SMN2 copy number. These findings will have implications for clinical trial design and for the interpretation of real-world data using new therapeutic approaches.

Inferring latent learning factors in large-scale cognitive training data.

The flexibility to learn diverse tasks is a hallmark of human cognition. To improve our understanding of individual differences and dynamics of learning across tasks, we analyse the latent structure of learning trajectories from 36,297 individuals as they learned 51 different tasks on the Lumosity online cognitive training platform. Through a data-driven modelling approach using probabilistic dimensionality reduction, we investigate covariation across learning trajectories with few assumptions about learning curve form or relationships between tasks. Modelling results show substantial covariation across tasks, such that an entirely unobserved learning trajectory can be predicted by observing trajectories on other tasks. The latent learning factors from the model include a general ability factor that is expressed mostly at later stages of practice and additional task-specific factors that carry information capable of accounting for manually defined task features and task domains such as attention, spatial processing, language and math.