Multi-modal multi-resolution atlas of the human neonatal cerebral cortex based on microstructural similarity.

The neonatal period is a critical window for the development of the human brain and may hold implications for the long-term development of cognition and disorders. Multi-modal connectome studies have revealed many important findings underlying the adult brain but related studies were rare in the early human brain. One potential challenge is the lack of an appropriate and unbiased parcellation that combines structural and functional information in this population. Using 348 multi-modal MRI datasets from the developing human connectome project, we found that the information fused from the structural, diffusion, and functional MRI was relatively stable across MRI features and showed high reproducibility at the group level. Therefore, we generated automated multi-resolution parcellations (300 - 500 parcels) based on the similarity across multi-modal features using a gradient-based parcellation algorithm. In addition, to acquire a parcellation with high interpretability, we provided a manually delineated parcellation (210 parcels), which was approximately symmetric, and the adjacent areas around each boundary were statistically different in terms of the integrated similarity metric and at least one kind of original features. Overall, the present study provided multi-resolution and neonate-specific parcellations of the cerebral cortex based on multi-modal MRI properties, which may facilitate future studies of the human connectome in the early development period.

Cognitive processing speed and accuracy are intrinsically different in genetic architecture and brain phenotypes.

Since the birth of cognitive science, researchers have used reaction time and accuracy to measure cognitive ability. Although recognition of these two measures is often based on empirical observations, the underlying consensus is that most cognitive behaviors may be along two fundamental dimensions: cognitive processing speed (CPS) and cognitive processing accuracy (CPA). In this study, we used genomic-wide association studies (GWAS) data from 14 cognitive traits to show the presence of those two factors and revealed the specific neurobiological basis underlying them. We identified that CPS and CPA had distinct brain phenotypes (e.g. white matter microstructure), neurobiological bases (e.g. postsynaptic membrane), and developmental periods (i.e. late infancy). Moreover, those two factors showed differential associations with other health-related traits such as screen exposure and sleep status, and a significant causal relationship with psychiatric disorders such as major depressive disorder and schizophrenia. Utilizing an independent cohort from the Adolescent Brain Cognitive Development (ABCD) study, we also uncovered the distinct contributions of those two factors on the cognitive development of young adolescents. These findings reveal two fundamental factors underlying various cognitive abilities, elucidate the distinct brain structural fingerprint and genetic architecture of CPS and CPA, and hint at the complex interrelationship between cognitive ability, lifestyle, and mental health.

Causal Relationships Between Screen Use, Reading, and Brain Development in Early Adolescents.

The rise of new media has greatly changed the lifestyles, leading to increased time on these platforms and less time spent reading. This shift has particularly profound impacts on early adolescents, who are in a critical stage of brain development. Previous studies have found associations between screen use and mental health, but it remains unclear whether screen use is the direct cause of the outcomes. Here, the Adolescent Brain Cognitive Development (ABCD) dataset is utlized to examine the causal relationships between screen use and brain development. The results revealed adverse causal effects of screen use on language ability and specific behaviors in early adolescents, while reading has positive causal effects on their language ability and brain volume in the frontal and temporal regions. Interestingly, increased screen use is identified as a result, rather than a cause, of certain behaviors such as rule-breaking and aggressive behaviors. Furthermore, the analysis uncovered an indirect influence of screen use, mediated by changes in reading habits, on brain development. These findings provide new evidence for the causal influences of screen use on brain development and highlight the importance of monitoring media use and related habit change in children.

How does parental involvement matter for children's academic achievement during school closure in primary school?

BACKGROUND: COVID-19 has infected over twenty million people across 200 countries. UNESCO claimed that more than 190 countries had implemented countrywide school closures, which resulted in preventing 1.6 billion students of their classroom learning opportunities. As children are unable to study in the classroom with teachers' supervision, the importance of parental engagement is amplified in children's learning at home. AIM: The primary purpose of the present study was to investigate how parental involvement contribute to children's academic achievement during school closure. SAMPLE: Two hundred and twenty-nine primary school children and their parents. METHOD: Children's academic achievement before (T1) and after school closure (T3), parental involvement (T2) and children's learning engagement (T2) during school closure were measured. RESULTS: After controlling for gender, age, grade and SES, children's learning engagement (T2) served as a full mediator of the association between parental involvement (T2) and children's academic achievement from T1 to T3. Moreover, parental psychological control (T2) moderated the association between parental involvement (T2) and children's learning engagement (T2). Specifically, the contribution of parental involvement to children's learning engagement became stronger for children whose parents had higher levels of psychological control. Higher Chinese parental psychological control did not always correlate to lower academic outcomes in the context of COVID-19. CONCLUSION: These findings highlight the central roles of parental involvement and children's learning engagement in children's academic achievement during school closure caused by COVID-19.

Development of visual cortex in human neonates is selectively modified by postnatal experience.

Experience-dependent cortical plasticity is a pivotal process of human brain development and essential for the formation of most cognitive functions. Although studies found that early visual experience could influence the endogenous development of visual cortex in animals, little is known about such impact on human infants. Using the multimodal MRI data from the developing human connectome project, we characterized the early structural and functional maps in the ventral visual cortex and their development during neonatal period. Particularly, we found that postnatal time selectively modulated the cortical thickness in the ventral visual cortex and the functional circuit between bilateral primary visual cortices. But the cortical myelination and functional connections of the high-order visual cortex developed without significant influence of postnatal time in such an early period. The structure-function analysis further revealed that the postnatal time had a direct influence on the development of homotopic connection in area V1, while gestational time had an indirect effect on it through cortical myelination. These findings were further validated in preterm-born infants who had longer postnatal time but shorter gestational time at birth. In short, these data suggested in human newborns that early postnatal time shaped the structural and functional development of the visual cortex in selective and organized patterns.