Differences in spatiotemporal brain network dynamics of Montessori and traditionally schooled students.

Across development, experience has a strong impact on the way we think and adapt. School experience affects academic and social-emotional outcomes, yet whether differences in pedagogical experience modulate underlying brain network development is still unknown. In this study, we compared the brain network dynamics of students with different pedagogical backgrounds.

The impact of premature birth on auditory-visual processes in very preterm schoolchildren.

Interactions between stimuli from different sensory modalities and their integration are central to daily life, contributing to improved perception. Being born prematurely and the subsequent hospitalization can have an impact not only on sensory processes, but also on the manner in which information from different senses is combined-i.e.

Normative volumes and relaxation times at 3T during brain development.

While research has unveiled and quantified brain markers of abnormal neurodevelopment, clinicians still work with qualitative metrics for MRI brain investigation. The purpose of the current article is to bridge the knowledge gap between case-control cohort studies and individual patient care. Here, we provide a unique dataset of seventy-three 3-to-17 years-old healthy subjects acquired with a 6-minute MRI protocol encompassing T1 and T2 relaxation quantitative sequence that can be readily implemented in the clinical setting; MP2RAGE for T1 mapping and the prototype sequence GRAPPATINI for T2 mapping.

Me, Myself, and I: Neural Activity for Self versus Other across Development.

Although adults and children differ in self-vs.-other perception, a developmental perspective on this discriminative ability at the brain level is missing. This study examined neural activation for self-vs.

Executive functions assessment in very preterm children at school age: A pilot study about a clinical and experimental approach.

While the survival rate of very preterm (VPT) infants has increased in the last decades, they are still at risk of developing long-term neurodevelopmental impairments, especially regarding self-regulatory abilities, and goal-directed behaviors. These skills rely on executive functions (EFs), an umbrella term encompassing the core capacities for inhibition, shifting, and working memory. Existing comprehensive tests are time-consuming and therefore not suitable for all pediatric neuropsychological assessments.

Learning Heart or Heart: Brain Asymmetry Reflects Pedagogical Practices.

Brain hemispheres develop rather symmetrically, except in the case of pathology or intense training. As school experience is a form of training, the current study tested the influence of pedagogy on morphological development through the cortical thickness (CTh) asymmetry index (AI). First, we compared the CTh AI of 111 students aged 4 to 18 with 77 adults aged > 20.

Creative thinking and brain network development in schoolchildren.

Fostering creative minds has always been a premise to ensure adaptation to new challenges of human civilization. While some alternative educational settings (i.e.

Bilingualism and creativity across development: Evidence from divergent thinking and convergent thinking.

Introduction: Numerous studies have demonstrated the benefits of creativity from bilingualism. Divergent thinking and convergent thinking are considered the two most important components of creativity. Various (although not all) studies have concluded that bilingual children outperform monolingual children in divergent thinking, however, no study on children or adolescents so far has explored the relation between bilingualism and convergent thinking, or the brain structural basis of interaction between bilingualism and creativity.

Education shapes the structure of semantic memory and impacts creative thinking.

Education is central to the acquisition of knowledge, such as when children learn new concepts. It is unknown, however, whether educational differences impact not only what concepts children learn, but how those concepts come to be represented in semantic memory-a system that supports higher cognitive functions, such as creative thinking. Here we leverage computational network science tools to study hidden knowledge structures of 67 Swiss schoolchildren from two distinct educational backgrounds-Montessori and traditional, matched on socioeconomic factors and nonverbal intelligence-to examine how educational experience shape semantic memory and creative thinking.

Children's automatic evaluation of self-generated actions is different from adults.

Performance monitoring (PM) is central to learning and decision making. It allows individuals to swiftly detect deviations between actions and intentions, such as response errors, and adapt behavior accordingly. Previous research showed that in adult participants, error monitoring is associated with two distinct and robust behavioral effects.

Multisensory Gains in Simple Detection Predict Global Cognition in Schoolchildren.

The capacity to integrate information from different senses is central for coherent perception across the lifespan from infancy onwards. Later in life, multisensory processes are related to cognitive functions, such as speech or social communication. During learning, multisensory processes can in fact enhance subsequent recognition memory for unisensory objects.