Post-error slowing: Large scale study in an online learning environment for practising mathematics and language.

The ability to monitor and adjust our performance is crucial for adaptive behaviour, a key component of human cognitive control. One widely studied metric of this behaviour is post-error slowing (PES), the finding that humans tend to slow down their performance after making an error. This study is a first attempt at generalizing the effect of PES to an online adaptive learning environment where children practise mathematics and language skills.

Dynamics of sleep: Exploring critical transitions and early warning signals.

Background And Objectives: In standard practice, sleep is classified into distinct stages by human observers according to specific rules as for instance specified in the AASM manual. We here show proof of principle for a conceptualization of sleep stages as attractor states in a nonlinear dynamical system in order to develop new empirical criteria for sleep stages.

Methods: EEG (single channel) of two healthy sleeping participants was used to demonstrate this conceptualization.

Should online math learning environments be tailored to individuals' cognitive profiles?

Online learning environments are well-suited for tailoring the learning experience of children individually and on a large scale. An environment such as Math Garden allows children to practice exercises adapted to their specific mathematical ability; this is thought to maximize their mathematical skills. In the current experiment, we investigated whether learning environments should also consider the differential impact of cognitive load on children's math performance depending on their individual verbal working memory (WM) and inhibitory control (IC) capacity.

Age Differentiation within Gray Matter, White Matter, and between Memory and White Matter in an Adult Life Span Cohort.

It is well established that brain structures and cognitive functions change across the life span. A long-standing hypothesis called "age differentiation" additionally posits that the relations between cognitive functions also change with age. To date, however, evidence for age-related differentiation is mixed, and no study has examined differentiation of the relationship between brain and cognition.

A Solution to the Measurement Problem in the Idiographic Approach Using Computer Adaptive Practicing.

Molenaar's manifesto on psychology as idiographic science (Molenaar, 2004) brought the N = 1 times series perspective firmly to the attention of developmental scientists. The rich intraindividual variation in complex developmental processes requires the study of these processes at the level of the individual. Yet, the idiographic approach is all but easy in practical research.

Developmental cognitive neuroscience using latent change score models: A tutorial and applications.

Assessing and analysing individual differences in change over time is of central scientific importance to developmental neuroscience. However, the literature is based largely on cross-sectional comparisons, which reflect a variety of influences and cannot directly represent change. We advocate using latent change score (LCS) models in longitudinal samples as a statistical framework to tease apart the complex processes underlying lifespan development in brain and behaviour using longitudinal data.