Highlights • Representational geometry is a framework that enables us to relate brain, computation, and cognition. • Representations in brains and models can be characterized by representational ...distance matrices. • Distance matrices can be readily compared to test computational models. • We review recent insights into perception, cognition, memory, and action and discuss current challenges.
Developing academic skills and cognitive abilities is critical for children's development. In this article, we review evidence from recent research on the bidirectional relations between academic ...achievement and cognitive abilities. Our findings suggest that (a) reading/mathematics and cognitive abilities (i.e., working memory, reasoning, and executive function) predict each other in development, (b) direct academic instruction positively affects the development of reasoning, and (c) such bidirectional relations between cognitive abilities and academic achievement seem weaker among children with disadvantages (e.g., those with special needs or low socioeconomic status). Together, these findings are in line with the theory of mutualism and the transactional model. They suggest that sustained and high‐quality schooling and education directly foster children's academic and cognitive development, and may indirectly affect academic and cognitive development by triggering cognitive‐academic bidirectionality.
Developing academic skills and cognitive abilities is critical for children's development. In this article, we review evidence from recent research on the bidirectional relations between academic achievement and cognitive abilities. Our findings suggest that (a) reading/mathematics and cognitive abilities (i.e., working memory, reasoning, and executive function) predict each other in development, (b) direct academic instruction positively affects the development of reasoning, and (c) such bidirectional relations between cognitive abilities and academic achievement seem weaker among children with disadvantages (e.g., those with special needs or low socioeconomic status). Together, these findings are in line with the theory of mutualism and the transactional model. They suggest that sustained and high‐quality schooling and education directly foster children's academic and cognitive development, and may indirectly affect academic and cognitive development by triggering cognitive‐academic bidirectionality.
Across scientific disciplines, there is a rapidly growing recognition of the need for more statistically robust, transparent approaches to data visualization. Complementary to this, many scientists ...have called for plotting tools that accurately and transparently convey key aspects of statistical effects and raw data with minimal distortion. Previously common approaches, such as plotting conditional mean or median barplots together with error-bars have been criticized for distorting effect size, hiding underlying patterns in the raw data, and obscuring the assumptions upon which the most commonly used statistical tests are based. Here we describe a data visualization approach which overcomes these issues, providing maximal statistical information while preserving the desired 'inference at a glance' nature of barplots and other similar visualization devices. These "raincloud plots" can visualize raw data, probability density, and key summary statistics such as median, mean, and relevant confidence intervals in an appealing and flexible format with minimal redundancy. In this tutorial paper, we provide basic demonstrations of the strength of raincloud plots and similar approaches, outline potential modifications for their optimal use, and provide open-source code for their streamlined implementation in R, Python and Matlab ( https://github.com/RainCloudPlots/RainCloudPlots). Readers can investigate the R and Python tutorials interactively in the browser using Binder by Project Jupyter.
The relationship between social media use and life satisfaction changes across adolescent development. Our analyses of two UK datasets comprising 84,011 participants (10-80 years old) find that the ...cross-sectional relationship between self-reported estimates of social media use and life satisfaction ratings is most negative in younger adolescents. Furthermore, sex differences in this relationship are only present during this time. Longitudinal analyses of 17,409 participants (10-21 years old) suggest distinct developmental windows of sensitivity to social media in adolescence, when higher estimated social media use predicts a decrease in life satisfaction ratings one year later (and vice-versa: lower estimated social media use predicts an increase in life satisfaction ratings). These windows occur at different ages for males (14-15 and 19 years old) and females (11-13 and 19 years old). Decreases in life satisfaction ratings also predicted subsequent increases in estimated social media use, however, these were not associated with age or sex.
This article aims to improve theory formation in psychology by developing a practical methodology for constructing explanatory theories: theory construction methodology (TCM). TCM is a sequence of ...five steps. First, the theorist identifies a domain of empirical phenomena that becomes the target of explanation. Second, the theorist constructs a prototheory, a set of theoretical principles that putatively explain these phenomena. Third, the prototheory is used to construct a formal model, a set of model equations that encode explanatory principles. Fourth, the theorist investigates the explanatory adequacy of the model by formalizing its empirical phenomena and assessing whether it indeed reproduces these phenomena. Fifth, the theorist studies the overall adequacy of the theory by evaluating whether the identified phenomena are indeed reproduced faithfully and whether the explanatory principles are sufficiently parsimonious and substantively plausible. We explain TCM with an example taken from research on intelligence (the mutualism model of intelligence), in which key elements of the method have been successfully implemented. We discuss the place of TCM in the larger scheme of scientific research and propose an outline for a university curriculum that can systematically educate psychologists in the process of theory formation.
Childhood maltreatment has been associated with significant impairment in social, emotional and behavioural functioning later in life. Nevertheless, some individuals who have experienced childhood ...maltreatment function better than expected given their circumstances.
Here, we provide an integrated understanding of the complex, interrelated mechanisms that facilitate such individual resilient functioning after childhood maltreatment. We aim to show that resilient functioning is not facilitated by any single 'resilience biomarker'. Rather, resilient functioning after childhood maltreatment is a product of complex processes and influences across multiple levels, ranging from 'bottom-up' polygenetic influences, to 'top-down' supportive social influences. We highlight the complex nature of resilient functioning and suggest how future studies could embrace a complexity theory approach and investigate multiple levels of biological organisation and their temporal dynamics in a longitudinal or prospective manner. This would involve using methods and tools that allow the characterisation of resilient functioning trajectories, attractor states and multidimensional/multilevel assessments of functioning. Such an approach necessitates large, longitudinal studies on the neurobiological mechanisms of resilient functioning after childhood maltreatment that cut across and integrate multiple levels of explanation (i.e. genetics, endocrine and immune systems, brain structure and function, cognition and environmental factors) and their temporal interconnections.
We conclude that a turn towards complexity is likely to foster collaboration and integration across fields. It is a promising avenue which may guide future studies aimed to promote resilience in those who have experienced childhood maltreatment.
Celotno besedilo
Dostopno za:
DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
Early life stress (ELS) consists of child family adversities (CFA: negative experiences that happened within the family environment) and/or peer bullying. ELS plays an important role in the ...development of adolescent depressive symptoms and clinical disorders. Identifying factors that may reduce depressive symptoms in adolescents with ELS may have important public mental health implications.
We used structural equation modelling and examined the impact of adolescent friendships and/or family support at age 14 on depressive symptoms at age 17 in adolescents exposed to ELS before age 11. To this end, we used structural equation modelling in a community sample of 771 adolescents (322 boys and 477 girls) from a 3 year longitudinal study. Significant paths in the model were followed-up to test whether social support mediated or moderated the association between ELS and depressive symptoms at age 17.
We found that adolescent social support in adolescence is negatively associated with subsequent depressive symptoms in boys and girls exposed to ELS. Specifically, we found evidence for two mediational pathways: In the first pathway family support mediated the link between CFA and depressive symptoms at age 17. Specifically, CFA was negatively associated with adolescent family support at age 14, which in turn was negatively associated with depressive symptoms at age 17. In the second pathway we found that adolescent friendships mediated the path between peer bullying and depressive symptoms. Specifically, relational bullying was negatively associated with adolescent friendships at age 14, which in turn were negatively associated with depressive symptoms at age 17. In contrast, we did not find a moderating effect of friendships and family support on the association between CFA and depressive symptoms.
Friendships and/or family support in adolescence mediate the relationship between ELS and late adolescent depressive symptoms in boys and girls. Therefore, enhancing affiliate relationships and positive family environments may benefit the mental health of vulnerable youth that have experienced CFA and/or primary school bullying.
Celotno besedilo
Dostopno za:
DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
ObjectivesTo examine age-related differences in self-reported sleep quality and their associations with health outcomes across four domains: physical health, cognitive health, mental health and ...neural health.SettingCambridge Centre for Ageing and Neuroscience (Cam-CAN) is a cohort study in East Anglia/England, which collected self-reported health and lifestyle questions as well as a range of objective measures from healthy adults.Participants2406 healthy adults (age 18–98) answered questions about their sleep quality (Pittsburgh Sleep Quality Index (PSQI)) and measures of physical, cognitive, mental and neural health. A subset of 641 individuals provided measures of brain structure.Main outcome measuresPSQI scores of sleep and scores across tests within the four domains of health. Latent class analysis (LCA) is used to identify sleep types across the lifespan. Bayesian regressions quantify the presence, and absence, of relationships between sleep quality and health measures.ResultsBetter self-reported sleep is generally associated with better health outcomes, strongly so for mental health, moderately for cognitive and physical health, but not for sleep quality and neural health. LCA identified four sleep types: ‘good sleepers’ (68.1%, most frequent in middle age), ‘inefficient sleepers’ (14.01%, most frequent in old age), ‘delayed sleepers’ (9.28%, most frequent in young adults) and ‘poor sleepers’ (8.5%, most frequent in old age). There is little evidence for interactions between sleep quality and age on health outcomes. Finally, we observe U-shaped associations between sleep duration and mental health (depression and anxiety) as well as self-reported general health, such that both short and long sleep were associated with poorer outcomes.ConclusionsLifespan changes in sleep quality are multifaceted and not captured well by summary measures, but instead should be viewed as as partially independent symptoms that vary in prevalence across the lifespan. Better self-reported sleep is associated with better health outcomes, and the strength of these associations differs across health domains. Notably, we do not observe associations between self-reported sleep quality and white matter.
Mutualism is a developmental theory that posits positive reciprocal relationships between distinct cognitive abilities during development. It predicts that abilities such as language and reasoning ...will influence each other's rates of growth. This may explain why children with Language Disorders also tend to have lower than average non‐verbal cognitive abilities, as poor language would limit the rate of growth of other cognitive skills. The current study tests whether language and non‐verbal reasoning show mutualistic coupling in children with and without language disorder using three waves of data from a longitudinal cohort study that over‐sampled children with poor language at school entry (N = 501, 7–13 years). Bivariate Latent Change Score models were used to determine whether early receptive vocabulary predicted change in non‐verbal reasoning and vice‐versa. Models that included mutualistic coupling parameters between vocabulary and non‐verbal reasoning showed superior fit to models without these parameters, replicating previous findings. Specifically, children with higher initial language abilities showed greater growth in non‐verbal ability and vice versa. Multi‐group models suggested that coupling between language and non‐verbal reasoning was equally strong in children with language disorder and those without. This indicates that language has downstream effects on other cognitive abilities, challenging the existence of selective language impairments. Future intervention studies should test whether improving language skills in children with language disorder has positive impacts on other cognitive abilities (and vice versa), and low non‐verbal IQ should not be a barrier to accessing such intervention.
Abstract
Fluid intelligence is the capacity to solve novel problems in the absence of task-specific knowledge and is highly predictive of outcomes like educational attainment and psychopathology. ...Here, we modeled the neurocognitive architecture of fluid intelligence in two cohorts: the Centre for Attention, Leaning and Memory sample (CALM) (N = 551, aged 5–17 years) and the Enhanced Nathan Kline Institute—Rockland Sample (NKI-RS) (N = 335, aged 6–17 years). We used multivariate structural equation modeling to test a preregistered watershed model of fluid intelligence. This model predicts that white matter contributes to intermediate cognitive phenotypes, like working memory and processing speed, which, in turn, contribute to fluid intelligence. We found that this model performed well for both samples and explained large amounts of variance in fluid intelligence (R2CALM = 51.2%, R2NKI-RS = 78.3%). The relationship between cognitive abilities and white matter differed with age, showing a dip in strength around ages 7–12 years. This age effect may reflect a reorganization of the neurocognitive architecture around pre- and early puberty. Overall, these findings highlight that intelligence is part of a complex hierarchical system of partially independent effects.
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