Search Results (460)

Probabilistic language is a main component in the teaching and learning of probability; however, research analyzing probabilistic language in textbooks, which are fundamental didactic tools, is scarce. Consequently, in this research, we studied the various probabilistic languages used in Spanish secondary school textbooks. We performed a detailed content analysis of two complete series (grades 1 to 4; the last with two options) of Spanish prestigious editorials published after the last curricular guidelines in 2022; 10 books in total. We researched the verbal, symbolic, tabular, and graphical language in each textbook. Results suggest differences in the way each editorial introduces its everyday and probabilistic language. Although the number of new symbols is small, some of them are complex or used inconsistently. There is scarce use of tables and graphs, except for tree diagrams and two-way tables, in the study of conditional and compound probability. We conclude with recommendations to improve probabilistic language in textbooks and facilitate the learning of probability in secondary education in this way. Full article

Background/Objectives: Children with above-average cognitive functioning often present complex developmental profiles, combining high cognitive potential with heterogeneous socio-emotional and learning trajectories. Although the cognitive and behavioral characteristics of giftedness have been widely studied in Anglophone countries, evidence remains limited in Southern Europe. This study aimed to investigate the cognitive, academic, and emotional–behavioral profiles of Italian children and adolescents with above-average cognitive functioning, using an inclusive, dimensional approach (IQ > 114). Methods: We analyzed a cross-sectional sample of 331 children and adolescents (ages 2.11–16.5 years), referred for clinical cognitive or behavioral evaluations. Participants were assessed using the WPPSI-III or WISC-IV for cognitive functioning, the MT battery for academic achievement, and the Child Behavior Checklist (CBCL) for emotional and behavioral symptoms. Comparative and correlational analyses were performed across age, gender, and functional domains. A correction for multiple testing was applied using the Benjamini–Hochberg procedure. Results: Gifted participants showed strong verbal comprehension (mean VCI: preschoolers = 118; school-aged = 121) and relative weaknesses in working memory (WM = 106) and processing speed (PS = 109). Males outperformed females in perceptual reasoning (PR = 121 vs. 118; p = 0.032), while females scored higher in processing speed (112 vs. 106; p = 0.021). Difficulties in writing and arithmetic were observed in 47.3% and 41.8% of school-aged participants, respectively. Subclinical internalizing problems were common in preschool and school-aged groups (mean CBCL T = 56.2–56.7). Working memory negatively correlated with total behavioral problems (r = −0.13, p = 0.046). Conclusions: These findings confirm the heterogeneity of gifted profiles and underscore the need for personalized educational and psychological interventions to support both strengths and vulnerabilities in gifted children. Caution is warranted when interpreting these associations, given their modest effect sizes and the exploratory nature of the study. Full article

Math learning is a key educational goal, and one marked by substantial individual differences even in the earliest grades. Although considerable research has examined the extent to which domain-general processes, such as executive functions and fluid intelligence, contribute to this variability, there is a notable gap in understanding how they may interact to predict early math learning. In particular, prior work had not examined potential moderating effects whereby the relation between executive functions and math outcomes depends on a child’s fluid intelligence, and vice versa. The current study addressed this gap by examining the math skills in Russian first-graders (N = 160) as a function of fluid intelligence (measured with Raven’s matrices) and various components of executive functions. Consistent with prior research, the results revealed the main effects of Raven’s scores, verbal working memory, and the control component of executive function (a composite of inhibition and cognitive flexibility scores) on math growth. Importantly, extending previous research, the study found that both memory and control components of executive function interacted with fluid intelligence. Specifically, executive function had a stronger positive effect on math learning for children with lower levels of fluid intelligence. The implications for intervention research and educational practice are discussed. Full article

Social robots in Ambient Assisted Living (AAL) environments offer a promising alternative for enhancing senior care by providing companionship and functional support. These robots can serve as intuitive interfaces to complex smart home systems, allowing seniors and caregivers to easily control their environment and access various assistance services through natural interactions. By combining the emotional engagement capabilities of social robots with the comprehensive monitoring and support features of AAL, this integrated approach can potentially improve the quality of life and independence of elderly individuals while alleviating the burden on human caregivers. This paper explores the integration of social robotics with ambient assisted living (AAL) technologies to enhance elderly care. We propose a novel framework where a social robot is the central orchestrator of an AAL environment, coordinating various smart devices and systems to provide comprehensive support for seniors. Our approach leverages the social robot’s ability to engage in natural interactions while managing the complex network of environmental and wearable sensors and actuators. In this paper, we focus on the technical aspects of our framework. A computational P2P notebook is used to customize the environment and run reactive services. Machine learning models can be included for real-time recognition of gestures, poses, and moods to support non-verbal communication. We describe scenarios to illustrate the utility and functionality of the framework and how the robot is used to orchestrate the AAL environment to contribute to the well-being and independence of elderly individuals. We also address the technical challenges and future directions for this integrated approach to elderly care. Full article

Advanced technology systems and neuroelectronics for crash risk assessment and anticipation may be a promising field for advancing responsible automated driving on urban roads. In principle, there are prospects of an artificially intelligent (AI)-powered automated vehicle (AV) system that tracks the degree of perceived crash risk (as either low, mid, or high) and perceived safety. As a result, communicating (verbally or nonverbally) this information to the user based on human factor aspects should be reflected. As humans and vehicle automation systems are prone to error, we need to design advanced information and communication technologies that monitor risks and act as a mediator when necessary. One possible approach is towards designing a crash risk classification and management system. This would be through responsible AI that monitors the user’s mental states associated with risk-taking behaviour and communicates this information to the user, in conjunction with the driving environment and AV states. This concept is based on a literature review and industry experts’ perspectives on designing advanced technology systems that support users in preventing crash risk encounters due to long-term effects. Equally, learning strategies for responsible automated driving on urban roads were designed. In a sense, this paper offers the reader a meticulous discussion on conceptualising a safety-inspired ‘ergonomically responsible AI’ concept in the form of an intelligent risk assessment system (iRisk) and an AI-powered Risk information Human–Machine Interface (AI rHMI) as a useful concept for responsible automated driving and safe human–automation interaction. Full article

While small group learning through engineering design activities has been shown to enhance student achievement, motivation, and problem-solving skills, much of the existing research in this area focuses on undergraduate engineering education. Therefore, this study examines how small-group interactions influence design decisions within a sixth-grade engineering design-based English Language Arts unit for multilingual learners. Multilingual Learners make up 21% of the U.S. school-aged population and benefit from early STEM opportunities that shape future educational and career trajectories. Grounded in constructivist learning theories, the research explores collaborative learning in the engineering design process, using a comparative case study design. Specifically, this study explores student interactions and group dynamics in two small groups (Group A and Group B) engaged in a board game design challenge incorporating microelectronics. Video recordings serve as the primary data source, allowing for an in-depth analysis of verbal and nonverbal interactions. The study employed the Social Interdependence Theory to examine how group members collaborate, negotiate roles, and make design decisions. Themes such as positive interdependence, group accountability, promotive interaction, and individual responsibility are used to assess how cooperation influences final design choices. Three key themes emerged: Roles and Dynamics, Conflict, and Teacher Intervention. Group A and Group B exhibited distinct collaboration patterns, with Group A demonstrating stronger leadership dynamics that shaped decision-making, while Group B encountered challenges related to engagement and resource control. The results demonstrate the importance of small-group interactions in shaping design decisions and emphasize the role of group dynamics and teacher intervention in supporting multilingual learners’ engagement and success in integrated STEM curriculum. Full article

Book covers are often the first component seen before a reader engages with a book’s contents; therefore, careful consideration is given to the text and image features that constitute their design. This study investigates the effects of the presentation of verbal (text) and visual (image) features on memorability and aesthetic evaluation in the context of book covers. To this aim, 50 participants took part in a memory recognition task in which the same book cover information was encoded in a learning phase, and either text or image features from the book covers acted as an informational cue for memory recognition and aesthetic evaluations. Our results revealed that image features significantly aided memory performance more than text features. Image features that were rated more beautiful were not better recognized as a result. However, differences in memory performance were found in relation to familiarity and, in a non-linear fashion, the extent to which the book’s contents could be inferred from the image’s informational content. Additionally, reading behavior was not found to influence memory performance. These results are discussed with regard to the interplay of text and image informational cues on book cover perception and provide implications for future studies. Full article

Background: The timely detection of cognitive decline in highly educated adults is challenging due to their resilient cognitive abilities and the limited sensitivity of neuropsychological tests for this group. Therefore, evaluating subjective facets such as subjective cognitive decline (SCD) becomes imperative, potentially enabling the early identification of cognitive decline. Objective: Our primary objective was to identify effective methods, both objective and subjective, for the early detection of cognitive decline in highly educated older adults. A secondary objective was to translate and validate a Hebrew adaptation of the SCD questionnaire. Methods: Initially (T0), the study included 28 highly educated participants (mean age = 72.6, SD = 4.54; mean education 17.6, SD = 3.41). By the final evaluation (T7), 20 participants remained. Annual assessments involved objective neuropsychological tests and self-report questionnaires evaluating depression, anxiety, and SCD with changes analyzed over time using repeated measures ANOVA. Results: Significant declines were observed in the following objective neuropsychological tests: Rey–Osterrieth Complex Figure Test (ROCFT) copy, F(3,57) = 9.05, p < 0.001, ηp2 = 0.32, and Rey Auditory Verbal Learning Test (RAVLT) trial six, F(1,19) = 7.32, p < 0.05, ηp2 = 0.28, which is consistent with previous findings. The Hebrew SCD questionnaire demonstrated high reliability and validity and was highly correlated with cognitive decline. Conclusions: The ROCFT copy and the Hebrew SCD questionnaire can serve as valuable indicators for the early detection of cognitive decline in highly educated older adults. Full article

Background/Objectives. Vocabulary acquisition is a lifelong process, with the most rapid growth occurring from early childhood to school age. Different contextual factors influence how new vocabulary is acquired across various age groups during reading. Methods. We studied the process of new word acquisition in different constraining contexts in adolescents aged 11–17 years old and how individual differences in reading comprehension, vocabulary, and verbal working memory affect word acquisition. In the learning stage, the new words were presented in sentences with low and high contextual constraints, and word acquisition was assessed in a word recognition test where behavioral measures and the N400 and P600 components of the event-related potentials (ERPs) were examined. Results. Our study reveals that while the accuracy of word recognition was at a chance level, adolescents had faster responses to words learned in high-constraining contexts compared to words from low-constraining contexts. Neural responses were influenced by context, with explicit recollection processes reflected in the P600 being modulated by the type of sentence constraint, while implicit familiarity related to the N400 did not show this effect. Higher reading comprehension, vocabulary, and verbal working memory scores improved accuracy, while reaction times were improved by just vocabulary. Additionally, reading comprehension and vocabulary impacted the implicit N400 old/new effect, and reading comprehension correlated with explicit recognition processes (P600 old/new effect). Conclusions. Therefore, the present study showed that the type of constraint of new word learning and individual skills affected the word acquisition process in adolescents. Full article

Background: Prior studies have shown an association between jugular venous reflux and age-related neurological conditions, including cognitive decline and potentially incident dementia. However, a relationship between internal jugular vein (IJV) outflow disturbance and cognitive impairment has yet to be elucidated. This study evaluates the relationship between impaired IJV drainage and cognitive function. Methods: We recruited a prospective sample of 106 participants with subjective memory complaints. Subjects underwent neuropsychological assessments and ultrasound examination of IJV, including time-averaged mean velocity (TAMV) and the cross-sectional area of the IJV at the middle (J2) and distal (J3) segments. Impaired IJV drainage was defined by either of the following: (1) TAMV < 4 cm/s at the J2 or J3 segment on either side, or (2) IJV lumen collapse during inspiration at the J2 segment on either side. Results: The impaired cognition group had a significantly higher prevalence of both impaired flow velocity and impaired IJV drainage compared to the normal cognition group (34% vs. 16%, p = 0.032; 68% vs. 30%, p < 0.001). Furthermore, the impaired IJV drainage group demonstrated lower scores across all neuropsychological tests, with statistical significance observed in the Mini-Mental State Examination (median (IQR) 27 vs. 29, p = 0.013), Montreal Cognitive Assessment (median (IQR) 23 vs. 26, p < 0.001) and Chinese Version of the Verbal Learning Test (median (IQR) 23.5 vs. 27, p = 0.024). Notably, incorporating IJV lumen collapse during deep inspiration into the definition of impaired IJV drainage further increased its prevalence in the impaired cognition group. Conclusions: Our results revealed that the impaired cognition group exhibited a higher prevalence of impaired outflow in the bilateral IJV, while the impaired IJV drainage group scored lower on all neuropsychological tests compared to the normal group. These findings support the hypothesis that impaired IJV drainage is correlated with global cognitive decline. Full article

Background/Objectives: Verbs are considered to be more abstract than nouns, as they represent actions, states, and events, which are less tangible, more flexible in their meaning and thus less univocally specified. It has been suggested that children acquire abstract concepts based on their linguistic contexts of use, making use of semantic and syntactic cues. By contrast, according to theories of embodied cognition, conceptual knowledge is based on physical and perceptual interaction with the world. The present study investigates whether the verbal and the visual modality produce similar or different results in the processes of construction and reactivation of novel verbs, corresponding to new compositional abstract concepts, in children of different ages. In Experiment 1, the acquisition of the concept was determined based on the quality of verbal explanation; in Experiment 2, participants were asked to decide whether a visual representation fitted the concept or not. Thus, response modality could be either explicit or implicit, and either congruent or incongruent with respect to learning modality. Methods: In Experiment 1, 100 children from grade 1 to 5 were asked to explain the meaning of verbs introduced via verbal or visual instances. In Experiment 2, 15 children aged 8 to 10 had to judge pictures as (not) being examples of previously verbally or visually presented novel verbs. Results: The results of Experiment 1 show more accurate explanations after verbal presentation across all grades. In Experiment 2, verbal presentation was no longer associated with more accurate matching responses, but rather with slower decision times. Conclusions: Modality congruence, explicitness and linguistic (semantic and syntactic) factors were all shown to play a role, which is discussed in a developmental perspective. Full article

Introduction: Previous neuroimaging studies have reported structural brain alterations and local network hyperexcitability in terms of increased slow-wave electroencephalography (EEG) activity in patients with borderline personality disorder (BPD). In particular, intermittent rhythmic delta and theta activity (IRDA/IRTA) has drawn attention in mental health contexts due to its links with metabolic imbalances, neuronal stress, and emotional dysregulation—processes that are highly pertinent to BPD. These functional disturbances may be reflected in corresponding structural brain changes. The current study investigated cortical thickness and subcortical volumes in BPD and examined their associations with IRDA/IRTA events per minute, symptom severity, and neuropsychological measures. Methods: Seventy female BPD patients and 36 age-matched female healthy controls (HC) were included (for clinical EEG comparisons even 72 patients were available). IRDA/IRTA rates were assessed using an automatic independent component analyses (ICA) approach. T1-weighted MRI data were obtained using a MAGNETOM Prisma 3T system and analyzed with FreeSurfer (version 7.2) for subcortical structures and CAT12 for cortical thickness and global volume measurements. Psychometric assessments included questionnaires such as Borderline Symptom List (BSL-23) and Inventory of Personality Organization (IPO). Neuropsychological performance was evaluated with the Test for Attentional Performance (TAP), Culture Fair Intelligence Test (CFT-20-R), and Verbal Learning and Memory Test (VLMT). Results: Between-group comparisons exhibited no significant increase in IRDA/IRTA rates or structural abnormalities between the BPD and HC group. However, within the BPD group, cortical thickness of the right isthmus of the cingulate gyrus negatively correlated with the IRDA/IRTA difference (after minus before hyperventilation, HV; p < 0.001). Furthermore, BPD symptom severity (BSL-23) and IPO scores positively correlated with the thickness of the right rostral anterior cingulate cortex (p < 0.001), and IPO scores were associated with the thickness of the right temporal pole (p < 0.001). Intrinsic alertness (TAP) significantly correlated with relative cerebellar volume (p = 0.01). Discussion: While no group-level structural abnormalities were observed, correlations between EEG slowing, BPD symptom severity, and alertness with cortical thickness and/or subcortical volumes suggest a potential role of the anterior cingulate cortex, temporal pole, and cerebellum in emotion regulation and cognitive functioning in BPD. Future research employing multimodal EEG-MRI approaches may provide deeper insights into the neural mechanisms underlying BPD and guide personalized therapeutic strategies. Full article

Background: Motoric Cognitive Risk Syndrome (MCR), defined by the co-occurrence of subjective cognitive complaints and slow gait, is recognized as a preclinical risk state for cognitive decline. However, not all individuals with MCR experience cognitive deterioration, making early and individualized prediction critical. Methods: This study included 80 participants aged 60 and older with MCR who underwent baseline assessments including plasma biomarkers (β-amyloid, tau), dual-task gait measurements, and neuropsychological tests. Participants were followed for one year to monitor cognitive changes. Support Vector Machine (SVM) classifiers with different kernel functions were trained to predict cognitive decline. Feature importance was evaluated using the weight coefficients of a linear SVM. Results: Key predictors of cognitive decline included plasma β-amyloid and tau concentrations, gait features from dual-task conditions, and memory performance scores (e.g., California Verbal Learning Test). The best-performing model used a linear kernel with 30 selected features, achieving 88.2% accuracy and an AUC of 83.7% on the test set. Cross-validation yielded an average accuracy of 95.3% and an AUC of 99.6%. Conclusions: This study demonstrates the feasibility of combining biomarker, motor, and cognitive assessments in a machine learning framework to predict short-term cognitive decline in individuals with MCR. The findings support the potential clinical utility of such models but also underscore the need for external validation. Full article

Background/Objectives: Connectomics is an evolving branch of neuroscience that determines structural and functional connectivity in the brain. The objective of this prospective imaging study is to evaluate the effect of whole brain radiotherapy (WBRT) on the connectome. Methods: A combination of diffusion tensor imaging (DTI) and functional magnetic resonance imaging (fMRI) was used to study the structural and functional connectivity of the brain, and a machine learning algorithm trained to analyze subject-specific data was applied to create individualized brain maps with 15 neuronal networks for each patient. These brain maps were compared to normal brains from the human connectome project, producing an anomaly matrix. Connectome analysis and multi-dimensional neurocognitive testing on a web-based platform were performed at baseline and 3 months post-WBRT. The change in anomaly frequency was co-related with neurocognitive outcomes. Results: At baseline, connectome analysis revealed that the multiple demand network had the most anomalies (46%). Pre- and post-WBRT comparison revealed increases in proportional anomaly frequency across multiple networks. Pearson correlation showed correlation between neurocognitive domain decline and anomaly changes: learning and memory domain with subcortical network [Verbal recall (Pearson coefficient −0.94; p < 0.01), verbal revision (Pearson coefficient −0.89; p = 0.01), and verbal recognition (Pearson coefficient −0.94; p < 0.01)]. Conclusions: This proof-of-concept study integrated data from DTI and fMRI in the form of connectome and revealed significant changes in brain connectivity, with WBRT that also correlated with neurocognitive outcomes. Further studies in a larger cohort are underway, and correlations with white matter changes and tumor locations/numbers will be performed. Full article

Background: Educational neuroscience has made important contributions to show how the COVID-19 pandemic impacted schooling. In countries like Brazil, with significant educational inequality, the suspension of in-person classes worsened these disparities, as low-income families faced difficulties accessing remote learning. Methods: This study evaluated executive functions (EF) and academic skills in reading, writing, and maths for 178 public school students from the first to ninth grades in São Paulo, Brazil, comparing them with pre-pandemic norms to assess possible differences. EF were assessed using the Hayling Test, Digit Span Task, and Verbal Fluency, while academic skills were measured by the School Performance Test II. To analyse differences between the sample of this study and the pre-pandemic normative samples, one-sample t-tests were performed. Due to the small sample size, segmented by school grade and age, the bootstrapping resampling method was used, and the effect size was measured with Cohen’s d. Results: A one-sample t-test showed significant differences between times, with lower post-pandemic performance in verbal fluency (9–14 years old), working memory (10–14 years old), and inhibitory control across all age groups. Writing skills were lower from the fifth to eighth grades and reading from the fourth to eight grades. Maths skills were lower in the fourth, eighth, and ninth grades. Better post-pandemic performance was seen in working memory (6 and 7 years old). Conclusions: Students in the upper grades of elementary school during the pandemic were most impacted by the suspension of in-person teaching, highlighting the importance of schooling and the need for recovery efforts at these levels. Full article