Lisser Rye Ejersbo

White matter microstructure in superior longitudinal fasciculus associated with spatial working memory performance in children

During childhood and adolescence, ongoing white matter maturation in the fronto-parietal cortices and connecting fiber tracts is measurable with diffusion-weighted imaging. Important questions remain, however, about the links between these changes and developing cognitive functions. Spatial working memory (SWM) performance improves significantly throughout the childhood years, and several lines of evidence implicate the left fronto-parietal cortices and connecting fiber tracts in SWM processing. Here we report results from a study of 76 typically developing children, 7 to 13 years of age. We hypothesized that better SWM performance would be associated with increased fractional anisotropy (FA) in a left fronto-parietal network composed of the superior longitudinal fasciculus (SLF), the regional white matter underlying the dorsolateral pFC, and the posterior parietal cortex. As hypothesized, we observed a significant association between higher FA in the left fronto-parietal network and better SWM skills, and the effect was independent of age. This association was mainly accounted for by variability in left SLF FA and remained significant when FA measures from global fiber tracts or right SLF were included in the model. Further, the effect of FA in left SLF appeared to be mediated primarily by decreasing perpendicular diffusivity. Such associations could be related to individual differences among children in the architecture of fronto-parietal connections and/or to differences in the pace of fiber tract development. Further studies are needed to determine the contributions of intrinsic and experiential factors to the development of functionally significant individual differences in fiber tract structure.

Response inhibition is associated with white matter microstructure in children

Cognitive control of thoughts, actions and emotions is important for normal behaviour and the development of such control continues throughout childhood and adolescence. Several lines of evidence suggest that response inhibition is primarily mediated by a right-lateralized network involving inferior frontal gyrus (IFG), presupplementary motor cortex (preSMA), and subthalamic nucleus. Though the brains fibre tracts are known to develop during childhood, little is known about how fibre tract development within this network relates to developing behavioural control. Here we examined the relationship between response inhibition, as measured with the stop-signal task, and indices of regional white matter microstructure in typically-developing children. We hypothesized that better response inhibition performance would be associated with higher fractional anisotropy (FA) in fibre tracts within right IFG and preSMA after controlling for age. Mean FA and diffusivity values were extracted from right and left IFG and preSMA. As hypothesized, faster response inhibition was significantly associated with higher FA and lower perpendicular diffusivity in both the right IFG and the right preSMA, possibly reflecting faster speed of neural conduction within more densely packed or better myelinated fibre tracts. Moreover, both of these effects remained significant after controlling for age and whole brain estimates of these DTI parameters. Interestingly, right IFG and preSMA FA contributed additively to the prediction of performance variability. Observed associations may be related to variation in phase of maturation, to activity-dependent alterations in the network subserving response inhibition, or to stable individual differences in underlying neural system connectivity.

The What and Why of Whole Number Arithmetic: Foundational Ideas from History, Language and Societal Changes

Increasing globalization encourages assumptions of universalism in teaching and learning, in which cultural and contextual factors are perceived as nonessential. However, our teaching and learning are unavoidably embedded in history, language and culture, from which we draw to organize our educational systems. Such factors can remain hidden but can also provide us with opportunities to gain a deeper understanding of constraints that are taken for granted. This chapter provides a meta-level analysis and synthesis of the what and why of whole number arithmetic (WNA). The summary provides background for the whole volume, which identifies the historical, cultural and linguistic foundations upon which other aspects of learning, teaching and assessment are based. We begin with a historical survey of the development of pre-numeral and numeral systems. We then explore the epistemological and pedagogical insights and highlight the differences between linguistic practices and their links with the universal decimal features of WNA. We investigate inconsistencies between spoken and written numbers and the incompatibility of numeration and calculation and review a number of teaching interventions. Finally, we report the influence of economics and business, academic mathematics, science and technology and public and private stakeholders on WNA to understand how and why curriculum changes are made, with a focus on the fundamental losses and gains.