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Jeannette Wing's influential article on computational thinking 6 years ago argued for adding this new competency to every child's analytical ability as a vital ingredient of science, technology, engineering, and mathematics (STEM) learning. What is computational thinking? Why did this article resonate with so many and serve as a rallying cry for educators, education researchers, and policy makers? How have they interpreted Wing's definition, and what advances have been made since Wing's article was published? This article frames the current state of discourse on computational thinking in K—12 education by examining mostly recently published academic literature that uses Wing's article as a springboard, identifies gaps in research, and articulates priorities for future inquiries.

As the popularity of online education continues to rise, many colleges and universities are interested in how to best deliver course content for online learners. This study explores the ways in which taking courses through an online medium impacts student engagement, utilizing data from the National Survey of Student Engagement. Data was analyzed using a series of ordinary least squares regression models, also controlling for relevant student and institutional characteristics. The results indicated numerous significant relationships between taking online courses and student engagement for both first-year students and seniors. Those students taking greater numbers of online courses were more likely to engage in quantitative reasoning. However, they were less likely to engage in collaborative learning, student-faculty interactions, and discussions with diverse others, compared to their more traditional classroom counterparts. The students with greater numbers of online courses also reported less exposure to effective teaching practices and lower quality of interactions. The relationship between these engagement indicators and the percentage of classes taken online suggests that an online environment might benefit certain types of engagement, but may also be somewhat of a deterrent to others. Institutions should consider these findings when designing online course content, and encourage faculty to contemplate ways of encouraging student engagement across a variety of delivery types.

Wilson disease (WD) is a rare, recessively inherited disorder of copper metabolism mainly affecting liver and brain. In childhood, it is known to have a predominant hepatic phenotype. It is likely that the low awareness for WD-associated neuropsychiatric signs and symptoms in this age group means that neurological Wilson’s disease is underdiagnosed in children and young people. Practitioners should be alert for this complication in children with or without liver disease. Management of children with WD requires a dedicated multidisciplinary approach involving hepatologists, geneticists, neurologists and psychiatrists to ensure subtle neuropsychiatric symptoms are identified early and addressed appropriately. This review highlights recent advances in hepatic and neuropsychiatric symptoms of WD in childhood, specific diagnostic tools and pitfalls and summarises existing and potential future treatment options.

Previous research has implicated demographic, psychological, behavioral, and cognitive variables in the onset and maintenance of pediatric overweight/obesity. No adequately-powered study has simultaneously modeled these variables to assess their relative associations with body mass index (BMI; kg/m2) in a nationally representative sample of youth. Multiple machine learning regression approaches were employed to estimate the relative importance of 43 demographic, psychological, behavioral, and cognitive variables previously associated with BMI in youth to elucidate the associations of both fixed (e.g. demographics) and potentially modifiable (e.g. psychological/behavioral) variables with BMI in a diverse representative sample of youth. The primary analyses consisted of 9-10 year olds divided into a training (n = 2724) and test (n = 1123) sets. Secondary analyses were conducted by sex, ethnicity, and race. The full sample model captured 12% of the variance in both the training and test sets, suggesting good generalizability. Stimulant medications and demographic factors were most strongly associated with BMI. Lower attention problems and matrix reasoning (i.e. nonverbal abstract problem solving and inductive reasoning) and higher social problems and screen time were robust positive correlates in the primary analyses and in analyses separated by sex. Beyond demographics and stimulant use, this study highlights abstract reasoning as an important cognitive variable and reaffirms social problems and screen time as significant correlates of BMI and as modifiable therapeutic targets. Prospective data are needed to understand the predictive power of these variables for BMI gain.

Fluid intelligence (Gf) involves logical reasoning and novel problem‐solving abilities. Often, reasoning tasks like Raven's progressive matrices are used to assess Gf. Prior work has shown an age‐related decline in fluid intelligence capabilities, and although many studies have sought to identify the underlying mechanisms, our understanding of the critical brain regions and dynamics remains largely incomplete. In this study, we utilized magnetoencephalography (MEG) to investigate 78 individuals, ages 20–65 years, as they completed an reasoning task. MEG data was co‐registered with structural MRI data, transformed into the time–frequency domain, and the resulting neural oscillations were imaged using a beamformer. We found worsening behavioral performance with age, including prolonged reaction times and reduced accuracy. MEG analyses indicated robust oscillations in the theta, alpha/beta, and gamma range during the task. Whole brain correlation analyses with age revealed relationships in the theta and alpha/beta frequency bands, such that theta oscillations became stronger with increasing age in a right prefrontal region and alpha/beta oscillations became stronger with increasing age in parietal and right motor cortices. Follow‐up connectivity analyses revealed increasing parieto‐frontal connectivity with increasing age in the alpha/beta frequency range. Importantly, our findings are consistent with the parieto‐frontal integration theory of intelligence (P‐FIT). These results further suggest that as people age, there may be alterations in neural responses that are spectrally specific, such that older people exhibit stronger alpha/beta oscillations across the parieto‐frontal network during reasoning tasks. Age‐related declines in fluid intelligence capabilities are well established, but our understanding of underlying brain regions and dynamics remains largely incomplete. Herein, we utilized magnetoencephalography to investigate how brain dynamics serving fluid intelligence change with age. We found spectrally specific age‐related changes in neural oscillations and network connectivity during an reasoning task.

Using meta-analytic techniques, we examined systematically the evidence linking friendship to academically related outcomes, asking: To what extent is friendship related to academic performance and to academically related cognitive skills? Based on 22 studies that yielded 81 effect sizes and 28 independent samples, we examined relations between friendship and academically related cognitive skills (e.g., scientific reasoning, linguistic skills, spatial memory) and performance (e.g., academic grades, test scores). The role of friendship was defined in one of two ways: working with mutual friends on academic tasks and the experience of having friendships (as indicated by having at least one reciprocated friend or a number of friends). Small to moderate effect sizes suggest that working together with a friend and simply having a friend were related significantly and positively both to cognitive and performance outcomes. Student (sex, age, country of origin) and methodological (measurement, design) characteristics were not significant moderators of relations between friendship and academically related outcomes.

This study explores whether the cognitive advantage associated with bilingualism in executive functioning extends to young immigrant children challenged by poverty and, if it does, which specific processes are most affected. In the study reported here, 40 Portuguese-Luxembourgish bilingual children from low-income immigrant families in Luxembourg and 40 matched monolingual children from Portugal completed visuospatial tests of working memory, abstract reasoning, selective attention, and interference suppression. Two broad cognitive factors of executive functioning—representation (abstract reasoning and working memory) and control (selective attention and interference suppression)—emerged from principal component analysis. Whereas there were no group differences in representation, the bilinguals performed significantly better than did the monolinguals in control. These results demonstrate, first, that the bilingual advantage is neither confounded with nor limited by socioeconomic and cultural factors and, second, that separable aspects of executive functioning are differentially affected by bilingualism. The bilingual advantage lies in control but not in visuospatial representational processes.

Learning effective representations suitable for decision making in high-level cognitive space is crucial for visual abstract reasoning tasks. The visual system of the mammalian brain is organized into parallel networks that can be roughly classified in dichotomy as the dorsal and ventral streams. How do parallel networks learn efficient representations for cognitive tasks is still an elusive question. We propose the Information Competition Learning Network (ICNet) within a mutual information-constrained framework to learn diversified representations for visual abstract reasoning tasks. ICNet comprises a representation learning module and a rule extractor module. The representation learning module learns two complementary sets of representation under different constraints. These two sets compete to prevent from learning what the other has learned, thereby minimizing mutual predictability. Subsequently, these sets are combined synergistically and relayed to the rule extractor module, where discrete abstract rules are formed to predict the correct option. Empirical experiments consistently show that ICNet achieves superior results across several visual abstract reasoning datasets. Additionally, in Out-of-Distribution relationship reasoning benchmarks, ICNet demonstrates robust generalization ability.

This article explores historical reasoning, an important activity in history learning. Based upon an extensive review of empirical literature on students' thinking and reasoning about history, a theoretical framework of historical reasoning is proposed. The framework consists of six components: asking historical questions, using sources, contextualization, argumentation, using substantive concepts, and using meta-concepts. Each component is discussed and illustrated by examples from our own research. The article concludes with suggestions on how to use the framework both in future research and in educational practice.

Impaired episodic memory is a hallmark sign of medial temporal lobe damage from Alzheimer's disease. There is systematic variability across individuals in episodic memory capacity, particularly for autobiographical memory—or memory for events from one's life—the putative real‐life correlate of laboratory tests of episodic memory, and one that is heavily dependent on visual imagery. Individuals with congenitally low episodic memory and visual imagery may have advantages on conceptual tasks that rely on ion of patterns across episodes. We address this hypothesis across three independent studies from our research on episodic memory, all of which included a set of tests from the Creyos battery assessing visual memory (Paired Associates), spatial working memory (Mental Rotations), deductive reasoning (Odd One Out), and syntactic/grammatical reasoning (Grammatical Reasoning). In 2357 participants tested online, trait episodic memory and visual imagery abilities were negatively correlated with computational elements of STEM professions. In 949 participants exposed to trauma, visual imagery was negatively correlated with clinical symptoms following exposure to psychological trauma. In 93 participants in a study on sleep and memory, sleep (vs. wake) and sleep spindles as measured with full polysomnography related to improvements in sequence memory for real‐life events. Across all three studies, the observed findings were related to performance on the Creyos Grammatical Reasoning test (but not other Creyos measures). These findings suggest that reasoning opposes episodic memory at the level of individual differences. In turn, they suggest that reasoning abilities can counteract low memory and potentially confer resilience against medial temporal lobe dysfunction.