Explore the vast range of titles available.

Speaking more than one language demands a language control system that allows bilinguals to correctly use the intended language adjusting for possible interference from the non-target language. Understanding how the brain orchestrates the control of language has been a major focus of neuroimaging research on bilingualism and was central to our original neurocognitive language control model (Abutalebi & Green, 2007). We updated the network of language control (Green & Abutalebi, 2013) and here review the many new exciting findings based on functional and structural data that substantiate its core components. We discuss the language control network within the framework of the adaptive control hypothesis (Green & Abutalebi, 2013) that predicts adaptive changes specific to the control demands of the interactional contexts of language use. Adapting to such demands leads, we propose, to a neural reserve in the human brain.

The mechanisms underlying socioeconomic disparities in children's reading skills are not well understood. This study examined associations among socioeconomic background, home linguistic input, brain structure, and reading skills in 5-to-9-year-old children (N = 94). Naturalistic home audio recordings and high-resolution, T1-weighted MRI scans were acquired. Children who experienced more adult-child conversational turns or adult words had greater left perisylvian cortical surface area. Language input mediated the association between parental education and left perisylvian cortical surface area. Language input was indirectly associated with children's reading skills via left perisylvian surface area. Left perisylvian surface area mediated the association between parental education and children's reading skills. Language experience may thus partially explain socioeconomic disparities in language-supporting brain structure and in turn reading skills.

This study explores the effects of immersive VR on an individual's creativity and factors related to creativity including flow, attention and meditation (i.e., mental relaxation or stress). Sixty undergraduate students were invited to participate in an open-ended challenge to design a wearable technology functioning as a smart phone individually, either in the immersive VR condition (N = 30) or in the paper-and-pencil condition (N = 30). Surveys and electroencephalography (EEG) measurements were used to collect data. Findings showed that the participants in the immersive VR condition had higher quality creative products than those in the paper-and-pencil condition. The sequence analysis of the participants' EEG brainwaves also showed that the participants in the immersive VR condition maintained a more stable focus or attention, while those in the paper-and-pencil condition were more relaxed. Research results led to a deeper understanding of using a VR support system for individual creativity. Recommendations for the design and application of an immersive VR creativity support system are discussed.

Purpose: We advanced a multifactorial, dynamic account of the complex, nonlinear interactions of motor, linguistic, and emotional factors contributing to the development of stuttering. Our purpose here is to update our account as the multifactorial dynamic pathways theory. Method: We review evidence related to how stuttering develops, including genetic/epigenetic factors; motor, linguistic, and emotional features; and advances in neuroimaging studies. We update evidence for our earlier claim: Although stuttering ultimately reflects impairment in speech sensorimotor processes, its course over the life span is strongly conditioned by linguistic and emotional factors. Results: Our current account places primary emphasis on the dynamic developmental context in which stuttering emerges and follows its course during the preschool years. Rapid changes in many neurobehavioral systems are ongoing, and critical interactions among these systems likely play a major role in determining persistence of or recovery from stuttering. Conclusion: Stuttering, or childhood onset fluency disorder (\"Diagnostic and Statistical Manual of Mental Disorders,\" 5th edition; American Psychiatric Association [APA], 2013), is a neurodevelopmental disorder that begins when neural networks supporting speech, language, and emotional functions are rapidly developing. The multifactorial dynamic pathways theory motivates experimental and clinical work to determine the specific factors that contribute to each child's pathway to the diagnosis of stuttering and those most likely to promote recovery.

The n-back task is likely the most popular measure of working memory for functional magnetic resonance imaging (fMRI) studies. Despite accumulating neuroimaging studies with the n-back task and children, its neural representation is still unclear. fMRI studies that used the n-back were compiled, and data from children up to 15 years (n = 260) were analyzed using activation likelihood estimation. Results show concordance in frontoparietal regions recognized for their role in working memory as well as regions not typically highlighted as part of the working memory network, such as the insula. Findings are discussed in terms of developmental methodology and potential contribution to developmental theories of cognition.

Early life events can exert a powerful influence on both the pattern of brain architecture and behavioral development. In this study a conceptual framework is provided for considering how the structure of early experience gets \"under the skin,\" The study begins with a description of the genetic framework that lays the foundation for brain development, and then proceeds to the ways experience interacts with and modifies the structures and functions of the developing brain. Much of the attention is focused on early experience and sensitive periods, although it is made clear that later experience also plays an important role in maintaining and elaborating this early wiring diagram, which is critical to establishing a solid footing for development beyond the early years.

Cognitive neuroscience research is typically conducted in controlled laboratory environments and therefore its contribution to our understanding of learning in real-world environments is limited. In recent years, however, portable and wearable brain devices have become more readily available for classroom-based research. Complementing existing education research methods, these emerging technologies could provide information about learning processes that might not be reflected in classroom observations or learners' self-reports. This essay critically evaluates the value added by portable brain technologies in education research and outlines a proposed research agenda, centered around questions related to student engagement, cognitive load, and self-regulation. We also address ethical concerns regarding student privacy and the potential misuse of students' brain data.

The International Dyslexia Association definition of dyslexia was updated 20 years ago and has been referenced frequently in research and practice. In this paper, researchers from the Florida Center for Reading Research consider the components of the definition and make recommendations for revisions. These include recognizing the persistence of word-reading, decoding, and spelling difficulties, acknowledging the multifactorial causal basis of dyslexia, clarifying exclusionary factors, and denoting comorbidity with other developmental disorders. It is also suggested that the academic and psychosocial consequences of dyslexia be highlighted to reinforce a preventive service delivery model. Lastly, the inclusion of dyslexia within a specific learning disability category is supported.

The experience of one’s body as one’s own is referred to as the sense of body ownership. This central part of human conscious experience determines the boundary between the self and the external environment, a crucial distinction in perception, action, and cognition. Although body ownership is known to involve the integration of signals from multiple sensory modalities, including vision, touch, and proprioception, little is known about the principles that determine this integration process, and the relationship between body ownership and perception is unclear. These uncertainties stem from the lack of a sensitive and rigorous method to quantify body ownership. Here, we describe a two-alternative forced-choice discrimination task that allows precise and direct measurement of body ownership as participants decide which of two rubber hands feels more like their own in a version of the rubber hand illusion. In two experiments, we show that the temporal and spatial congruence principles of multisensory stimulation, which determine ownership discrimination, impose tighter constraints than previously thought and that texture congruence constitutes an additional principle; these findings are compatible with theoretical models of multisensory integration. Taken together, our results suggest that body ownership constitutes a genuine perceptual multisensory phenomenon that can be quantified with psychophysics in discrimination experiments.

Abnormalities in executive function (EF) are clinical markers for autism spectrum disorder (ASD). However, the neural mechanisms underlying abnormal EF in ASD remain unclear. This meta-analysis investigated the construct, abnormalities, and age-related changes of EF in ASD. Thirty-three fMRI studies of inhibition, updating, and switching in individuals with high-functioning ASD were included (n = 1114; age range 7–57 years). The results revealed that the EF construct in ASD could be unitary (i.e., common EF) in children/adolescents, but unitary and diverse (i.e., common EF and inhibition) in adults. Abnormalities in this EF construct were found across development in individuals with ASD in comparison with typically developing individuals. Implications and recommendations are discussed for EF theory and for practice in ASD.