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Based on the data of 3561 fifth-grade and 4062 eighth-grade students from the Beijing Assessment of Educational Quality in China, the present study used a propensity-value matching model to scientifically analyze only-child and non-only-child children in primary and secondary schools. Female differences in cognitive outcomes (linguistic performance) and non-cognitive outcomes (teacher-student relationships, peer relationships, and emotional management) were also evaluated. The results of the study were as follows. First, fifth-grade only-child students had a higher linguistic performance compared to that of their non-only-child counterparts, and the same result was found for eighth-grade students. Second, fifth- and eighth-grade only-child students had good teacher-student relationships that were not significantly different from those of their non-only-child counterparts. Third-, fifth-, and eighth-grade only-child students had significantly better peer relationships and emotional management compared to these parameters in their non-only-child counterparts.

Non-cognitive learning taking place at school helps form dispositions that can be as important as cognitive outcomes in terms of lifelong relevance. There are diverse interventions and school-based programmes targeting non-cognitive skills, but the evidence of their impact is, so far, unclear. To help increase the evidence bases, we conducted a quasi-experimental study involving 486 pupils in 18 primary schools in North Yorkshire, England, wherein 11 schools participated in Philosophy for Children (P4C), and 7 schools formed a control group that received lessons as normal. At the baseline, the two groups were not equivalent, which means the results need to be treated with appropriate caution. Pupils who received the P4C intervention scored higher on all attitudes and views than they had at the start and improved more than comparator pupils in terms of empathy and fairness. However, they were behind the comparator group in terms of teamwork and democracy, and there was little difference in terms of their self-reported ability to communicate with others. In general, the P4C approach was found to be feasible, and was generally liked by teachers and pupils. Teachers reported improvements in pupil conduct and confidence in P4C sessions and in other learning activities. The indications are that non-cognitive skills are potentially malleable and might be improved through a dialogic approach, such as P4C.

The sorting of students into ability groups is one of the most common, controversial and long-examined educational practices. Ability grouping also mechanically changes peer groups. We provide novel evidence on the cognitive and non-cognitive impacts in early years, of being exposed to higher-ability classroom peers through being assigned to the top within-class ability group. We exploit panel data from the UK Millennium Cohort Study, which allows us to construct trajectories of the cognitive and non-cognitive development of children from birth to entry into primary school. The data also record school grouping policies and the specific within-class group assignment of each child, by subject. We combine these rich data with an instrumental variable design using child-level variation in group assignment due to month of birth, in order to measure the local average treatment effect (LATE) of being assigned to the highest-ability peer group. We find that if a marginal student is assigned higher-ability peers, this significantly reduces their cognitive achievement in mathematics, and has no impact on literacy. There are countervailing impacts on non-cognitive outcomes for the marginal student assigned higher-ability peers: although they are more motivated to study and parents respond with an improved home learning environment, these children have more study-related difficulties and their relations with their peers significantly worsen. These findings have important policy implications for the use and design of within-class ability grouping in early years.

ObjectivesTo determine the effect of computerised cognitive training (CCT) on improving cognitive function for older adults with mild cognitive impairment (MCI).DesignSystematic review and meta-analysis.Data sourcesPubMed, Embase, Web of Science and the Cochrane Library were searched through January 2018.Eligibility criteriaRandomised controlled trials comparing CCT with control conditions in those with MCI aged 55+ were included.Data extraction and synthesisTwo independent reviewers extracted data and assessed the risk of bias. Effect sizes (Hedges’ g and 95% CIs) were calculated and random-effects meta-analyses were performed where three or more studies investigated a comparable intervention and outcome. Heterogeneity was quantified using the I2 statistic.Results18 studies met the inclusion criteria and were included in the analyses, involving 690 participants. Meta-analysis revealed small to moderate positive treatment effects compared with control interventions in four domains as follows: global cognitive function (g=0.23, 95% CI 0.03 to 0.44), memory (g=0.30, 95% CI 0.11 to 0.50), working memory (g=0.39, 95% CI 0.12 to 0.66) and executive function (g=0.20, 95% CI −0.03 to 0.43). Statistical significance was reached in all domains apart from executive function.ConclusionsThis meta-analysis provides evidence that CCT improves cognitive function in older people with MCI. However, the long-term transfer of these improvements and the potential to reduce dementia prevalence remains unknown. Various methodological issues such as heterogeneity in outcome measures, interventions and MCI symptoms and lack of intention-to-treat analyses limit the quality of the literature and represent areas for future research.

Available statistics and research show that there are large differences in the content and conditions of education and the socio-economic composition of students between the tracks offered in the Czech secondary school system (the vocational track, technical track, and academic track). The graduates of these different tracks show large differences in educational outcomes, including non-cognitive outcomes such as motivation to study, self-concept, and civic attitudes. There is no consensus on whether differences in outcomes are primarily due to differences in the knowledge and attitudes that young people already have upon entering the different tracks, or whether the school or the school environment is also responsible for these differences. Using the method of propensity score matching, this study seeks to reveal the differences in knowledge and attitudes of eighteen-year-old students in individual secondary school tracks who had the same characteristics when entering high school, i.e. they had similar study prerequisites and family background. Analyses of a sample of 1,231 academic track students and 1,097 vocational track students suggest that differences in cognitive and non-cognitive outcomes are amplified by the track students attend, but that in many characteristics there are also strong similarities between students across different tracks.

To determine the association between postoperative delirium (POD) and cognitive outcomes at least 1 month after surgery in elderly patients, and synthesize the dynamic risk trajectory of cognition impairment after POD. Meta-analysis searching PubMed, Cochrane and EMBASE from inception to November 1, 2020. The terms postoperative delirium, delirium after surgery, postsurgical delirium, postoperative cogniti*, postoperative cognitive dysfunction, postoperative cognition decline, cognitive decline, cognitive impair* and dement* were searched alone or in combination. Inclusion criteria were prospective cohort studies investigating the association between POD and cognitive outcomes in patients aged ≥60 years underwent surgery. The primary outcome was the association between POD and cognitive outcomes at 1 or more months after surgery. We considered cognitive outcomes measured up to 12 months after surgery as short-term and beyond 12 months as long-term. Two authors performed the study screening, data extraction and quality assessments. Effect sizes were calculated as Hedges g or Odds ratio (OR) based on random- and fixed-effects models. Meta-regression was conducted to analyze the role of potential contributors to heterogeneity. Eighteen studies were included. Our result showed a significant and medium association between POD and cognitive outcomes after at least 1 month postoperatively (g = 0.61 95% CI 0.43–0.79; I2 = 65.1%), indicating that patients with POD were associated with worse cognitive outcomes. The association of POD with short- and long-term cognitive impairment were also both significant (short-term: g = 0.46 95% CI 0.24–0.68; I2 = 53.1%; and long-term: g = 0.82 95% CI 0.57–1.06; I2 = 57.1%). A multivariate meta-regression suggested that age and measure of delirium were significant sources of heterogeneity. POD was also associated with the significant risk for dementia (OR = 6.08 95% CI 3.80–9.72; I2 = 0) as well as attention (OR = 1.74 95% CI 1.13–2.68; I2 = 0), executive (OR = 1.33 95% CI 1.00–1.80; I2 = 0) and memory impairment (OR = 1.59 95% CI 1.20–2.10; I2 = 43.0%). Additionally, our results showed that the risk trajectory for cognitive decline associated with POD within five years after surgery revealed exponential growth. This is the first meta-analysis quantifying the association between POD and cognitive outcomes. Our results showed that POD was significantly associated with worse cognitive outcomes, including short- and long-term cognitive outcomes following surgery. •POD was significantly associated with worse short- and long-term cognitive outcomes.•POD was associated with dementia as well as attention, execution and memory damage.•The relation between POD and cognitive impairment was time- and dose-dependent.

AbstractIntrinsic brain tumors often occur within functional neural networks, leading to neurological impairment and disability of varying degrees. Advances in our understanding of tumor-network integration, human cognition and language processing, and multiparametric imaging, combined with refined intraoperative tumor resection techniques, have enhanced surgical management of intrinsic brain tumors within eloquent areas. However, cognitive symptoms impacting health-related quality of life, particularly processing speed, attention, concentration, working memory, and executive function, often persist after the postoperative recovery period and treatment. Multidisciplinary cognitive rehabilitation is the standard of care for addressing cognitive impairments in many neurological diseases. There is promising research to support the use of cognitive rehabilitation in adult brain tumor patients. In this review, we summarize the history and usefulness of postacute cognitive rehabilitation for adult brain tumor patients.

Presents a meta-analysis on cognitive (e.g., academic performance) and psychosocial outcomes (e. g., self-concept, well-being) among students with general learning difficulties and their peers without learning difficulties in inclusive versus segregated educational settings. In total, we meta-analyzed k = 40 studies with 428 effect sizes and a total sample of N = 11,987 students. We found a significant small to medium positive effect for cognitive outcomes of students with general learning difficulties in inclusive versus segregated settings (d = 0.35) and no effect on psychosocial outcomes (d = 0.00). Students without general learning difficulties did not differ cognitively (d = -0.14) or psychosocially (d = 0.06) from their counterparts in segregated settings. Several moderators were examined (e.g., design, diagnosis, type of outcome). Possible selection effects as well as implications for future research and practice are discussed. (ZPID).

Associations have been found between five-factor model (FFM) personality traits and risk of developing specific predementia syndromes such as subjective cognitive decline (SCD) and mild cognitive impairment (MCI). The aims of this study were to: 1) Compare baseline FFM traits between participants who transitioned from healthy cognition or SCD to amnestic MCI (aMCI) versus non-amnestic MCI (naMCI); and 2) Determine the relationship between FFM traits and risk of transition between predementia cognitive states. Participants were 562 older adults from the Einstein Aging Study, 378 of which had at least one follow-up assessment. Baseline data collected included levels of FFM personality traits, anxiety and depressive symptoms, medical history, performance on a cognitive battery, and demographics. Follow-up cognitive diagnoses were also recorded. Mann-Whitney U tests revealed no differences in baseline levels of FFM personality traits between participants who developed aMCI compared to those who developed naMCI. A four-state multistate Markov model revealed that higher levels of conscientiousness were protective against developing SCD while higher levels of neuroticism resulted in an increased risk of developing SCD. Further, higher levels of extraversion were protective against developing naMCI. FFM personality traits may be useful in improving predictions of who is at greatest risk for developing specific predementia syndromes. Information on these personality traits could enrich clinical trials by permitting trials to target individuals who are at greatest risk for developing specific forms of cognitive impairment. These results should be replicated in future studies with larger sample sizes and younger participants.

Cognitive impairment is one of the most common symptoms of anti-leucine rich glioma inactivated 1 (anti-LGI-1) encephalitis, but little is known about the cognitive profile of these patients. This study characterized the cognitive profile of patients with anti-LGI-1 encephalitis and compared patterns of impairment to healthy controls and other patient groups with known temporal lobe/limbic involvement. A retrospective analysis of adult patients with anti-LGI-1 encephalitis who underwent neuropsychological assessment was conducted. Performance patterns of anti-LGI-1 patients were compared to patients deemed cognitively healthy (HC), as well as patients with amnestic mild cognitive impairment (aMCI) and temporal lobe epilepsy (TLE). Among 10 anti-LGI encephalitis patients (60% male, median age 67.5 years) who underwent neuropsychological testing (median = 38.5 months from symptom onset), cognitive deficits were common, with 100% of patients showing impairment (≤1.5 below mean) on 1+ measures and 80% on 2+ measures. Patients with anti-LGI-1 encephalitis performed worse than controls on measures of basic attention, vigilance, psychomotor speed, complex figure copy, and aspects of learning/memory. Of measures which differed from controls, there were no differences between the anti-LGI-1 and TLE patients, while the anti-LGI-1 patients exhibited higher rates of impairment in basic attention and lower rates of delayed verbal memory impairment compared to the aMCI patients. Long-term cognitive deficits are common in patients with anti-LGI-1 encephalitis and involve multiple domains. Future research in larger samples is needed to confirm these findings.