Developmental Science

Excessive screen use is associated with childhood behavioral problems, but whether associations differ between typically developing (TD) children and those with autism spectrum disorder (ASD) is unclear. Our cross-sectional study included 108 children aged 5-9 years (61 TD, 47 ASD). ASD was diagnosed using standardized clinical instruments. Measures included parent-reported screen time (excluding TV/DVD), cognitive ability (K-ABC), and behavioral problems (Vineland-II). Screen time and externalizing problems were associated in the TD group (Spearmans {rho} = 0.361, p < 0.01), but not in the ASD group. In the regression model, screen time ({beta} = 0.40, t = 2.60, p < 0.05), ASD status ({beta} = 0.70, t = 8.30, p < 0.001), and their interaction ({beta} = -0.34, t = -2.06, p < 0.05) significantly predicted externalizing problems. Considering the diversity within the autism spectrum, future studies with larger sample sizes should consider individual heterogeneity when examining the association between behavioral outcomes and screen time.

During typical development, non-social visual object recognition emerges in the first year of life, engaging low-level visual cues and higher-level mechanisms involving inference and prior knowledge. How these processes function in minimally verbal autism (mvASD) remains poorly understood. We studied children with mvASD (n=22, 6-11 years) using touchscreen-based oddball and contour-detection tasks targeting low-level stimuli (e.g. shape and orientation), and mid-level stimuli (e.g. illusory Kanizsa contours and 3D shapes). Pointing and eye-gaze responses were measured. Typically developing children (n=22, 6-12 years) served as a reference group. Accuracy and reaction-time profiles among mvASD participants were heterogeneous across experimental visual tasks and standardized developmental measures. All mvASD participants detected targets in the easiest condition, and approximately half succeeded across low-level tasks. Overall performance declined with increasing visual complexity, consistent with attenuated inference-based processing; communication ability and nonverbal reasoning together accounted for approximately 69% of between-participant variance in visual task performance. Critically, exploratory analyses suggested systematic perception-action dissociations rather than random error. First, the majority of participants who failed to point correctly (n=9) reliably fixated the correct target. Second, in the Kanizsa oddball task, nearly half of successful mvASD participants pointed to local inducers rather than the illusory figure center, unlike TDs. Third, more participants showed within-age-range nonverbal reasoning performance on Ravens colorful progressive matrices when responding by puzzle placement than by pointing. These converging findings challenge interpretations of mvASD performance as reflecting perceptual or cognitive capacity alone, suggesting visual signals may guide action selection differently in mvASD. Lay SummaryMinimally verbal children with autism showed individual differences in visual processing tasks. While developmental measures like communication ability and reasoning skills predicted most of the variation in performance, exploratory observations revealed an intriguing pattern: the same children sometimes succeeded when using their eyes to indicate answers but failed when pointing or performing better when placing puzzle pieces than pointing in a booklet to identical visual display. Several children who correctly detected illusory triangular shapes consistently touched the corner pieces rather than the triangle centers. These patterns suggest that performance depends not only on developmental and visual perceptual abilities, but also on how children are asked to respond. Parents and educators should consider: might a child who fails a pointing-based test succeed with a different response method?

Speech consists of regularities at different timescales. Already during infancy, neural electrophysiological activity aligns to these rhythms. The degree to which infants exhibit neural tracking of speech can be linked to their language development. In this study, we examined how the neural tracking of sung speech develops across age, from infancy to early childhood, and across different frequency bands (i.e., at the stress, syllabic, and phonemic rates), and whether neural tracking at each frequency and age predicts childrens language outcomes. We included 2565 children of the longitudinal YOUth cohort. Children listened to Dutch sung nursery rhymes while EEG was recorded at three measurement waves. After preprocessing the data, we included 955 children at 5 months, 1048 children at 10 months, and 795 children at 2-4 years. The final sample consisted of 750 children who also completed a receptive vocabulary test at 2-4 years. Children from 5 months onwards showed significant neural tracking of stressed syllables, syllables, and phonemes, measured with speech-brain coherence (SBC). Unexpectedly, there were no developmental changes in SBC across different frequency bands from infancy to early childhood. As expected, children with larger receptive vocabularies showed increased SBC in the stressed syllable rate. These findings suggest that stronger tracking of stressed syllables is related to individual differences in language ability.

Reported perceptual differences in autism may arise from reduced use of prior context to shape incoming sensory input. Speech perception provides a critical test of this account because stable perception requires listeners to integrate variable acoustic signals with contextual expectations. This study examined context-dependent modulation of speech encoding in autistic and non-autistic adults using the frequency-following response (FFR), a neurophysiological measure of phase-locked auditory encoding. Participants heard English intonational pitch contours presented in repetitive and variable contexts while EEG was recorded. Principal component analysis of FFR metrics yielded components indexing neural encoding fidelity and timing. Non-autistic participants showed enhanced encoding fidelity in more predictable contexts, whereas autistic participants showed reduced context-dependent modulation. Neural encoding timing also showed divergent context effects across groups, suggesting altered balance between feedback-based predictive mechanisms and locally driven adaptation processes. Within the autistic group, greater context-related modulation of encoding fidelity was associated with lower ADOS-2 Social Affect severity but poorer speech-in-noise perception, suggesting that the functional impact of contextual modulation depends on input reliability and task demands. These findings indicate that context-dependent modulation of speech encoding is altered in autism and may contribute to individual differences in auditory and social-communicative function.

Bayesian accounts of autism propose that perception is less influenced by prior expectations and more strongly driven by incoming sensory information in autistic than non-autistic individuals, with this altered balance cascading through the cognitive hierarchy to also influence higher cognitive functions. However, empirical support for these accounts remains mixed. Previous work has mostly tested these ideas in the context of objective environmental statistics, but recent work suggests that it may be subjective experience of structure, rather than structure itself, that shapes perceptual processing. Characterising these subjective experiences in autistic individuals is therefore crucial for understanding predictive processing in autism. In the present study, we thus examined subjective experience of statistical structure in autistic and non-autistic adults and tested how this experience relates to perceptual decisions. Participants were exposed to statistical regularities between action cues and visual stimuli (shapes), and we measured their speed and accuracy in reporting which shape they had seen. At the end of the study, participants were asked to estimate the probability and rate their surprise for each action-shape combination. Autistic and non-autistic participants showed similar subjective probability and surprise ratings and a comparable relationship between these ratings and perceptual decisions. Across participants, subjective ratings explained perceptual decisions better than objective structure. Together, these findings show that autistic and non-autistic adults experience statistical structure similarly, with these experiences exerting a similar influence on perceptual decisions - therefore suggesting that subjective experience plays a comparable role in predictive processing in autistic and non-autistic adults.

Learning to read requires linking auditory and visual information, yet how the developing brain maps information across sensory modalities remains poorly understood. To shed light on this topic we employed functional MRI to investigate hemodynamic brain responses during spoken and written word or pseudoword recognition in 61 primary school children with different levels of reading experience. Audiovisual representational similarity of activation patterns in the inferior frontal gyrus, inferior parietal lobule, superior temporal gyrus, and temporo-occipital cortex, increased linearly with school grade and this effect was largest in the left posterior superior temporal gyrus. Our results suggest that learning to read is related to a progressively increasing similarity of auditory and visual word representations within canonical language areas.

Neural oscillations synchronize to the rhythmic structure of speech, a process known as cortical tracking that is thought to support speech perception and language acquisition. Individual differences in cortical tracking during infancy predict later language outcomes, yet little is known about whether this neural mechanism can be shaped by recent auditory experience early in development. Here, we tested whether brief exposure to structured musical rhythms modulates cortical tracking of speech in Spanish-Basque bilingual infants at 6 and 10 months of age. Infants listened to speech preceded by either temporally regular musical sequences that mirrored the rhythmic structure of the speech signal or rhythmically irregular musical sequences. Cortical tracking was measured using electroencephalography and quantified as speech-brain coherence in the delta and theta frequency bands. Regular musical sequences enhanced subsequent cortical tracking of speech, but the effects varied across age, language, and frequency band. In Spanish, rhythmic priming enhanced delta-band tracking at 10 months of age, whereas in Basque it enhanced theta-band tracking at both 6 and 10 months. These language-specific effects suggest that rhythmic priming interacts with the temporal properties of individual languages and infants' developing linguistic experience. Together, the findings demonstrate that cortical tracking is a highly flexible neural mechanism during infancy and can be rapidly modulated by structured rhythmic input. Thus, we identify rhythmic experience as a potential pathway through which infants' auditory environment shapes neural speech processing during language development.

It has been proposed that bilinguals have better executive function (EF) arising from the constant selection of one language while inhibiting the other, and gray matter has been found to differ in bilinguals in regions linked to EF (frontal-parietal and subcortical structures). Attention Deficit Hyperactivity Disorder (ADHD) is associated with poorer EF and neuroanatomical differences underlying EF. Given the EF advantage in bilinguals, we investigated whether a bilingual experience affects EF performance and brain structure differentially in those with ADHD. Using the Adolescent Brain and Cognitive Development Study, we compared early Spanish-English bilinguals and English-speaking monolinguals with and without ADHD. ANOVAs for the Flanker, Working Memory, and Card Sort Tasks revealed no main effects of Language Experience (Bilingual versus Monolingual), a main effect of Diagnostic Group for Card Sort (ADHD worse than Controls), and no interaction effects on performance for any task. ANOVAs for gray matter volume (GMV) revealed a main effect of Language Experience in many regions, a main effect of Diagnostic Group in some regions, but no interactions. GMV in left thalamus was affected by both ADHD and bilingualism, but the effect of ADHD was not significantly diminished or enhanced by the dual-language experience. For cortical thickness, there was a main effect of Language Experience in several regions, no main effect of Diagnostic Group, and no interactions. Taken together, bilingualism has some impact on EF performance, a strong impact on neuroanatomy, but there was no disproportionate impact by bilingualism on the differences caused by ADHD for any measure. Research HighlightsExecutive function and brain structure differ in ADHD and in bilinguals, prompting the need to investigate interactive effects. Bilingualism did not disproportionately affect performance differences in ADHD for executive function, nor for gray matter volume or for cortical thickness differences in ADHD. Gray matter volume was less in ADHD than non-ADHD, as well as greater in bilinguals than monolinguals in the left thalamus, but without interaction effect. These independent effects indicate that the brain basis of ADHD is not impacted by a dual-language experience.

Children often outperform adults in probabilistic statistical learning tasks, yet the mechanisms underlying this developmental advantage remain poorly understood. Here, we used eye-tracking measures of belief updating to examine how children and adults acquire and update predictions in a probabilistic sequence-learning task. Using the standard (oculomotor) reaction time measure, children showed stronger statistical learning than adults, replicating previous behavioral findings while revealing a more detailed profile of developmental differences in statistical learning. Critically, children updated their predictions more frequently: they were less likely to repeat previous predictions and more likely to shift their expectations in response to new input. Adults, in contrast, showed greater persistence, tending to maintain prior predictions even when those predictions were inconsistent with the underlying statistical structure. Despite these pronounced differences in updating behavior, the processing and use of prediction errors were remarkably similar across age groups. These findings indicate that developmental differences in statistical learning do not primarily arise from how prediction errors are computed, but rather from how prior beliefs and incoming information are weighted during belief updating. Children's enhanced learning may therefore reflect reduced reliance on stable priors and greater sensitivity to current sensory evidence, supporting a more exploratory learning strategy. Adults, by contrast, appear to favor an exploitative strategy that stabilizes existing predictions but reduces flexibility in probabilistic environments. More broadly, the results suggest that developmental changes in statistical learning may reflect age-related differences in how readily learners revise their predictions in response to incoming evidence. By integrating sensitive oculomotor measures with analyses that probe the mechanisms underlying belief updating, the present study provides a more fine-grained account of how predictive learning changes across development and offers a framework for reconciling previously inconsistent developmental findings in statistical learning.

Summary paragraphA hallmark of learning is the need for sensory stimuli (Ginns, 2015; McGraw et al., 2009; Reinwein, 2012; Spence, 1950) so that learning is fundamentally based on sensory input signals affecting behaviour, physiology, and neurology. If behavioural measures of learning can be causally linked to physiological and neurological variables, a broader understanding of the mechanisms related to learning in schools, learning disabilities, and learning and health issues may emerge (McGraw et al., 2009). Despite decades of research on the physiological/neurological variable of sympathetic activation, learning, and achievement (Horvers et al., 2021), any causal relation remains unclear (Cowley et al., 2014; Mason et al., 2020; Pijeira-Diaz et al., 2016; Sung et al., 2023; Yu et al., 2024) and issues with instrument validation remain (Costantini et al., 2023; Hu et al., 2024; Milstein & Gordon, 2020; Van Der Mee et al., 2021). Here we investigate the effect of sensory input on sympathetic activation by using validated instruments for skin conductance measurement (Batista et al., 2019) and whether sympathetic activation is connected to learning in a cognitive laboratory context and an ecologically valid classroom context. In both contexts, we found a physiological variable which correlated with learning and that sensory input affected this variable while student movement did not. These sensory inputs varied depending on the different instructional activities the students participated in. Together, these findings bring us one step closer to a model linking sensory input to behavioural, physiological, and neurological variables.

Infant environments are rich in rhythms, many of which are social in nature. These rhythms are proposed to play an important role in early communication and interpersonal synchrony. In this cross-sectional electroencephalography (EEG) study with 3- and 6-month-olds (n=31 and n=30, respectively), we examined whether the infant brain tracks the rhythmicity of locomotion-related biological motion in the visual domain and which experiential factors relate to this ability. We found robust neural tracking of biological motion rhythms at both ages, with no effects of age or orientation (upright or inverted). Additionally, we found that caregiver-reported practice of infant carrying/babywearing and caregiver attitudes toward social touch were linked to infant neural tracking of biological motion rhythms, particularly in the inverted condition. Finally, exploratory analyses revealed a lateralisation effect, whereby the left hemisphere processed rightward (vs. leftward) biological motion rhythms more strongly. Our findings suggest that from early on, the infant brain tracks the rhythmicity of whole-body biological motion. Furthermore, caregiver touch-related practices, particularly infant carrying/babywearing, may play a role in infant neural tracking of socially-relevant rhythms.

Contextual word learning is a fundamental mechanism for vocabulary acquisition during childhood. In adults, successful inference of word meaning from context is intrinsically rewarding, and is associated with greater enjoyment and greater activity in reward-related brain regions. Whether similar reward mechanisms support word learning in children, and whether they differ as a function of ability, remains unknown. We used functional magnetic resonance imaging (fMRI) to examine neural responses during contextual word learning in 25 children aged 11-13 years with typical reading skills and in 20 age-matched children with dyslexia. Neurotypical readers showed enhanced activation in core reward-processing regions, including the ventral striatum, when successfully learning the meanings of novel words. In contrast, children with dyslexia did not exhibit comparable reward-related responses despite performing the same task. Crucially, this group difference was specific to word learning, as no significant group differences were observed in ventral striatal responses during a non-linguistic monetary reward task. In addition, to confirm the behavioural relevance of these neural findings, we examined an age-matched, independent sample of children. We found that stronger reading skills were associated with greater enjoyment during successful word learning. Together, these results suggest that interactions between reward and language systems during contextual word learning is influenced by reading proficiency. Reduced intrinsic reward responses to successful language learning may contribute to differences in reading development and have implications for the design of more engaging and effective reading interventions for struggling readers.

Delayed onset of canonical babbling and first words is often reported in infants later diagnosed with autism spectrum disorder. Identifying the neural mechanisms underlying language acquisition in autism is therefore critical to inform early diagnosis, prognosis, and intervention strategies. In this study, we investigated two speech processing mechanisms previously identified as atypical in children and adults with autism: the neural ability to track syllables; and statistical learning, the capacity to detect speech regularities beneath surface variability. We recorded 83 longitudinal high-density EEGs from 44 infants (2.5-22.6 months) at high (HL) and low (LL) likelihood for autism and assessed their verbal outcomes at 20 months. Neural entrainment was measured at syllable and word frequencies during exposure to a multi-speaker stream of concatenated tri-syllabic words, followed by a word recognition test using ERP recording. Our findings revealed reduced tracking abilities at the syllabic level in HL infants, a measure that correlated with verbal outcomes. While HL infants did not exhibit deficits in statistical learning itself, they displayed reduced novelty orientation during the word recognition test, indicated by a reduced late ERP. By contrast, multi-talker variability temporarily disrupted word segmentation around 12 months in LL infants, but not in HL infants, potentially reflecting decreased sensitivity to human voices variability in the HL group. These results emphasize the importance of longitudinal protocols employing online, implicit measures to track the hierarchical stages of speech processing in both HL and LL infants.

IntroductionDown syndrome (DS), arising from Trisomy 21, is the most common genetic condition associated with intellectual disability. While smaller total brain volumes have been consistently observed in DS, no longitudinal neuroimaging studies have examined volumetric brain development in DS during infancy, a period of rapid neural growth when interventions may have the greatest impact. MethodHigh-resolution T1- and T2-weighted images were acquired during natural sleep in a multisite longitudinal cohort of 44 infants with DS and 39 control infants without DS at ages 6 and 12 months. Neuroimaging data were harmonized to reduce batch effects, and a novel deep-learning, repeated-measures segmentation approach was applied to optimize neuroanatomical segmentations. Total intracranial volume (ICV) and bilateral absolute subcortical volumes (amygdala, caudate, hippocampus, pallidum, putamen, thalamus) were first directly compared in infants with and without DS at 6 and 12 months. Hierarchical linear modeling (HLM) evaluated longitudinal group differences for each structure, accounting for sex, gestational age, and laterality. Subcortical group differences estimated by HLM were also compared to group differences in total ICV. ResultsICV in infants with DS was lower than controls at 6 months (12.6%; p<.001) and 12 months (16.3%; p<.001). Subcortical structures displayed a range of lower volumes (6.9%-13.1%; ps[&le;].003) in infants with DS, although the caudate and putamen were exceptions. Caudate volumes were on average lower in DS but not significantly different from controls, while putamen volumes were on average higher in DS but not significantly different from controls, except for the right putamen, which was significantly larger (5.3%; p=.018) at 6 months. In HLM, ICV and all subcortical structures showed slower growth in DS from 6 to 12 months, except for the amygdala and putamen, which displayed similar growth rates to controls. DS-associated reductions in subcortical volumes were similar in magnitude to ICV, although 12-month caudate and 6- and 12-month putamen volumes were enlarged relative to ICV. ConclusionInfants with DS exhibited substantially reduced ICV and widespread reductions in subcortical volumes and growth from 6-12 months. Across a range of volumetric differences, findings were most distinct in the basal ganglia, for which volume reductions were attenuated in the caudate, while the putamen was uniquely enlarged with comparable growth to controls. These observations support early regional specificity in the neural impact of Trisomy 21 and underscore the utility of infant neuroimaging to inform biologically based interventions and clinical trial readiness in DS.

Forced-choice paradigms in facial emotion perception research require observers to commit to a single label and discard any simultaneous activation of related categories that participants might otherwise express. We introduce a multi-select rating paradigm in which 112 participants rated each of 52 facial-expression stimuli on 13 emotion categories using continuous 0-to-10 sliders, alongside a separate authenticity slider. Stimuli were generated using OpenAIs DALL-E 3 from an orthogonal four-factor design (emotion, race, gender, age), allowing demographic balance and compositional uniformity more readily than photograph-based stimulus sets permit. Linear mixed-effects models with participant random intercepts and logistic regression with cluster-robust standard errors were applied to 5,824 trials. Perceived authenticity reliably predicted agreement between the participants top-rated category and the AI-prompted target emotion (odds ratio 1.03 per +1 unit, p < .001), and a principal-components analysis of the 13-emotion rating matrix recovered three interpretable dimensions accounting for over half of trial-level variance, with the first two corresponding to the canonical valence and arousal axes. Hierarchical clustering exposed a tight cluster of self-conscious negative emotions (sadness, embarrassment, shame) that does not align with the canonical basic-versus-complex emotion distinction. Collapsing the participants top-rated emotion to its cluster raised the trial-level prompt-agreement rate from 43.1% to 86.9% ({Delta} = +43.8 percentage points), indicating that participants most common departures from the prompted target fell within rather than across clusters. Among Autism-Spectrum Quotient subscales, the Social-Skill subscale showed a robust interaction with contempt-target faces (p < .001), with higher Social-Skill scores predicting elevated contempt ratings of approximately 1.2 points on the 0-to-10 scale. Two further secondary patterns emerged in the AQ-subscale-by-emotion grid, including an opposing-direction effect of Imagination and Attention-to-Detail subscales on awe ratings. We acknowledge that some of the recovered structure may partly reflect statistical regularities of the AI-generation pipeline rather than human perceptual geometry alone, and we discuss this caveat at length below. Multi-select rating with hyper-realistic AI-generated stimuli produces a richer perceptual probe than the forced-choice paradigms that have dominated this literature, and reveals subscale-level autistic-trait associations that AQ-total analyses obscure.

While evidence suggests magnocellular deficits in the geniculostriate pathway in adults with dyslexia, neural deficits in the subcortical pathways during childhood remain unclear. Here, we used high-resolution fMRI to investigate subcortical abnormalities in Chinese children with developmental dyslexia. Fast achromatic motion stimuli and slowly drifting chromatic gratings were used to assess magnocellular (M) and parvocellular (P) functions, respectively. Relative to controls, children with dyslexia showed a selective reduction in responses to the M stimulus in the ventromedial pulvinar (vmPul) and the superficial layers of the superior colliculus (SCs), along with significantly reduced SCs-vmPul connectivity. Importantly, while vmPul responses to the M stimulus were positively associated with reading skills in healthy controls, this correlation was absent in children with dyslexia. Unlike previous findings in adults, the lateral geniculate nucleus (LGN) exhibited a non-selective reduction in responses to both stimuli, no volume reduction, and no correlation with reading ability. These findings demonstrate a selective deficit to achromatic motion processing in the colliculus-pulvinar pathway in children with dyslexia, which contributes to their reading difficulties. This early subcortical disruption differs from, and precedes, the neural deficits previously reported in the adult LGN, offering new insight into the developmental trajectory of dyslexia.

Introduction: While growing evidence suggests that music training supports child development, few long-term randomized controlled trials (RCTs) have rigorously tested these claims. Moreover, it remains unclear whether the benefits are confined to music-specific domains or extend to higher-order cognitive functions such as inhibitory control (IC), a core executive function associated with long-term outcomes in academic achievement, career success, socio-emotional health, and physical well-being. This paper presents the protocol for the Extracurricular Activity and Child Early Learning and Development (EXCEL) trial, an RCT designed to assess the feasibility of a long-term music training program focusing on the brain and behavioral correlates of IC. Methods: A total of 126 children, aged 6 to 8 years and residing in neighborhoods with limited resources in Los Angeles, were individually randomized to either a music (intervention) or theatre (active control) after-school program. Both programs were delivered over 24 months by established community arts organizations. Eligibility criteria included: average intellectual functioning, no major medical or psychiatric conditions, and MRI eligibility. Children with prior formal music training exceeding six months or severe hearing impairment were excluded. Before the intervention began, all participants completed baseline behavioral and neuroimaging assessments. The primary trial aim was to assess the effects of extended music training, relative to theatre training, on changes in measures of IC (i.e., Go/No-Go task and delayed gratification) and related neural functional activation. A secondary interim aim of the trial was to evaluate the feasibility of conducting a long-term RCT of music education in a first cohort, measured by participant retention, adherence to the program, willingness to continue at the 12-month mark, and fidelity. Progress: Recruitment, screening, baseline testing, randomization, and program enrollment began in August 2022, and after-school programming began in October 2022. The randomized interventions and all data for the first cohort (N = 42) have been collected. Intervention and active control programs for a second cohort are ongoing and will end in Fall 2026. Discussion: This paper reports the EXCEL trial protocol and provides feasibility estimates for implementing a long-term randomized controlled trial of music training in real-world, community-based settings with children. While similar neuroimaging RCTs are currently underway in Europe, the EXCEL trial is among the first in the United States to integrate longitudinal neuroimaging with arts intervention. Findings will inform the viability of scaling such programs and contribute to our understanding of how sustained music engagement may influence the development of inhibitory control circuitry in childhood.

Racial equity remains a critical challenge in postsecondary science education, as Black students experience higher attrition rates and diminished well-being compared to their White peers. While active learning has been shown to reduce failure rates and narrow achievement gaps, the interpersonal affordances and constraints of peer discussions within these settings remain underexplored for Black students. Grounded in Critical Race Theory and utilizing the analytical lenses of racial microaggressions, microaffirmations, and Community Cultural Wealth, this study addresses this issue by investigating the racialized interpersonal experiences of Black students in active learning college science classrooms. Through semi-structured interviews, this study explores the nature of both exclusionary and affirming peer interactions and how students navigate these dynamics. Findings reveal that Black students frequently encounter racialized microaggressions--manifestations of macro-level anti-Blackness-- in the classroom which contribute to isolation and racial battle fatigue. Conversely, students describe instances of microaffirmations, predominantly through small counterspaces created by and for other students of color, which validate their intellectual contributions and foster a sense of belonging. Despite facing these tensions, participants advocate for active learning as a beneficial practice, provided that instructors implement explicit, equitable structures and facilitate culturally responsive classroom climates. These findings offer actionable implications for researchers and practitioners to design more inclusive active learning environments by explicitly addressing interpersonal dynamics, promoting cultural competence, and co-constructing humanizing science classroom climates.

Autistic people can find social interactions difficult to navigate, traditionally attributed to difficulties in taking others perspectives. However, we have a limited understanding of how autistic people integrate self and other information efficiently during social decision-making. We conducted four highly powered experiments (total N = 1,621) to determine whether autistic traits affect two aspects of self-other integration during social decision making: self-bias and social basis function use. Using Bayesian analyses, we found strong support for the absence of a relationship between autistic traits and either aspect of social decision making, even after controlling for potential confounds (BF01 = 32.13 for self-bias, BF01 = 7.04 for social basis function use). Our results indicate that variations along autistic traits do not impact how people prioritise self-relevant information (self-bias) or utilize compressed social patterns of interaction (social basis function use) to guide their decisions about oneself and other people. These findings nuance the conceptualisation of social-cognitive processes across autistic traits while highlighting the need for large samples to validate null effects.

Growing evidence of animals combining discrete, meaningful calls into sequences--a feature once thought unique to linguistic syntax--has presented the opportunity to investigate the evolutionary origins of syntactic communication. The arbitrary assignment of meaning to words marks an important step in human language evolution, and a necessary precursor to generating further meaning through sentences. Studying how other animals that produce call sequences learn the meaning of these signals could help shed light on how referentiality and semantic combinatoriality evolved. Given the presence of meaningful call sequences has only recently been revealed in several non-human animals, ontogenetic studies of the comprehension of these vocalisations are, to date, non-existent. Western Australian magpies (Gymnorhina tibicen dorsalis) combine discrete calls into a diverse array of call sequences. Recent evidence shows these sequences are socially learned, but the developmental stage at which fledglings respond correctly to them remains unstudied. We performed playbacks of a discrete alarm call and call sequence to fledglings over the course of their first 18 weeks out of the nest, identifying when they differentiate between the low-level disturbance associated with the discrete call and the high-grade aerial threat associated with the sequence. Fledglings showed immediate vigilance to both vocalisations but exhibited significantly greater vigilance and upward scanning following the sequence. Critically, fledglings showed this response to the sequence from the first week of testing, with no effect of age on the response to either vocalisation. These findings suggest that comprehension precedes production of sequences in magpies and that sequence meanings are either learned rapidly or have an innate basis. While further investigation is essential, this study offers the first empirical insight into the ontogenetic emergence of combinatorial comprehension in a non-human animal.