npj Science of Learning

In the context of education, attention can be considered the gateway for learning, yet it remains unclear which neural mechanisms of attention identified under controlled laboratory conditions are most relevant when children engage in meaningful learning. Here, we addressed this question by experimentally manipulating attention while 5th- and 6th-grade students learned novel educational content from their own teacher. Working in partnership with an experienced classroom teacher, we co-developed naturalistic auditory and visual learning streams and manipulated whether students prioritized or ignored the speech. Using school-based electroencephalography and temporal response function modeling, we examined whether attention modulated early sensory or later stages of cortical speech processing. Attention selectively modulated speech processing at approximately 170 ms, with no evidence for modulation at earlier sensory stages, supporting a predominant role for late-stage attentional selection during learning. Importantly, individual differences in attentional modulation were associated with learning: students who more strongly increased neural tracking of the speech when it was task-relevant learned more effectively from spoken instruction. The same late-stage neural mechanism also distinguished students whom their teacher independently identified as stronger attenders during everyday classroom learning. Together, these findings connect late-stage attentional modulation across experimental neural dynamics, individual learning outcomes, and teacher observations of classroom behavior. More broadly, they demonstrate how studying attention within educationally meaningful contexts can help identify which neural mechanisms are most consequential for successful learning.

IntroductionExecutive functions (EF) are higher-order cognitive processes essential for academic performance in university settings. Although there is extensive research on EF training in children, studies in young adults are scarce, particularly those involving interventions tailored to specific needs. ObjectiveTo evaluate the effect of the University Executive Network-Training Program (NExT-U), based on specific needs, on the executive functioning of Cuban university students. MethodologyA quasi-experimental study with a non-equivalent control group and pretest-posttest measurements. Participants were 27 second-year Psychology students (74% female; mean age = 19 years). The experimental group (n=7) received three training sessions focused on Conscious Regulation of Behavior, Decision-Making, Emotional Regulation, and Monitoring of Responsibilities, identified through an initial assessment using the UEF-1 Scale. The control group (n=20) continued with their usual academic activities. Non-parametric analyses and the residual gain method were employed. ResultsThe experimental group showed significant improvements in Conscious Regulation of Behavior (p = .026; r = .51), Emotional Regulation (p = .030; r = .49), and the Supervisory Attention System (p = .046; r = .44), with large effect sizes. The control group experienced no significant changes in any of the functions evaluated. ConclusionsA brief, personalized program can enhance specific executive functions in university students, demonstrating cognitive plasticity in young adults. The findings support the design of contextually relevant interventions to strengthen transversal competencies in higher education.

Self-directed learning allows learners to actively control their learning experience and has been shown to enhance memory compared with matched yoked learning. However, it remains unclear when and how active control modulates memory-related neural activity during learning and retrieval. We recorded electroencephalography (EEG) while participants encoded objects under active and yoked learning conditions and again during a delayed recognition test approximately 24 h later. We examined event-related potential (ERP) activity across earlier processing windows, including pre-stimulus slow potentials and early N2 activity, and later processing windows, including P300, late slow-wave, and post-stimulus slow-potential activity. We also examined encoding-retrieval similarity (ERS) between neural patterns during encoding and retrieval. Behaviorally, active control improved delayed recognition, with the advantage selectively expressed in detailed recognition. In the ERP analyses, earlier processing windows showed memory-related effects, with pre-stimulus slow-potential and N2 activity differentiating subsequently remembered from forgotten items, but were not modulated by active control. By contrast, active control modulated later memory-related ERP activity, with remembered-forgotten differences expressed during late stimulus-related and immediate post-stimulus processing only in the active condition. ERS showed a similar active-control modulation: memory-related encoding-retrieval pattern similarity was evident under active learning, but not under yoked learning, with this effect involving relatively late encoding and retrieval windows. Together, these findings support a constructive-processing account, suggesting that memory formation under active control depends more strongly on rich, detailed encoding representations that can be reinstated during retrieval.

Motor sequence performance improves during and between brief practice bouts (micro-online and offline gains). We compared both metrics across two groups: one exposed to an implicit motor sequence, and one not. Micro-online gains drove sequence-specific learning and positively correlated with overall skill. However, micro-offline gains were comparable between groups and did not track sequence-specific learning. We conclude that implicit motor sequence learning is driven by micro-online rather than micro-offline gains.

Second language (L2) processing engages both language-specific and domain-general control systems, yet how these systems vary with L2 proficiency remains unclear. We used functional magnetic resonance imaging (fMRI) to examine neural activity during L2 English processing in Korean-English (K-E) bilinguals across three proficiency levels (beginner, intermediate, advanced). Participants performed rhyme and spelling judgement tasks manipulating orthographic-phonological conflict. Behaviourally, conflict conditions reduced accuracy, with proficiency effects observed selectively in the rhyme task. fMRI results showed that conflict processing recruited frontoparietal control regions, including inferior frontal and parietal cortices, accompanied by deactivation in default mode network regions. Critically, proficiency-related effects differed by task. During rhyme judgement, advanced bilinguals showed greater activation in the left supramarginal gyrus (SMG) and cerebellum, whereas intermediate bilinguals exhibited greater recruitment of the left middle orbital gyrus and dorsomedial prefrontal cortex. During spelling judgement, advanced bilinguals showed greater thalamic activation alongside greater deactivation of the right dorsolateral prefrontal cortex. Activity in the left SMG and cerebellum was positively associated with L2 reading score, and cerebellar activity was also associated with rhyme-task performance, whereas right DLPFC activity was negatively associated with the scores. These findings suggest that increasing L2 proficiency is associated less with altered recruitment of core reading regions than with task-specific shifts in the balance between phonological-specialized, subcortical attentional, and domain-general control systems supporting L2 processing.

How conceptual knowledge is organized in the mind remains difficult to observe directly in natural behavior. Here we show that explaining knowledge to others brings out spatially structured representations of conceptual memory in naturalistic speech. Participants with varying schizotypy traits learned associations between two conceptual dimensions through either image-based or language-based input, and subsequently described their memory strategies or explained how they would teach the information to others. Spatial structure was more likely to emerge during teaching than reflection, particularly following image-based learning. As predicted by prior evidence that visual input requires the active construction of internal relational scaffolding, cognitive disorganization selectively attenuated spatial expression after image-based, but not language-based, learning. These findings establish naturalistic speech as a behavioral readout of conceptual map structure, and suggest that a common mechanism links map construction and cognitive disorganization across task performance and verbal communication.

Newly acquired memories are initially fragile and are consolidated into long-term memory over time. Although consolidated memories were once thought to be resistant to interference, accumulating evidence shows that memory reactivation renders them transiently labile, making them susceptible to modification or interference before reconsolidation. Crucially, however, there is substantial variation in whether reactivated memories are disrupted by new information, remain protected from it, or even strengthened by it. The factors that guide this modification are largely unknown. To systematically investigate this, we examined motor memory interference using a classic A-B-A visuomotor rotation paradigm. Participants adapted to a 30-degree clockwise rotation (A) on Day1. On Day2, an interfering 30-degree counter-clockwise rotation (B) was introduced under varied conditions: directly without reactivation, after brief reactivation of A, after expression of A without feedback, or following a gradual transition from A to B. The final experiment used explicit contextual cues (a secondary follow-through target) to distinguish A and B trials. Contrary to the simple prediction that reactivation should increase vulnerability to interference, reactivating the original memory before introducing interference protected it, as evidenced by significant savings during relearning on Day3. In contrast, introducing interference directly, without reactivation, disrupted the original memory. This protection was consistent with a contextual-inference account: the large sensory prediction error experienced during the abrupt transition from A to B served as a latent contextual cue, signaling a new context and thereby shielding the original memory from being overwritten. Eliminating this prediction error through an immediate washout session with a similar error profile or through a gradual A-to-B transition abolished the protective effect and disrupted the original memory. Furthermore, when explicit contextual cues distinguished the two perturbations, memories were protected even in the absence of a salient prediction error. Our findings are consistent with a contextual inference account in which the fate of a consolidated memory, whether it is modified or protected, is shaped by the availability of explicit cues or latent signals such as sensory prediction error at the time when interference is introduced.

Working memory is capacity-limited, but interactions with episodic memory may offset this constraint. We tested moment-by-moment contributions of episodic representations to working memory by combining the N-back and Mnemonic Similarity tasks. Thirty-one participants, undergoing eye-tracking, first encoded items in a one-back task, classifying them as "same" or "similar" to their predecessor. In a subsequent two-back task, mnemonic discrimination showed a graded, item-specific benefit of prior experience: performance was best for previously compared items, whereas recognition of identical repeats was unaffected. Successful discrimination of previously compared items was accompanied by greater pupil dilation, gradually emerging gaze patterns resembling those elicited by their similar pair-mate, and higher gaze-similarity between one-back and two-back target viewing. Diverging gaze patterns between pair-mates during one-back further predicted two-back discrimination. These findings challenge working memory's characterization as an isolated system, demonstrating how it recruits episodic computations - encoding distinct traces, predicting upcoming content, and reinstating it at retrieval.

BACKGROUND: An individual's adaptation to threatening environments under uncertainty is reflected in stress responses. Predictability (the ability to anticipate events) and controllability (the ability to control outcomes) are central to how one adapts, yet their joint influence on aversive learning remains unclear. METHODS: Thirty healthy adults completed a probabilistic aversive learning task in which cue-outcome contingencies varied across levels of predictability and controllability, i.e. whether shock intensity depended on prediction accuracy. Prediction accuracy, reaction time, subjective stress ratings, and skin conductance responses were recorded throughout. Trial-wise learning dynamics were estimated using the Volatile Kalman Filter. RESULTS: Prediction accuracy reduced as environments became less predictable and negatively associated with higher learning rates across predictability levels, with the strongest relationship observed in highly predictable blocks. Skin conductance responses showed that moderately predictable environments elicited responses like those in highly predictable environments when accurate predictions reduced shock intensity, but resembled responses in unpredictable environments when shock intensity was uncontrollable. Model comparison revealed a double dissociation between subjective stress ratings and skin conductance responses. Subjective ratings were best explained by model-derived volatility when prediction accuracy determined shock intensity and by belief uncertainty when it was independent of prediction accuracy, whereas skin conductance responses showed the reverse pattern. Reaction times were best explained by belief uncertainty when predictions influenced shock intensity. Higher anxiety was associated with elevated learning rates in highly and moderately predictable blocks when predictions did not control shock intensity.

Background: Inequalities exist for many health outcomes, but there is limited evidence regarding menstrual symptoms despite their importance for health and wellbeing. We aimed to investigate inequalities in menstrual symptoms according to socioeconomic position and childhood adversity. Methods: In two generations (G0 mothers and G1 offspring) from the Avon Longitudinal Study of Parents and Children (ALSPAC), a UK prospective cohort study, we examined associations of multiple indicators of socioeconomic position (SEP) and adverse childhood experiences (ACEs) with menstrual symptoms (pain, abnormal uterine bleeding, and premenstrual syndrome (PMS) measured 3-8-years post-birth in G0 and 17-21-years-old in G1), using multivariable logistic regression. Samples ranged from 4,828 to 9,335 G0 participants and 1,288 to 2,757 G1 participants depending on the exposure-outcome association. Missing data were addressed using multiple imputation and inverse probability weighting. Results: Financial difficulties were associated with greater odds of menstrual pain (G1 OR 1.41; 95% CI 1.07, 1.86: G0 OR 1.55; 95% CI 1.36, 1.76) and irregular cycles (G1 OR 1.60; 95% CI 1.12, 2.29: G0 OR 1.48; 95% CI 1.27, 1.72) in both generations, as well as with short/long cycle lengths in G0 only. Lower education and manual social class were also associated with these three menstrual symptoms in at least one generation. Conversely, higher SEP was associated with PMS in both generations. Higher cumulative ACEs were consistently associated with menstrual pain (4+ compared to none: G1 OR 2.15; 95% CI 1.48, 3.11: G0 OR 1.52; 95% CI 1.29, 1.80) and irregular cycles (G1 OR 1.92; 95% CI 1.20, 3.09: G0 OR 1.54; 95% CI 1.26, 1.87) but not cycle length. Lower parental education, financial difficulties, and cumulative ACEs were associated with heavy bleeding in G1 offspring only, whereas financial difficulties, own manual social class, and cumulative ACEs were associated with prolonged bleeding in G0 mothers only. Higher cumulative ACEs were also associated with PMS in G1 offspring only. Conclusions: We found evidence of inequalities according to socioeconomic disadvantage and childhood adversity for multiple menstrual symptoms, although some associations were only observed in one generation. Findings suggest that menstrual symptoms are disproportionately experienced by socially and socioeconomically disadvantaged women.

Anxiety-related traits (ARTs) have been linked to altered fear learning, but previous studies have typically examined different experimental phases and response systems, limiting the comparability of findings and the accumulation of consistent evidence. Here, we comprehensively examined associations between ARTs and fear conditioning across acquisition, extinction and renewal and across subjective, physiological and neural response systems in a well-powered sample (N = 267) using a two-day differential conditioning paradigm. ARTs were operationalized as a composite of trait anxiety, neuroticism, and intolerance of uncertainty and conditioned responding was assessed using skin conductance responses, fear-potentiated startle, US expectancy ratings, fear ratings, and functional magnetic resonance imaging. Higher ARTs were consistently associated with elevated subjective fear and US expectancy to both threat and safety cues during extinction and renewal, without corresponding elevations in physiological responding. At the same time, ARTs were not associated with threat-safety discrimination in subjective or physiological measures across phases, while neural associations were limited to reduced dorsal anterior cingulate cortex discrimination during early renewal. These findings suggest that ARTs are characterized by a CS unspecific cognitive bias toward heightened threat expectancy and evaluation rather than altered associative fear learning, highlighting the importance of distinguishing conditioned discrimination from general levels of responding across response systems.

Aversion to inequity is innate in humans and constitutes a major contributor to social tension. Such aversion can be triggered either when one receives more (advantageous inequity-AI) or less (disadvantageous inequity-DI) than others. However, it remains unclear whether oxytocin can modulate how humans respond to inequity. The present pre-registered study combined behavioral measures, computational modelling, and fMRI in a novel monetary allocation evaluation paradigm to examine oxytocins modulation of behavioral and neural responses to inequity. Results showed that oxytocin increased perceived fairness and AI allocation choices via enhancing AI preference independent of gain vs. loss contexts, which was further confirmed by model-based results of oxytocin decreasing AI aversion. In parallel at the neural level, oxytocin increased fairness rating-related activity in regions within fairness-related norm enforcement systems involved in norm violation detection, salience processing, and cognitive control. Multivariate-based representational similarity analyses provided further evidence that oxytocin induced distinct representational patterns of inequity in these core regions. These results suggest that oxytocin promoted AI preference possibly by strengthening regulatory control to support the pursuit of economic self-interest, while simultaneously enhancing the salience of AI allocations. Our study provides new insights into behavioral and neural mechanisms through which oxytocin modulates fairness-related behavior.

Spontaneous thought changes over time, yet the moment-to-moment factors shaping these changes remain poorly understood. We examined whether heartbeat-related bodily processing, operating largely outside explicit awareness, is associated with the organization of ongoing thought. Forty adults performed an auditory attention task with intermittent thought probes in which auditory events were scheduled either 200 ms after each detected R peak (synch condition) or independently of ongoing cardiac timing (asynch condition), with occasional omissions in both conditions. Heartbeat-synchronous omissions in this paradigm have been shown to induce cardiac deceleration and modulate heartbeat-evoked potentials (HEPs). The score of the heartbeat counting task (HCT) served as a behavioral index related to cardiac interoceptive accuracy. The results showed that higher HCT score was associated with a stronger synch-asynch shift toward more self-related and less task/self-unrelated thought. HEPs showed a synch-related negative shift across several thought groups, although the magnitude of this condition effect did not reliably differ among thought groups. Overall thought-group distributions were similar across conditions, while transition analyses suggested a tendency in the synch condition toward more frequent transitions linking predominantly interoceptive stimulus-dependent thought with both on-task and self-related thought. Together, these findings suggest that heartbeat-related bodily processing may influence the organization of spontaneous thought, particularly in individuals with greater cardiac interoceptive accuracy. Bodily signals may therefore act as an automatic constraint on the ongoing stream of thought, biasing which thought contents and transitions become more likely over time.

Infants actively shape their experience through self-generated movement. They need to move their head efficiently to explore and interact with their environment and to hold their head still to sustain attention. Controlled laboratory studies have documented the importance of head movements in orienting and stabilizing infant visual attention, but little is known about how head control develops as infants go about daily life, the setting in which development actually unfolds. We analyzed 383 hours of egocentric video collected from 88 infants aged 3 weeks to 29 months using head-mounted cameras in infants homes. Using a visual-odometry algorithm, we quantified rotational magnitude, the size of head movements; and rotational efficiency, the directional coherence of head movements. Head-rotation magnitude increased across the first year, and rotational efficiency improved throughout development.

Developmental dyslexia is a specific, highly prevalent and often debilitating reading and spelling disorder with unknown neurocomputational mechanisms. Here we discovered, in a preregistered functional magnetic resonance imaging study optimized for the subcortical sensory pathway, that dyslexia is characterized by altered predictive coding in left-hemispheric auditory sensory pathway nuclei. The neurocomputational alterations were related to one of the two main dyslexia risk scores, indicating a crucial role for dyslexia pathophysiology.

The vestibular system has been implicated in several aspects of self-representation, including bodily self-location, yet its role in episodic source and reality monitoring remains unclear. Moreover, symptoms of depersonalisation and derealisation (DPDR) have been associated with both vestibular dysfunction and altered source and reality monitoring. We tested whether noisy galvanic vestibular stimulation (nGVS) modulates source and reality monitoring during a word-encoding paradigm and whether this increased symptoms of DPDR. Sixty young adults (N = 30 active nGVS, N = 30 sham) encoded words that varied by context (spoken vs. imagined), agentic source (self vs. other), and valence (positive vs. threat) before completing source/reality judgments. Active nGVS reduced overall accuracy relative to sham on both reality and source monitoring. Across conditions, self-referential items were remembered with greater sensitivity compared to other-referential items, and spoken items were recalled with greater sensitivity than imagined items. We additionally show an interaction effect whereby active nGVS reduced accuracy specifically for imagined and threat-valenced items. Trait DPDR did not moderate the effects of stimulation, although higher trait DPDR was associated with a more liberal reality-monitoring response criterion. Results indicate that transient vestibular perturbation via nGVS can impair source monitoring for internalised and threatening stimuli and impairs cognitive distinctions between internally and externally generated events in general, supporting a role for vestibular input in maintaining self-other and reality boundaries in episodic memory.

Adaptive behaviour often requires deciding when to act in the absence of an explicit sensory cue. While temporal expectations are known to optimize behaviour when anticipated events trigger responses, it remains unclear how learned temporal regularities are transformed into internally generated decisions. Here, we developed the Temporal Inference Task, a novel virtual reality paradigm designed to isolate this transformation. Participants repeatedly observed an identical visual sequence in which a virtual object approached their hand. On most trials, a brief tactile No-Go signal instructed them to withhold their response, whereas on the remaining trials its omission required them to respond. Because Go trials were never accompanied by an explicit cue, participants had to infer when the expected No-Go signal could no longer occur before initiating a response. Across blocks, the timing of the No-Go signal was systematically varied, allowing participants to learn distinct temporal regularities while Go trials remained physically identical. Participants systematically shifted their response timing according to the learned temporal regularities. This behavioural adaptation was accompanied by corresponding shifts in parietal alpha- and beta-band desynchronization, with steeper pre-response desynchronization consistently preceding faster responses. Together, these findings identify a candidate neural mechanism through which learned temporal regularities are transformed into internally generated decisions about when to act.

How internal speech relates to overt speech remains a fundamental question in speech production: do different forms of speech preserve a common neural representation of the intended word, or does that representation change as speech becomes articulated? We used time-resolved electroencephalography to characterize representations of 10 Chinese words during imagined, silent, and overt speech. Word identity was reliably decodable in all three modes, but its temporal dynamics differed: imagined-speech representations peaked earlier and were less temporally stable, whereas silent and overt speech showed stronger and more sustained representations. Cross-mode decoding revealed word-discriminative information shared across all three mode pairs, with substantially stronger generalization between silent and overt speech. However, direct comparison of word-level representational geometry revealed robust correspondence only between silent and overt speech, indicating that transferable information across modes does not necessarily imply preservation of the broader relational structure among words. Representational similarity analyses further showed distinct visual-form, semantic, and phonetic dynamics across speech modes, with late visual-form and phonetic information contributing uniquely to the geometry shared by silent and overt speech. Controlling for time-matched surface electromyography preserved the overall silent-overt neural correspondence and within-mode phonetic representations, while eliminating the unique phonetic contribution to their shared geometry, suggesting that peripheral articulation accounts for part, but not all, of this common structure. Together, these findings show that imagined, silent, and overt speech share word representations at different levels and suggest that representational geometry and temporal stability are progressively reorganized as internal speech is translated into articulation.

Purpose: Family-based interventions are proposed for primordial cardiovascular disease (CVD) prevention, yet which family-environment components to target remains unclear. We quantified effects of parenting styles in adolescence on adult cardiovascular conditions, including hypertension, and whether effects differ by family financial hardship. Methods: Data were from the US National Longitudinal Study of Adolescent to Adult Health (n=4,050). Parenting styles were derived via latent class analysis of adolescent-reported parental responsiveness and demandingness (ages 12-19, 1994-1995). Family financial hardship was based on parent-reported ability to pay bills. CVD and hypertension were assessed via biomarkers and self-report (ages 33-43, 2016-2018). Confounding factors were selected based on a directed acyclic graph; risk differences were estimated using doubly robust inverse-probability-weighted models. Results: Three parenting styles emerged: authoritative (11.1%), permissive (77.9%), and indifferent (11.0%). After 21 years, 33.0% had CVD or hypertension. Whole-population risk differences for permissive and indifferent versus authoritative parenting were -1.0% (95% CI: -5.3, 3.3%) and -1.8% (95% CI: -7.8, 4.2%), respectively. Among families reporting financial hardship, permissive parenting had lower risk (-15.9%, 95%CI: -28.4%, -3.3%), though inconsistent across sensitivity analyses. Conclusions: Adolescent parenting styles had small estimated long-term cardiovascular effects, with no robust evidence of differences by financial hardship.

The U.S. House's approval of the Sunshine Protection Act has revived the debate over permanent daylight saving time (DST) versus permanent standard time (ST). Health and sleep organizations favor permanent ST because it benefits health, especially for children with rigid school schedules. Further, permanent DST would push school start times to before sunrise in many regions, leading to dark-morning commutes. However, the safety consequences of this shift remain unquantified. Using real school start times for 14 states that have enacted permanent DST legislation, together with local sunrise time, we counted the school days on which students must leave home before sunrise under permanent ST, the current system, and permanent DST. In Washington State, where schools start on average at 08:27, neither permanent ST nor the current system requires any pre-sunrise departure, whereas permanent DST would for most of the winter. Using real school start-time data, permanent DST would add about 35 million child-days of pre-sunrise travel in Washington alone relative to the current system, with similar patterns across the other 13 states. Extrapolated to all U.S. public schools and assuming an 8:00 departure, permanent DST would generate more than 2 billion additional dark-morning commutes each year relative to the current system. Finally, analyzing Seattle traffic collisions, we found that the odds that a crash involved a pedestrian were 143% higher on dark mornings (adjusted odds ratio 2.4). Permanent DST would therefore expose many more children, on many more days, to elevated pedestrian-crash risk, evidence that deserves consideration as the United States chooses a time standard.