npj Science of Learning

Practice enhances motor acuity, enabling movement execution with greater speed and accuracy. However, the learning principles underlying improvements in speed, accuracy, and efficiency remain less understood than those supporting motor skill acquisition and adaptation. Here, we examined motor execution in a skill-based practice task to characterize learning, retention, and generalization of motor acuity. Using a gamified two-dimensional racing task, right-handed participants controlled a stylus-driven car along a curved track as quickly and accurately as possible. Across two studies (N = 83 total, 54 females), participants completed 300 training laps on Session 1 and returned for Session 2 to assess retention and generalization to novel track configurations: one with altered spatial configuration (rotated track) and one requiring movement in the opposite direction of training (reverse track). Movement speed improved rapidly and showed robust, though incomplete, retention across sessions. Speed improvements generalized substantially to both novel tracks. Accuracy was high at training onset and showed strong retention. However, we do not observe offline gains between sessions. Notably, accuracy declined transiently for the novel track configurations, suggesting interference from prior training. Movement efficiency, indexed by path length, was retained and generalized to the rotated track. However, reversing movement direction impaired efficiency, revealing a movement direction effect. This effect persisted when training direction was reversed in a second study, with counterclockwise movements remaining slower and less efficient than clockwise movements. These findings show that practice produces durable and broadly transferable motor execution improvements, while inherent movement direction biases constrain how improvements generalize across contexts. New & NoteworthyThe learning principles underlying improvements in motor acuity remain less well understood than those governing other forms of motor learning. Prior work suggests that motor execution improvements show limited generalization. In contrast, the present findings demonstrate that execution-based practice can produce robust, transferable gains, while also revealing a key constraint: inherent movement direction biases that limit generalization. By characterizing learning, retention, and generalization, this work provides new insight into how motor acuity improvements compare with skill acquisition and adaptation.

The most highly predictive polygenic scores in the behavioural sciences are for cognitive traits, especially general cognitive ability (g) and educational attainment. We combined polygenic scores derived from genome-wide association studies of adult g and educational attainment to create adult 'polygenic g scores' which we used to chart the course of cognitive development of 10,000 white British children from toddlerhood through early adulthood. We integrated cross-sectional regression, latent growth curve, and confirmatory factor analysis to systematically characterise cognitive development. Polygenic g score showed minimal prediction in toddlerhood, modest prediction in childhood, and substantial prediction by early adulthood accounting for 12% of the variance. Higher polygenic g scores were associated with faster cognitive growth in latent growth models. Prediction was strongest for a cross-time latent cognitive factor (15%) capturing cognitive ability across development. By integrating polygenic prediction directly into a structural equation model framework, we provided a theoretical upper bound of genetic influences on g under minimal measurement error. We also examined the polygenic g score's prediction of educational achievement, behaviour problems, and anthropometric outcomes and found similar developmental increases in prediction for educational achievement. Together, our findings demonstrate that adult polygenic g scores can be a useful tool for charting the development of cognitive traits.

Previous research has demonstrated that children exhibit superior - as compared to adults - consolidation of newly acquired motor sequences across post-learning periods of wakefulness. Given that consolidation is thought to be supported by the reactivation of learning-related patterns of brain activity during the rest periods following active task practice, we hypothesized that the childhood advantage in offline consolidation may be linked to greater reactivation during post-learning wakefulness. Twenty-two children (7-11 years) and 23 adults (18-30 years) completed two sessions of a motor sequence learning task, separated by a 5-hour wake interval. Multivoxel analyses of task-related and resting-state functional magnetic resonance imaging data were employed to assess the persistence of learning-related patterns of neural activity into post-task rest epochs, reflective of reactivation processes. Behavioral results demonstrated the previously reported childhood advantage in offline consolidation over a post-learning wake interval. Imaging results revealed that children exhibited greater persistence of task-related hippocampal - but not putaminal - activity into post-learning rest as compared to adults. These findings suggest that the childhood advantage in awake motor memory consolidation may be supported, at least partially, by enhanced reactivation of task-dependent hippocampal activity patterns during offline epochs.

Children with developmental language disorder (DLD) have persistent language learning difficulties and often perform poorly on pseudoword repetition, a task that probes phonological, memory, and speech-motor processes that support vocabulary acquisition. Research on the neural basis of pseudoword repetition in DLD is limited. We used whole-brain functional MRI (fMRI) to examine pseudoword repetition and repetition-based learning in 46 children with DLD (ages 10-15 years) and 71 age-matched children with typical language development. During scanning, children heard and repeated pseudowords paired with visual referents, allowing us to track learning-related changes in neural activity across repetitions. Repeated pseudoword production yielded comparable behavioural learning across groups, with faster productions by later repetitions. Post-scan, form-referent recognition was comparable across groups, whereas pseudoword repetition accuracy was lower in DLD. Pseudoword repetition engaged a distributed neural network, including inferior frontal cortex bilaterally (greater on the left), premotor and sensorimotor cortex, and posterior temporal and occipital regions. Group differences emerged primarily in regions where activity was task negative (i.e., below baseline or deactivated): lateral occipito-parietal cortex (posterior angular gyrus), medial parieto-occipital cortex (retrosplenial), and right posterior cingulate cortex. Learning-related decreases in activity were similar across groups, but region-of-interest analyses showed reduced leftward lateralisation of activity in inferior frontal gyrus in DLD. These findings suggest weaker disengagement of the default mode network during a linguistically demanding task in DLD. Although repetition-based pseudoword learning recruited similar neural mechanisms in both groups, these mechanisms may operate less efficiently in DLD, alongside reduced hemispheric specialisation in inferior frontal cortex. HighlightsO_LISimilar repetition-related neural attenuation across groups during pseudoword learning. C_LIO_LIReduced default-mode network suppression during pseudoword repetition in DLD. C_LIO_LIReduced left-hemisphere specialisation of inferior frontal cortex in DLD. C_LIO_LIRepetition-based learning in DLD supported by less efficient neural networks. C_LI

Mental fatigue is known to impair cognitive and motor performance, but its impact on motor learning remains unclear. This study examined how mental fatigue affects skill acquisition in a sequential finger-tapping task. Twenty-eight participants were assigned to either a mental fatigue group, which completed a thirty-minute Stroop task, or a control group, which watched a documentary of equivalent duration. Both groups then trained on the finger-tapping task across multiple practice blocks with brief rest periods. Overall motor skill improved similarly in both groups. However, mental fatigue altered the pattern of acquisition: participants in the fatigue group showed decreased performance during practice blocks, which was compensated by larger gains during inter-block rest periods. A strong negative correlation was observed between online decrements and offline improvements, indicating that greater declines during practice were associated with larger gains during rest. This study highlights the critical role of rest periods in maintaining learning under cognitively demanding conditions and provides insight into how internal states, such as mental fatigue, can selectively influence the expression of performance without compromising overall learning.

Play is a fundamental aspect of childhood and plays a crucial role in the development of creativity, yet its neural mechanisms remain poorly understood. We tested the hypothesis that more frequent play is associated with stronger functional integration among the default mode network (DMN), executive control network (CN), and salience network (SAL), as these cortical networks have been implicated in creativity in adults. In a preregistered study of infants and toddlers (Study 1; N = 143, 10 months-3 years, 67 boys, Baby Connectome Project), parent-reported play and imitation behaviors increased sharply from 1 to 2 years, and were associated with stronger within-DMN connectivity and DMN-CN coupling, controlling for age, sex, and head motion. In middle childhood (Study 2; N = 108, ages 4-11 years, 52 boys), parent-reported play frequency declined with age, as did cross-network coupling involving SAL. However, children who engaged more frequently in play showed higher DMN-SAL and CN-SAL connectivity. Finally, in a quasi-experimental comparison (Study 3; N = 45; ages 4-12 years, 20 boys), children enrolled in a curriculum that includes guided play (Montessori) showed higher DMN-SAL and DMN-CN connectivity than peers in traditional schools, suggesting that pedagogies that center child-led exploration might enable protracted brain network integration. Across these three studies, play was consistently associated with greater integration among DMN, SAL, and CN, a pattern previously linked to creativity in adults. Our findings offer a potential mechanism linking childhood play to later creativity through its role in supporting brain integration during development. Public Significant StatementO_LIPlay is widely believed to nurture childrens creativity, yet the brain mechanisms behind this link are not well understood. C_LIO_LIAcross three studies from infancy to middle childhood, we found that more frequent play was associated with stronger integration among brain networks tied to imagination, attention, and control. C_LIO_LIThese findings suggest that play may help build the neural foundation for later creative thinking. C_LI

The role of digital media in early childhood development remains highly debated, particularly regarding its impact on language acquisition. While excessive or unsupervised screen exposure has been linked to poorer outcomes, less is known about whether structured and interactive uses of technology can support learning. Building on previous research, we evaluated a brief, educator-supervised tablet-based intervention in 246 children aged 2-5 years from low- to middle-socioeconomic backgrounds attending public early education centers. Using a pre-post design with matched study and control groups, children completed 4-8 short training sessions (15 minutes each) involving interactive word-image associations spanning multiple linguistic categories. Preschoolers additionally engaged in prompted vocalization. Across age groups (2-3, 3-4, and 4-5 years), children in the intervention showed greater gains in language comprehension than controls, including receptive language in toddlers ({beta} = 0.49, p = 0.009), vocabulary and morphology in younger preschoolers ({beta} = 0.59-0.68, all p < 0.05), and grammar comprehension in older preschoolers ({beta} = 0.30, p = 0.038). These effects were consistent after accounting for child and parental characteristics. Together, these findings suggest that the developmental impact of digital media depends less on exposure itself than on how it is used. When embedded in structured, socially guided interactions, even brief tablet-based activities may support early language development

Pretend play is a hallmark behavior in childhood where children create nonliteral meanings. Empirical data supporting the role of social cognition and the decoupling from literality are still scarce during early development. We explored here how the comprehension of pretense affects the visual exploratory behavior of toddlers (n = 44) and adults (n = 65) when they were exposed to short video clips in which an actress performed either real actions (e.g., eating jelly) or pretend actions (e.g., pretending to eat with imaginary food), while varying the complexity of those actions. We analyzed participants exploration of the face in the videos as exploitation of social information. We showed that all observers paid more attention to the face in pretend scenarios than in real ones, measured as longer total looking time in adults and more fixations and revisits to the face in both age groups. We also found more gaze shifts (a measure of information sampling) between the face and the moving hand in the pretend videos in both age groups, mainly at the initial stages of the actions. Additionally, analyses of the scanpaths structure using gaze entropy showed less order in the exploration of pretend videos in both age groups, suggesting that pretense involved greater uncertainty and increased information seeking. The less structured trajectories were observed again mainly in complex pretend scenarios. Taken together, our gaze results indicate that from its developmental origins, the comprehension of pretense relies on social processes linked with information seeking and exploration. Significance StatementDevelopmental theories have long debated whether pretend games are born in conjunction with social capacities in the second year or become integrated later in life. Our study shows that, much like adults, toddlers visually explore pretend scenes gathering more social information and in a less structured manner compared to real-world scenarios, suggesting that the emerging capacity to play with the meaning of things is linked with that of thinking of other minds early in life.

Here, we test the hypothesis that early sustained exposure to complex bilingual environments can positively affect reading development by altering structural interhemispheric connectivity via the corpus callosum (CC). Interhemispheric connectivity has been shown to be inefficient in dyslexia, but also to support compensatory pathways when genetic risk for reading difficulties is present, by enabling the preserved right hemisphere to support a dysfunctional left hemisphere. Mediation models were conducted on children aged 9-10 years (with a 2-year follow-up assessment) from the Adolescent Brain Cognitive Development database (N>10,000). Polygenic scores (PGS) for dyslexia and cognitive performance and continuous bilingualism indices were used as predictors, with reading aloud as the outcome. Bilingualism showed a positive effect on reading partially mediated by the anterior CC, independently of overall brain size. In contrast, genetic predispositions to reading difficulties influenced reading primarily through overall brain size rather than CC connectivity specifically. These two pathways were independent, suggesting that bilingual experience and genetic risk operate through distinct neuroanatomical mechanisms. These findings suggest that recurrent early exposure to complex bilingual environments may shape the brains structural connectivity toward a more balanced and integrated bilateral frontal organisation. The results highlight potential brain compensatory pathways induced by environmental experiences that may support more efficient reading development and mitigate risks for developmental dyslexia.

BackgroundPhysical activity has been associated with better reading comprehension and reduces cognitive load (CL), but the role of brain volume in modulating this relationship remains unclear. Therefore, this study aims to determine whether the gray matter volume in key regions modulates the effects of different physical activity modalities on reading comprehension and associated CL. MethodsThirteen male adolescents (12-13 years). Adolescents with MRI data participated in a randomized cross-over trial comparing three conditions: 1) sedentary behavior (SC, emulating a school class), 2) moderate-intensity continuous training (MICT), and 3) cooperative high-intensity interval training (C-HIIT), with physical activity conditions duration adjusted to match SC energy expenditure. Gray matter volumes were measured in the bilateral hippocampus, left pars opercularis, and the brainstem. CL was assessed via pupil dilation during reading using eye-tracking. Reading comprehension was measured through seven-question multiple-choice tests with expert-validated items. ResultsC-HIIT demonstrated superior effects on both CL and reading comprehension compared to MICT and SC, with significant brain volume modulation effects across all examined regions. Brain volume interactions with physical activity modalities systematically modified the pattern of cognitive responses, with C-HIIT consistently benefiting from these modulations, whereas the effects of MICT were generally attenuated. ConclusionThis study suggests that selecting the appropriate physical activity modality may be relevant for cognitive outcomes during reading in adolescents. C-HIIT yielded lower CL and better reading comprehension, and these effects were not explained by brain volume alone but by its interaction with exercise modality.

Objective To examine ethnic differences in the incidence and age-related trajectories of childhood health conditions from birth to adolescence within a UK birth cohort. Design Longitudinal population-based birth cohort with linkage to primary care electronic health records. Setting Born in Bradford (BiB), a multi-ethnic birth cohort in Bradford, UK. Participants 13,282 children (36% White British, 44% Pakistani British, 20% other ethnicity) born 2007 to 2011 with linked primary care records and over 1 year follow-up. Main outcome measures Incident diagnoses of atopic conditions (asthma, eczema, allergic rhinoconjunctivitis), overweight/obesity, common mental health disorders (anxiety, depression), and neurodevelopmental disorders (including ADHD and autism). Incidence rates, Kaplan-Meier cumulative incidence, and Cox regression hazards ratios (HRs) were estimated. Results Atopic conditions emerged early (median onset 5 to 6 years) and were more common among Pakistani British children, with higher hazards of eczema (HR 2.29, 95% CI 2.01 to 2.61), allergic rhinoconjunctivitis (HR 2.27, 2.00 to 2.58), and asthma (HR 1.35, 1.22 to 1.50). Overweight/ obesity developed later (median 9 to 10 years) and were also more frequent in Pakistani British children (HR 1.25, 1.16 to 1.35). In contrast, common mental health disorders emerged predominantly in early adolescence (median around 13 years), and both mental health and neurodevelopmental diagnoses were more frequently recorded among White British children; Pakistani British children had lower hazards of neurodevelopmental diagnoses (HR 0.28, 0.23 to 0.35) and mental health disorders (HR 0.53, 0.41 to 0.70). Conclusions Ethnic differences in childhood health are condition-specific and vary by age of onset, emerging at distinct stages. These findings inform the timing of prevention, service planning, and research into underlying mechanism.

Background Although an expansive body of evidence exists on children's mental health during the COVID-19 pandemic, it is largely restricted to the early phases and lockdowns. This study examines longitudinal changes in child and youth mental health symptoms across two years of the COVID-19 pandemic, with data collection strategically timed to capture variability in pandemic restrictions. Methods A population-based longitudinal study of 1,261 children and youth aged 4-17 years followed prospectively from January 2021 to December 2022, with five waves of data collected in Ontario, Canada. Latent growth curve modelling was used to estimate trajectories of parent-reported mental health symptoms and identify baseline and time-varying covariates associated with variable trajectories. Findings Mental health symptoms were elevated and stable during lockdowns, followed by significant reductions as pandemic restrictions loosened, particularly for oppositional defiant and inattention/hyperactivity symptoms compared to internalizing symptoms. Children without pre-existing clinician diagnosed physical, mental or neurodevelopmental conditions and those not in lockdown at baseline demonstrated relative increases in mental health symptoms during lockdowns; and girls, compared to boys, demonstrated smaller reductions in internalizing symptoms as restrictions loosened. Concurrent and lagged associations between parental distress and children's mental health symptoms varied across the pandemic. Interpretation Variation in symptom trajectories by mental health domain, gender, pandemic restrictions and pre-existing diagnosed conditions underscores the need for tailored, equity-informed pandemic planning and response. Policies designed to optimize the balance between the need to reduce viral community transmission whilst limiting pandemic lockdowns may mitigate adverse impacts on child and youth mental health. Funding Ontario Ministry of Health

BackgroundA study conducted in Norway showed that the association between pupil mental health diagnoses and educational attainment has weakened over time. One possible explanation is that earlier detection of mental health problems in recent years has facilitated earlier treatment, intervention, and educational support that might improve academic outcomes. We investigated whether the weakening association between mental health and attainment could be replicated in England, and explained by earlier age at first diagnosis. MethodsThis was a secondary longitudinal data analysis of de-identified records from a secondary mental healthcare provider in England, which have been linked to the Department for Educations National Pupil Database. We included n=149,841 pupils residing in South East London, born 1993-2003, who completed their end-of-school exams 2009-2019. The main exposure variables were ADHD and internalising disorder diagnosis. In linear regressions, we investigated their associations with Year 11 attainment (typically assessed age 15-16 years), whether this was modified by birth year, and the role of age at first diagnosis. ResultsOn average, ADHD (n=844, 0.6%) and internalising disorder (n=2,523, 1.7%) were associated with lower Year 11 attainment. However, significant interactions between diagnosis and birth year suggested that pupils with these disorders showed increases in standardised exam scores over successive birth cohorts, resulting in a closing attainment gap over time. While age at first diagnosis became younger over the period, this did not confound the observed associations. ConclusionsWe replicated findings from Norway that suggest a narrowing attainment gap between those with and without ADHD and internalising disorder diagnoses. Building on this, we ruled out earlier age of diagnosis as a possible explanation for this phenomenon. With administrative data research growing internationally, we are increasingly able to replicate mental health and education trends in different countries, opening more opportunities for international collaboration.

Large-scale genomic studies have identified biomarkers of adult cognitive functioning and educational attainment, yet the developmental pathways connecting these biomarkers to adult outcomes remain unclear. Drawing on four cohorts, we examined the developmental correlates of an epigenetic index of adult cognitive function ( Epigenetic-g) alongside polygenic indices of cognition and education. Epigenetic-g and polygenic indices were uncorrelated and captured distinct variation in childrens cognitive and academic performance. Longitudinal analyses revealed that Epigenetic-g is plastic in early childhood, reaching moderate stability by adolescence, and, unlike polygenic indices, is not related to longitudinal cognitive growth. Twin models indicated that Epigenetic-g captures genetic and unique environmental variation relevant to cognitive and academic achievement that is not identified by current polygenic indices. Epigenetic indices relevant to psychological development can be generated from DNA methylation studies of adults, with most variation in these indices emerging early in life.

The transition to higher education is characterized by increased academic demands and psychosocial stress, which may negatively affect cognitive functioning and student well-being. Executive functions (working memory, inhibitory control, and cognitive flexibility) are critical for academic adaptation and can be enhanced through structured interventions. Physical exercise, mind-body practices, and cognitive training have demonstrated potential benefits for executive functioning and stress reduction; however, few randomized controlled trials have directly compared interventions with different physical and cognitive demands in university students, particularly in Latin America. In addition, most studies have relied on self-report measures and physiological stress biomarkers such as salivary cortisol. This protocol describes a three-arm, parallel-group randomized controlled trial designed to evaluate the effects of a 12-week intervention on executive functions and stress in first-year university students. The study will recruit 120 first-year health-science students aged 18-25 years. Participants will be randomly assigned (1:1:1), using block randomization stratified by sex, to one of three interventions delivered twice weekly (24 sessions of 60 minutes): (1) moderate-to-vigorous motor-cognitive dual-task exercise (DT); (2) low-to-moderate intensity Tai Chi (TC); or (3) supervised digital cognitive stimulation (CS) using structured graphomotor tasks. Primary outcomes include executive functions assessed through standardized neuropsychological measures. Secondary outcomes include stress will be evaluated using the Academic Stress Inventory, Depression Anxiety Stress Scales and salivary cortisol collected in the morning using passive drool and analyzed by competitive ELISA.Other outcomes include physical activity levels, anthropometric and body composition measures, and handgrip strength. Data will be analyzed following an intention-to-treat approach using repeated-measures models, with multiple imputation for missing data. The study has received institutional ethics and biosafety approval. Trial registration: ClinicalTrials.gov Identifier: NCT07443904.

Wellbeing is commonly defined as the combination of feeling good and functioning well and typically conceptualized as two related but distinct components. Hedonic wellbeing emphasizes pleasure, happiness, and life satisfaction, while eudaimonic wellbeing focuses on meaning, personal growth, flourishing, and the realization of ones potential. The Mental Health Continuum-Short Form was developed as a comprehensive measure of wellbeing and includes three subscales assessing emotional, social, and psychological wellbeing. Although the Mental Health Continuum total score is often interpreted as an indicator of overall wellbeing, the underlying genetic structure of its three subscales and its genetic overlap with other commonly used wellbeing measures remains unclear. Using data from 5,212 individuals from the Netherlands Twin Register (72% female, mean age 36.4), we fitted multivariate twin models to examine the genetic architecture of the Mental Health Continuum and its associations with other wellbeing measures (quality of life, life satisfaction, subjective happiness, and flourishing). Results indicate that, at the genetic level, the Mental Health Continuum is best explained by its three distinct subscales rather than by a latent factor. When considering the Mental Health Continuum together with the other wellbeing measures, we found moderate to high genetic correlations (r = 0.52 - 0.83), indicating substantial overlap in the genetics underlying the wellbeing constructs. However, we did not find evidence for a single common genetic factor underlying all constructs. These findings highlight the multidimensional structure of wellbeing, but the moderate to high genetic correlations across measures suggest that it is important to align the level of measurement (phenotypic vs genetic) with the research question.

Visual experience is organized in time. When riding the same bus route each day, the visual scene unfolds in a predictable order without requiring active choice. During goal-directed behavior, individuals organize actions into routines, such as repeatedly walking the same route to work even when alternatives are equally efficient. Because experience unfolds across sequences of events, identifying how it reshapes population activity requires examining representations over time. Many studies have shown that repeated experience reduces mean firing rates in visual cortex1-14. While firing rates effectively signal novelty or repetition, they are not well positioned to describe how populations of neurons represent temporal relationships. A growing body of work suggests that the geometry of population activity provides additional insight into how visual information is structured and read out15-26. We examined how experience with temporal structure reshapes the geometry of population activity in visual area V4. We recorded neuronal populations across three contexts that varied in temporal structure and behavioral relevance: repeated presentation of individual images, passive exposure to structured image sequences, and repeated execution of self-chosen visually guided action sequences for reward. Across contexts, experience constrained population responses toward a typical activity pattern. In sequence contexts, experience made temporal position more linearly accessible and, during active practice, increased the separability of task-relevant variables. These findings show that experience reorganizes the geometry of visual population activity to reflect temporal structure, constraining responses and altering how sequence-related information is represented.

Prolonged esports play induces cognitive fatigue that is not fully captured by subjective awareness, motivating practical, non-stimulant nutritional strategies supported by objective physiological markers. We here tested whether acute milk protein intake attenuates fatigue-related physiological responses during prolonged esports play and supports subjective state, executive control, and in-game performance. In a randomized, single-blind (assessor-blind), energy-matched controlled crossover study, 15 healthy young adults with esports experience completed two sessions in which they consumed either a milk protein drink or an energy-matched apple juice control before a 3-h virtual soccer task. Physiological measures included pupillometry during gameplay, salivary cortisol, continuous interstitial glucose monitoring, and heart rate. Subjective ratings (VAS) and executive function (flanker task) were assessed across post-ingestion time points, and in-game performance metrics were aggregated within hourly gameplay blocks. Milk protein intake was associated with a coherent pattern of physiological advantages, including larger pupil diameter during gameplay, smoother interstitial glucose dynamics, and lower salivary cortisol, while heart rate showed time-dependent changes without a clear condition effect. These physiological changes co-occurred with higher enjoyment and lower hunger, improved flanker performance, and condition-dependent improvements in in-game performance, most notably higher shot success rate. Additionally, pupil diameter during gameplay was associated with inhibitory-control efficiency on the flanker task. These findings suggest that acute milk protein intake may serve as a practical, non-stimulant nutritional strategy to sustain physiological state and cognitive-behavioral performance during prolonged esports (virtual soccer) play. Highlights- Prolonged esports play models modern digital cognitive activity and cognitive fatigue. - Acute milk protein intake increases pupil diameter during prolonged esports play. - Interstitial glucose dynamics are smoother and salivary cortisol is lower with milk protein. - Enjoyment increases and hunger decreases during 3 h of virtual soccer play. - Executive function and in-game performance improve, most notably shot success rate.

Population ageing increases the importance of cognitive capacity for making decisions about retirement and living independently beyond it. We tested whether post-war educational expansion and working-life social mobility eliminate the association between social class of origin and cognition in early old age using the 1958 National Child Development Study. Two outcomes were analysed at age 62: standard episodic memory (immediate + delayed word recall) and long-term episodic memory, capturing accurate half-century recall of childhood household facts (rooms and people at age 11 validated against mothers' responses). Social mobility trajectories derived in prior work were classified into predominantly manual versus non-manual class trajectories. Models were estimated separately for women and men across three specifications: (i) social origin and controls, (ii) adding social mobility, and (iii) adding weighting to address healthy survivor bias. Education was consistently associated with both outcomes. For long-term episodic memory, social origin gradients were clearer than for short-term episodic memory, with men from service/professional origins showing a 13 percentage-point higher probability of accurate half-century recall than men from manual origins. These findings indicate that education expansion and working-life social mobility failed to release the grip of social origin on long-term episodic memory.

BackgroundThe brains glymphatic system plays a vital role in maintaining neural health. However, little is known about whether second language (L2) immersion can influence this clearance pathway. Methods50 high-proficiency L2 English speakers (mean age: 32.6 years; 78% female) were assessed for glymphatic function using three multimodal MRI markers: BOLD-CSF coupling strength (fMRI), choroid plexus ratio (structural MRI), and DTI-ALPS index (diffusion MRI). Analyses examined relationships between glymphatic markers and L2 immersion duration, age of acquisition (AOA), and active use environment, controlling for age, education, and sex. ResultsL2 immersion duration correlated significantly with better glymphatic function. Longer immersion related to better BOLD-CSF coupling strength (r = -0.315, p < 0.05) and decreased choroid plexus ratios (r = -0.39, p < 0.05), suggesting enhanced brain-CSF coordination and fewer pathological CSF production structures. Mediation analyses demonstrated that immersion influenced ALPS indirectly through effects on choroid plexus morphology and BOLD-CSF coupling. L2 AOA moderated the immersion-coupling relationship: individuals who began learning after age 9.53 showed stronger associations between immersion and BOLD-CSF coupling, though AOA did not moderate choroid plexus effects. As for L2 immersive active is associated with better glymphatic function, while L2 immersive passive and L2 non-immersive active are both unrelated. ConclusionsL2 immersion associates with better glymphatic system function through multiple pathways, including improved brain-CSF coordination, optimized choroid plexus structure, and increased perivascular flow. These findings provide novel neurobiological evidence that bilingual experience may confer neuroprotective benefits through brain waste clearance mechanisms.