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.

Learning depends not only on the content of what we learn, but also on how we learn and on how experiences are structured over time. To investigate how task similarity and training regime interact during learning, we trained participants on spatial and conceptual learning tasks that shared either similar or distinct underlying structures, using either interleaved or blocked regimes. Interleaving the two tasks hindered performance when their structures were similar, compared to when they were different. In contrast, blocked training produced the opposite effect: it improved performance and facilitated transfer across similar tasks. This effect, however, emerged only when participants first learned the conceptual task, followed by the spatial task, suggesting an asymmetric interaction between task order and structural similarity. We also replicated our results using a neural network model, providing converging evidence for the computational principles governing the interplay between training regime and structural similarity in multi-task learning.

Human perception is continuously shaped by internal cognitive states, yet how motivation and working memory jointly influence perceptual sensitivity remains poorly understood. Here, we combined behavioural experiments, computational modelling, and pupillometry to determine whether motivation enhances perception by amplifying working memory (WM)-driven facilitation or whether both exert independent influences. Participants performed a near-threshold visuospatial discrimination task under systematically manipulated motivational and WM states. Behaviourally, both motivation and WM independently improved perceptual performance, producing the greatest enhancement when both were present. A Bayesian generalized linear psychometric model revealed that these improvements were best explained by independent additive contributions to effective perceptual sensitivity, rather than motivational amplification of WM. Consistent with this computational framework, pupil dynamics tracked trial-by-trial fluctuations in effective perceptual sensitivity while revealing temporally dissociable influences of WM and motivation during perceptual decision making. Together, our findings demonstrate that the joint effects of motivation and working memory arise from distinct computational and temporal mechanisms, providing a unified framework for understanding top-down regulation of human perception.

Objective: The Add Health Cognitive Assessment, Physical, and Sensory Function Protocol (Add CAPS) was developed to assess cognitive, physical, and sensory function in early midlife in a nationally representative sample in the United States. Using Add CAPS, we developed two general cognitive performance measures. Methods: The sample included 2,525 participants from Add Health Wave VI who completed an in- home assessment of cognitive performance. Confirmatory factor analysis (CFA) was used to derive two general cognitive performance (GCP) scores: (1) a five-domain score based on originally designed cognitive domains (Add CAPS GCP), and (2) a modified score aligned with the Harmonized Cognitive Assessment Protocol (HCAP) framework (Add CAPS GCP-H). We evaluated model fit using Root Mean Square Error of Approximation (RMSEA), Standardized Root Mean Square Residual (SRMR), and Comparative Fit Index (CFI) and tested factor scores for criterion validity. Results: Both models showed good fit (Add CAPS GCP: RMSEA = 0.025, SRMR = 0.031, CFI = 0.968; Add CAPS GCP-H: RMSEA = 0.027, SRMR = 0.033, CFI = 0.962), indicating that they adequately represent the underlying GCP construct. Discussion: The Add CAPS cognitive battery captures a robust, hierarchical structure of GCP across alternative domain specifications. The derived factor scores provide a valuable method for characterizing a person's cognitive baseline during midlife. Importantly, the Add CAPS GCP-H enhances comparability with the HCAP network, supporting cross-cohort analyses of cognitive aging.

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.

Prediction in dynamic situations, in which relevant elements evolve over time, is a fundamental cognitive function. The brain relies on specialized predictive mechanisms, including time compaction, a process that supports dynamic processing by embedding temporal information into space and transforming future interactions into salient spatial representations. Here we investigated how future interactions are salient during dynamic events and how this salience shapes behavior. Participants performed a visuomotor prediction task in which they estimated the future trajectory of a moving object after observing only the initial portion of its motion, while another object was simultaneously present and could generate either interactive (collision) or non-interactive (crossing) dynamics. Although accurate performance required extrapolating motion solely from kinematic information, participants predictions were systematically biased toward locations associated with future interactions. Prediction accuracy was reduced in situations involving potential future interactions compared to non-interactive dynamics. Importantly, participants consistently responded closer to predicted interaction points, even when this strategy did not improve accuracy or trajectory extrapolation. Substantial inter-individual variability was observed, revealing conservative and risk-taking predictive strategies with systematic group differences. When participants were explicitly instructed to improve performance, overall accuracy improved only marginally, while predictive behavior shifted toward greater reliance on interaction-related locations, particularly among those who had not already adopted this strategy. We propose that this interaction-driven bias reflects a core property of time compaction, supporting the idea that predictive cognition relies on future interactions as stable reference points under dynamic uncertainty.

The Stroop effect is a canonical measure of executive control, yet its neural architecture has been defined largely in literate children and adults, where left frontal mechanisms have long been implicated in resolving verbal conflict. How the developing brain supports Stroop-like interference control before literacy and stable verbal responding are established remains unknown. Here we show that successful interference control in early childhood is associated with the selective engagement of right lateral prefrontal regions. We used multichannel functional near-infrared spectroscopy to measure prefrontal hemodynamics in 94 children aged 35-79 months during a color-pointing Stroop-like task, in which children pointed to colors in response to spoken color names. Stroop-like conflict elicited broad activation across bilateral lateral prefrontal regions, a conflict response already present from around 3 years of age and did not show a detectable age-related increase. By contrast, individual differences in accuracy under conflict were selectively associated with greater activation in the right dorsolateral and right rostrolateral prefrontal cortices, independent of age. These findings suggest that right lateral prefrontal regions play an important role in successful interference control in early childhood, indicating that preschool Stroop-like control is not merely a weaker form of the adult left-lateralized system.

You remember what you attend to and you attend to what you remember. Memory is supported through engagement of mnemonic brain states, multivariate whole brain activity patterns that modulate down- stream processing and behavior. Attention can be focused externally to the environment or internally to thoughts and mental representations. To understand and promote successful cognition, it is critical to establish the extent to which the same brain states support both memory and attention processes. We recorded scalp EEG during three tasks in which we manipulated external and internal attention demands. We applied an independently-validated mnemonic state classifier to these data and find evidence in sup- port of our hypothesis that memory encoding and retrieval states map onto the external/internal axis of attention. Furthermore, our findings reveal sub-second fluctuations in mnemonic states. These results demonstrate that domain general mnemonic states support attentional orienting and can be used to detect moment-to-moment shifts in attention.

Studying chess experts helps researchers understand how intensive practice shapes thinking skills. Cognitive flexibility is the ability to adjust thoughts when rules or tasks change. Working memory is the ability to hold and use information over short periods. This study compared cognitive flexibility and working memory precision between adolescent chess players and non-players. Twenty-four professional chess players and twenty-five controls completed two novel behavioral tasks. Chess players showed better accuracy in both tasks than controls. They adapted more efficiently when rules changed during a continuous learning task. They also remembered facial expressions more precisely in a working memory task. Learning rates in the flexibility task did not differ between groups. These results indicate that chess expertise may improve rule-guided flexibility and visual working memory precision in adolescents.

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.

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.

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.

Background: Childhood trauma exposure (TE) may heighten negative emotional responses, overwhelm cognitive control, and increase risk for anxiety disorders. Cognitive control is facilitated by glutamatergic (Glu) excitatory neurotransmission within the dorsal anterior cingulate cortex (dACC). Dynamic changes in dACC Glu levels were investigated using 1H functional magnetic resonance spectroscopy (1H fMRS) to assess the impact of negative emotional processing on neural mechanisms supporting cognitive control in TE-youth. Methods: Fifty adolescents were categorized into two TE-Groups: Higher (Mtrauma=6{+/-}1events) and Lower (Mtrauma=3{+/-}1events). 1H fMRS from the dACC was acquired during an inhibitory motor control task requiring tapping responses to stimuli under two Response Modes, NonSelective (100% response) and Selective (80% response, 20% inhibition), executed with two Stimuli Conditions, Squares (no emotion) and Faces (emotion). Glu modulation (relative to basal levels) was tested across TE-Group, Stimuli Condition, and their interaction. Within each Stimuli Condition, Glu modulation was tested across Response Modes by TE-Group. Results: We observed a 2-way interaction of TE-Group x Stimuli Condition ({chi}2=4.66, p=0.031). Post-hoc tests revealed significantly lower Glu modulation in Higher TE vs Lower TE (p=.023) during Faces but not Squares. This Glu modulation did not differ across Response Modes. Within the Higher TE-Group, Glu was significantly reduced during Faces compared to Squares (p<.001). Basal dACC Glu levels did not differ between groups. Conclusions: TE-Group differences in adolescent dACC Glu modulation were observed during cognitive control performed with emotional, but not non-emotional, stimuli, highlighting the value of 1H fMRS for detecting trauma-related differences in task-related excitatory neurochemical dynamics.

Functional asymmetry between the cerebral hemispheres is a defining feature of the sensorimotor system, with the dominant hemisphere playing a central role in motor control. Whether motor learning is similarly lateralized, however, remains unresolved. To tackle this question, we combined a comprehensive meta-analysis (114 datasets) with a series of well-powered, preregistered experiments (N = 526) to test two core behavioral predictions of hemispheric lateralization in sensorimotor adaptation, a canonical form of motor learning: (1) adaptation is preferentially expressed in the dominant hand and (2) transfers asymmetrically between limbs. Across both approaches, we found that adaptation and interlimb transfer were strikingly symmetric. Together, these findings support a fundamental dissociation in the neural organization of skilled behavior: whereas motor control is lateralized to the dominant hemisphere, motor learning is supported by a neural architecture that functions symmetrically.

Collective social events often require coordinated action by one group to become shared experience in another, yet how this transformation is organized across multiple brains remains unclear. Live music provides a tractable model of this problem because ensemble coordination, performer-audience alignment, and shared audience integration unfold within the same event. Here we tested whether performer-audience neural coupling acts as a cross-role neural interface linking ensemble coordination to shared audience integration. We recorded brain activity from a nine-person live performance system, consisting of a fixed three-performer ensemble and four independent audience groups, using synchronized multi-device functional near-infrared spectroscopy hyperscanning across live trio performance sessions. Inter-brain neural coupling was analyzed across three relational layers: performer-performer (PP), performer-audience (PA), and audience-audience (AA) coupling. Behavioral ratings showed strong affective engagement and shared evaluative alignment. Neural coupling during live performance was not expressed as a diffuse increase across channel pairs, but was organized into task-sensitive relational components with interpretable PC-corr network modules. Crucially, path-based mediation analyses revealed that PA components statistically bridged PP coordination and AA coupling, yielding multiple complete and partial PP [-&gt;] PA [-&gt;] AA pathways. Brain-behavior analyses further suggested that mediation-related PA components were linked to shared performance evaluation and emotional alignment. These findings identify performer-audience coupling as a cross-role neural interface through which coordinated production becomes linked to shared collective reception. Significant StatementHow coordinated actions become shared experiences is a major problem in social neuroscience, yet most studies examine pairs of people. Using live music as a model of group interaction, we found that brain-to-brain alignment was organized across social roles rather than arising as a uniform response to the same event. Performer-audience alignment occupied a bridging position between coordination within the ensemble and integration within the audience. This identifies a systems-level architecture through which collective action may become linked to collective experience. The framework moves multi-brain research beyond dyads and offers a general approach for studying classrooms, public speaking, theater, rituals, and team events, where one group generates structured behavior that another group jointly receives and interprets.

Reflecting how we organize visual experience in everyday memory, visual working memory is increasingly understood as a system in which individual item representations are organized within structures rather than maintained in isolation. Among these, relational structure may be especially consequential because, by specifying how one item value lies relative to another within a feature space, it could allow information about one remembered value to constrain which values are plausible for the other. Yet demonstrating such constraint is challenging because item-specific mnemonic evidence and relational evidence ordinarily support essentially the same estimate. We broke this equivalence with biased post-encoding feedback for one item, making item-specific and relation-based predictions for the other diverge. Across three experiments, participants remembered two sequentially presented orientations, with feedback for one shifted slightly clockwise or counterclockwise from its actual value. Participants incorporated this bias into memory for the feedback-provided orientation; critically, it also appeared in reports of the other orientation, which received no feedback, in the direction predicted by the signed angular offset linking the two remembered values. This feedback transfer weakened with increasing angular separation but occurred in both directions between the first and second orientations. These findings show that relational structure directly constrains individual value estimates in visual working memory, even for items encountered separately. By dissociating normally coincident item-specific and relation-based predictions, our approach reveals an otherwise hidden relational contribution. A probabilistic account explains these findings through joint inference from uncertain item-specific and relational evidence, with their relative uncertainties governing transfer strength.

Universities provide a key opportunity to deliver social prescribing, a care pathway that aims to connect people with non-medical forms of support within the community to address their social, emotional, and practical needs. However, it is unclear whether students in the UK are aware of social prescribing and whether it would be an acceptable form of support. We surveyed 775 university students across the UK who completed a questionnaire measuring awareness and perceptions of social prescribing. We described awareness and attitudes and used logistic regression to explore how they differed according to individual characteristics. We found an awareness-attitude paradox. Only 25% of students were aware of social prescribing, but attitudes were overwhelmingly positive once explained: 97% thought it could support mental health and wellbeing; 95% believed universities should offer it; and 89% would accept social prescribing if offered by a healthcare professional. Students who were older, postgraduates, and had English as their first language were among those with higher odds of being aware of social prescribing, but positive attitudes were more evenly reported across the sample. Our findings indicate that implementation efforts should prioritise awareness-raising and clear referral pathways, rather than increasing students' willingness to engage with social prescribing.

Understanding the cognitive architecture of the human language faculty requires exploring the boundaries of both predisposition and environmental experience. However, previous research on extraordinary multilingualism has often confounded language aptitude with multilingual experience, obscuring their distinct neural correlates. Here, we leveraged a linguistically diverse sample (N=121) and extensive behavioural testing to dissociate language aptitude from multilingual experience, modelling both dimensions continuously in whole-brain speech processing. Language aptitude and multilingual experience were weakly related, and their dissociation was also evident at the neural level. Higher language aptitude showed a neural signature of efficiency, characterised by lower activation in core perisylvian regions. In contrast, higher multilingualism was associated with greater engagement of regions implicated in narrative, multimodal, and memory processing, and with recruitment of traditional language hubs only during degraded speech processing, likely reflecting active attempts to decode unintelligible input. Finally, aptitude and experience interacted within sensorimotor regions. Continuous quantification of multilingual experience proved more sensitive than artificial grouping. By disentangling language aptitude from multilingual experience, this work provides a more precise account of the multilingual brain, and shows that its neurobiology can be better understood by modelling predisposition and experience as distinct but interacting dimensions.

Musical training produces behavioral gains that extend beyond the practiced context. Yet, it is unclear whether such generalization is accompanied by broadly transferable neural changes or whether training-induced plasticity remains tied to the specific features of the learned material. In this study, 80 musically naive adults completed four piano-training sessions and underwent functional MRI before and after training. Twenty untrained participants served as passive controls. Participants performed a passive listening task in which they listened to the trained melody (Fur Elise) and an untrained melody (Ode to Joy), each played on a trained musical instrument (piano) and an untrained musical instrument (saxophone). Following training, participants demonstrated improved accuracy and rhythmic performance when playing an unfamiliar melody, indicating behavioral generalization. Training-induced neural changes, however, were predominantly associated with the learned melodic content. Listening to Fur Elise elicited increased activity in the intraparietal and supplementary motor cortex and in the cerebellum, as well as decreased activity in the superior temporal cortex. Consistently, pre- and post-training scans were most accurately classified based on brain activity to Fur Elise played on piano or saxophone, rather than brain response to Ode to Joy, suggesting that neural reorganization was driven more strongly by the practiced melody than by the trained instrumental timbre. Training also enhanced the neural separability of both melodic and instrumental information. Critically, pre-training responses to Fur Elise played on the piano predicted subsequent playing accuracy, whereas pre-training sensitivity to instrumental timbre predicted rhythmic performance in a novel melodic context. Together, these findings suggest that while acquired musical skills behaviorally transfer to novel material, practice-induced functional plasticity remains predominantly melody-specific. We conclude that musical skill acquisition reflects complementary contributions of pre-existing neural characteristics and learning-induced plasticity, with baseline auditory representations potentially supporting successful behavioral transfer.