The Unique Contributions of Verbal Analogical Reasoning and Nonverbal Matrix Reasoning to Science and Maths Problem‐Solving in Adolescence

Relational reasoning, the ability to detect meaningful patterns, matures through adolescence. The unique contributions of verbal analogical and nonverbal matrix relational reasoning to science and maths are not well understood. Functional magnetic resonance imaging data were collected during science and maths problem‐solving, and participants (N = 36, 11–15 years) also completed relational reasoning and executive function tasks. Higher verbal analogical reasoning associated with higher accuracy and faster reaction times in science and maths, and higher activation in the left anterior temporal cortex during maths problem‐solving. Higher nonverbal matrix reasoning associated with higher science accuracy, higher science activation in regions across the brain, and lower maths activation in the right middle temporal gyrus. Science associations mostly remained significant when individual differences in executive functions and verbal IQ were taken into account, while maths associations typically did not. The findings indicate the potential importance of supporting relational reasoning in adolescent science and maths learning.     

Field Independence Associates with Mathematics and Science Performance in 5‐ to 10‐Year‐Olds after Accounting for Domain‐General Factors

Field independence describes the extent to which individuals are influenced by context when trying to identify embedded targets. It associates with cognitive functioning and is a predictor of academic achievement. However, little is known about the neural and cognitive underpinnings of field independence that lead to these associations. Here, we investigated behavioral associations between two measures of field independence (Children's Embedded Figures Test [CEFT] and Design Organization Test [DOT]) and performance on tests of mathematics (reasoning and written arithmetic) and science (reasoning and scientific inquiry) in 135 children aged 5–10 years. There were strong associations between field independence and mathematics and science, which were largely explained by individual differences in age, intelligence, and verbal working memory. However, regression analyses indicated that after controlling for these variables, the CEFT explained additional variance on the mathematical reasoning and science tests, whereas the DOT predicted unique variance on the written arithmetic test.     

Genome‐Wide Association Study of Latent Cognitive Measures in Adolescence: Genetic Overlap With Intelligence and Education

Individual differences in executive functions (EF) are heritable and predictive of academic attainment (AA). However, little is known about genetic contributions to EFs or their genetic relationship with AA and intelligence. We conducted genome‐wide association analyses for processing speed (PS) and the latent EF measures of working memory (WM) and inhibitory control (IC) in 4,611 adolescents from the Avon Longitudinal Study of Parents and Children. While no loci reached genome‐wide significance, common genetic variants explained 30% of the variance in WM and 19% in PS. In contrast, we failed to find common genetic contributions to IC. Finally, we examined shared genetic effects between EFs and general intelligence, AA and ADHD. We identified significant genetic correlations between WM, intelligence, and AA. A more specific pattern was observed for PS, with modest genetic overlap with intelligence. Together these findings highlight diversity in the genetic contributions to specific cognitive functions and their genetic relationship with educational and psychiatric outcomes.     

Towards Greater Collaboration in Educational Neuroscience: Perspectives From the 2018 Earli‐SIG22 Conference

The special issue resulting from the 2018 Earli‐SIG22 conference reflects the current state of the field, the diversity of methods, the persevering limitations and promising directions towards solutions. About half of the empirical papers in this special issue that consist of three parts, uses behavioral, self‐report or qualitative measures to understand the “mind” level of Mind, Brain, and Education. The other half investigates the “brain” level, using neuroimaging but also genetics or eye‐tracking to gain access to the wider range of biological substrates of learning and cognition. These biological studies mostly have added value by refining psychological theories, such that these inspire new hypotheses to test in the field, to ultimately better inform teaching. Importantly, the special issue presents several approaches to more intensive, bi‐directional and systematic practice‐research collaborations to better connect the “mind” and “brain” levels to education, and to equip researchers to realize such collaborations successfully in the future.