Cognitive operations are supported by dynamically reconfiguring neural systems that integrate processing components widely distributed throughout the brain. The inter-neuronal connections that constitute these systems are powerfully shaped by environmental input. We evaluated the ability of computer-presented brain training games done in school to harness this neuroplastic potential and improve learning in an overall study sample of 583 second-grade children. Doing a 5-minute brain-training game immediately before math or reading curricular content games increased performance on the curricular content games. Doing three 20-minute brain training sessions per week for four months increased gains on school-administered math and reading achievement tests compared to control classes tested at the same times without intervening brain training. These results provide evidence of cognitive priming with immediate effects on learning, and longer-term brain training with far-transfer or generalized effects on academic achievement.

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Spontaneous intracranial hypotension (SIH) is a clinical syndrome in which absolute or relative hypovolemia of the cerebrospinal fluid (CSF) results in various neurological symptoms. The etiology of spontaneous CSF leaks often remains unknown. However, it is believed that the most common cause is the fragility of spinal meninges at the level of radicular nerve root sleeve. These tears can be spontaneous (primary) or secondary. Spinal pathologies can cause this tear with resultant CSF leak and SIH, which include spinal trauma, degenerative diseases and spinal surgery. Uncommonly, SIH is developed by osteophyte with disc herniation without any other pathology. In this article, we reported two cases of SIH secondary to spinal dural tear due to intradural thoracic osteophyte with superimposed disc herniation, with the absence of other pathologies, which were treated successfully with epidural blood patch (EBP).

ObjectiveAccidents, drug use, and unsafe sex associated with greater propensity for risk‐taking are leading causes of illness and death among adolescents. This study aimed to help identify and further characterize children with maladaptive risk‐taking to improve primary prevention interventions.MethodsTwo scores from the Bubblegum Analog Risk‐Taking Task for Children (BART‐C), total points and average inflations of unpopped bubbles, were used in a cluster analysis to identify distinct patterns of risk‐taking among 6,267 kindergarten through eighth‐grade children. Clusters were compared with the Flanker Test of Focused Attention, the Go/No‐Go test of inhibition, and the List Sorting Working Memory Test.ResultsBoth BART‐C scores made significant (p<0.001) contributions in defining three clusters of children: reckless, risk avoidant, and adaptive risk‐taking. Clusters differed significantly on Flanker Test measures of incongruent accuracy (p=0.004) and reaction time (p<0.001), Go/No‐Go inhibition (p=0.001), and List Sorting Working Memory Test scores (p<0.001). The reckless cluster had lower Flanker accuracy and Go/No‐Go inhibition than did the other groups and lower working memory than the adaptive risk‐taking group. Compared with adaptive risk‐takers, the risk‐avoidant group was slower (p<0.001), showed a nonsignificant trend toward greater accuracy on the Flanker test, and had lower working memory scores (p<0.001).ConclusionsThe BART‐C defined two maladaptive risk‐taking clusters: reckless and risk avoidant. Significant differences in cognitive function between these groups and the adaptive risk‐taking group provides external validation of and further characterizes the clusters. Early intervention may prevent future health‐compromising behaviors among reckless children and may promote fuller learning and development among risk‐avoidant children.

Executive Function skills such as focused attention, inhibition or self-control, and working memory in preschool and kindergarten predict reading and math achievement in elementary school and beyond. A growing body of research indicates that these skills can be improved by repetitive practice of progressively more difficult tasks that require Executive Function. We report that children who participated in an integrated program of computer presented and physical exercises to improve Executive Function when in kindergarten then entered first grade with greater attention and self-control skills than their first grade classmates who had not participated in the program.

Aim: Determine whether effects of poverty on academic achievement are mediated by effects of poverty on executive cognitive functions. Methods: Web-based classroom-administered tests assessed executive function in 5717 children grades k-8 in 40 schools, and poverty level and academic achievement for each school were drawn from US Department of Education data. Boot-strapping procedures were used to evaluate mediation by executive function of the association between poverty and academic proficiency. Results: Executive function and academic achievement were both related to school poverty (pearson r −0.50 to −0.65, p = 0.0009 to <0.0001). Estimated indirect effects of poverty on reading (−0.26, 95% CI: −0.47, −0.07) and math (−0.23, 95% CI: −0.44, −0.06) through effects on executive function were significant. Controlling for executive function, effects of poverty on reading (−0.58 to −0.31) and math (−0.59 to −0.35) were diminished, indicating partial mediation of effects of poverty on reading and math via effects on executive function. Conclusion: Interventions that enhance executive function in children in impoverished and/or violent environments could mitigate damaging effects of these environments on neurocognitive and associated life and health outcomes. Without intervention, many young adults in troubled areas of the world will be ill-prepared for productive function in society. Key Notes: Analysis in 5717 children shows that poverty compromises academic proficiency in large part by compromising executive cognitive skills necessary for learning, health and work. Worldwide nearly 400 million children live in impoverished circumstances that often include high levels of violence and domestic instability. Without interventions to improve executive functions, a large number of young adults are likely to have health problems and be ill-prepared for productive function in their communities.

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