Although hand grip strength is critical to the daily lives of humans and our arboreal great ape relatives, the human hand has changed in form and function throughout our evolution due to terrestrial bipedalism, tool use, and directional asymmetry (DA) such as handedness. Here we investigate how hand form and function interact in modern humans to gain an insight into our evolutionary past. We measured grip strength in a heterogeneous, cross-sectional sample of human participants (n = 662, 17 to 83 years old) to test the potential effects of age, sex, asymmetry (hand dominance and handedness), hand shape, occupation, and practice of sports and musical instruments that involve the hand(s). We found a significant effect of sex and hand dominance on grip strength, but not of handedness, while hand shape and age had a greater influence on female grip strength. Females were significantly weaker with age, but grip strength in females with large hands was less affected than those with long hands. Frequent engagement in hand sports significantly increased grip strength in the non-dominant hand in both sexes, while only males showed a significant effect of occupation, indicating different patterns of hand dominance asymmetries and hand function. These results improve our understanding of the link between form and function in both hands and offer an insight into the evolution of human laterality and dexterity.

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.

Executive functions (EFs) are predictive of early academic attainment. However, there is little research investigating whether academic outcomes are differentially associated with cognitive abilities during adolescence, when EFs are still developing. Using a large population-based sample, three latent components, working memory, inhibitory control, and processing speed, were characterised from ten cognitive tasks. These components were used in structural equation models alongside measures of IQ (vocabulary, matrix reasoning) to assess specific relationships with English, maths and science attainment at 16 years of age while controlling for socio-economic status (SES) and previous attainment at age 11. Cognitive measures and SES contributed to individual differences in change in academic performance across adolescence, and specific associations between cognitive abilities and academic subjects could be observed. These results show that SES and cognitive abilities, in particular working memory, continue to influence academic progress beyond childhood, and that these associations are specific to individual academic subjects.

Cerebral lateralisation of function is a common characteristic across vertebrate species and is positively associated with fitness of the organism, in humans we hypothesise that it is associated with cognitive fitness. This investigation evaluated the early development of lateralised gaze behaviour for face stimuli in infants at high and low risk for autism from the British Autism Sibling Infant Study (BASIS). The BASIS cohort includes a low risk group and three high-risk groups who at age 3 were developing (i) typically, (ii) atypically or (iii) had received a diagnosis for ASD. Using eye-tracking data derived from a face pop-out task at 6 and 14 months of age, all non-ASD groups showed a bias for stimuli on the left at both timepoints. At 6 months the ASD group demonstrated a preference for stimuli on the right and were slower than their neurotypical counterparts to look at faces on the left. However, by 14 months these differences disappear. Longitudinal associations between lateral looking behaviour at 6 months and language and motor ability at 14 months were also found. Results suggest that infants who go on to be diagnosed with autism exhibit early differences in gaze behaviour that may be associated with subsequent cognitive outcomes.

Developmental changes in the brain networks involved in emotion regulation are thought to contribute to vulnerability to mental health problems during adolescence. Executive control is often viewed as allowing top-down regulation of emotional responses. However, while associations between executive control and mental health are commonly observed in both clinical and non-clinical populations, the direction of these associations remains unclear. Low, or immature, cognitive control could limit emotion regulation. Reversely, high emotionality could impede cognitive functioning. The scarcity of longitudinal studies testing for bi-directional effects, particularly in adolescence, has made it difficult to draw conclusions. This study analysed data from 1,445 participants of a longitudinal cohort in a cross-lagged panel design to understand bi-directional longitudinal associations between executive function and emotional behaviours across adolescence. Executive function was assessed using experimental working memory and inhibitory control tasks, emotional behaviours through parental report of internalising and externalising behaviours. Cross-sectional associations were replicated. Controlling for cross-sectional associations, early executive functions were not found to predict later emotional behaviours. Instead, early emotional behaviours predicted later executive function, with the strongest link observed between early externalising and later working memory. These results suggest that emotional well-being may affect the maturation of executive function during adolescence.

Visual field biases have been identified as markers of atypical lateralization in children with developmental conditions, but this is the first investigation to consider early lateralized gaze behaviors for social stimuli in preterm infants. Eye‐tracking methods with 51 preterm (33 male, 92.1% White) and 61 term‐born (31 male, 90.1% White) infants aged 8–10 months from Edinburgh, UK, captured the development of visual field biases, comparing gaze behavior to social and non‐social stimuli on the left versus right of the screen. Preterm infants showed a significantly reduced interest to social stimuli on the left versus right compared to term children (d = .58). Preterm children exhibit early differential orienting preferences that may be an early indicator of atypical lateralized function.

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How well one does at school is predictive of a wide range of important cognitive, socioeconomic, and health outcomes. The last few years have shown marked advancement in our understanding of the genetic contributions to, and correlations with, academic attainment. However, there exists a gap in our understanding of the specificity of genetic associations with performance in academic subjects during adolescence, a critical developmental period. To address this, the Avon Longitudinal Study of Parents and Children was used to conduct genome-wide association studies of standardised national English (N = 5983), maths (N = 6017) and science (N = 6089) tests. High SNP-based heritabilities (h2SNP) for all subjects were found (41–53%). Further, h2SNP for maths and science remained after removing shared variance between subjects or IQ (N = 3197–5895). One genome-wide significant single nucleotide polymorphism (rs952964, p = 4.86 × 10–8) and four gene-level associations with science attainment (MEF2C, BRINP1, S100A1 and S100A13) were identified. Rs952964 remained significant after removing the variance shared between academic subjects. The findings highlight the benefits of using environmentally homogeneous samples for genetic analyses and indicate that finer-grained phenotyping will help build more specific biological models of variance in learning processes and abilities.