A child’s socio-economic status has been independently associated with poorer educational outcomes, slower cognitive development, and mental ill-health. However, while these factors clearly do not operate in a vacuum, testing all within a single study is challenging, and their interrelations thus remain largely unclear. We aimed to close this knowledge gap by developing a comprehensive tablet-based assessment of developmental variables in a sample of 519 children aged 7-9 years. We employed clustering algorithms to show that children do not group into discrete phenotypes. We then cast the broad range of measured variables as a network to explore the psychological architecture of cognitive, educational, mental health, and several environmental factors. Educational outcomes (reading and maths fluency) were directly related to cognition (short-term memory, number sense, and processing speed). By contrast, mental health (anxiety and depression symptoms) and attitudes (conscientious, grit, and growth mindset) showed indirect relationships with school outcomes by moderating cognition. Finally, socio-economic factors (neighbourhood deprivation and family affluence) related directly to educational outcomes, cognition, mental health, and even grit. In sum, cognition is the central cog through which mental health and attitude relate to educational outcomes. However, socio-economic status acts as the great unequaliser through its direct relations with all developmental outcomes.

When the upper half of one face ('target region') is spatially aligned with the lower half of another ('distractor region'), the two halves appear to fuse together perceptually, changing observers' subjective perception of the target region. This 'composite face illusion' is regarded as a key hallmark of holistic face processing. Importantly, distractor regions bias observers' subjective perception of target regions in systematic, predictable ways. For example, male and female distractor regions make target regions appear masculine and feminine; young and old distractor regions make target regions appear younger and older. In the present study, we first describe a novel psychophysical paradigm that yields precise reliable estimates of these perceptual biases. Next, we use this novel procedure to establish a clear relationship between observers' susceptibility to the age and gender biases induced by the composite face illusion. This relationship is seen in a lab-based sample (N = 100) and is replicated in an independent sample tested online (N = 121). Our findings suggest that age and gender variants of the composite illusion may be different measures of a common structural binding process, with an origin early in the face-processing stream. Keywords Composite face illusion. Facial gender. Facial age. Individual differences. Psychophysics Upright faces are thought to engage holistic processing whereby local features are integrated into a unified whole for the purposes of accurate and efficient interpretation (Farah, Wilson,

A child’s socio-economic environment can profoundly affect their development. While existing literature focusses on simplified metrics and pair-wise relations between few variables, we aimed to capture complex interrelationships between several relevant domains using a broad assessment of 519 children aged 7–9 years. Our analyses comprised three multivariate techniques that complimented each other, and worked at different levels of granularity. First, an exploratory factor analysis (principal component analysis followed by varimax rotation) revealed that our sample varied along continuous dimensions of cognition, attitude and mental health (from parallel analysis); with potentially emerging dimensions speed and socio-economic status (passed Kaiser’s criterion). Second, k-means cluster analysis showed that children did not group into discrete phenotypes. Third, a network analysis on the basis of bootstrapped partial correlations (confirmed by both cross-validated LASSO and multiple comparisons correction of binarised connection probabilities) uncovered how our developmental measures interconnected: educational outcomes (reading and maths fluency) were directly related to cognition (short-term memory, number sense, processing speed, inhibition). By contrast, mental health (anxiety and depression symptoms) and attitudes (conscientiousness, grit, growth mindset) showed indirect relationships with educational outcomes via cognition. Finally, socio-economic factors (neighbourhood deprivation, family affluence) related directly to educational outcomes, cognition, mental health, and even grit. In sum, cognition is a central cog through which mental health and attitude relate to educational outcomes. However, through direct relations with all components of developmental outcomes, socio-economic status acts as a great ‘unequaliser’.

Reward-guided choice is fundamental for adaptive behaviour and depends on several component processes supported by prefrontal cortex. Here, across three studies, we show that two such component processes, linking reward to specific choices and estimating the global reward state, develop during human adolescence and are linked to the lateral portions of the prefrontal cortex. These processes reflect the assignment of rewards contingently to local choices, or noncontingently, to choices that make up the global reward history. Using matched experimental tasks and analysis platforms, we show the influence of both mechanisms increase during adolescence (study 1) and that lesions to lateral frontal cortex (that included and/or disconnected both orbitofrontal and insula cortex) in human adult patients (study 2) and macaque monkeys (study 3) impair both local and global reward learning. Developmental effects were distinguishable from the influence of a decision bias on choice behaviour, known to depend on medial prefrontal cortex. Differences in local and global assignments of reward to choices across adolescence, in the context of delayed grey matter maturation of the lateral orbitofrontal and anterior insula cortex, may underlie changes in adaptive behaviour.