Small Heat Shock Protein 22 Improves Cognition and Learning in the Tauopathic Brain

The microtubule-associated protein tau pathologically accumulates and aggregates in Alzheimer’s disease (AD) and other tauopathies, leading to cognitive dysfunction and neuronal loss. Molecular chaperones, like small heat-shock proteins (sHsps), can help deter the accumulation of misfolded proteins, such as tau. Here, we tested the hypothesis that the overexpression of wild-type Hsp22 (wtHsp22) and its phosphomimetic (S24,57D) Hsp22 mutant (mtHsp22) could slow tau accumulation and preserve memory in a murine model of tauopathy, rTg4510. Our results show that Hsp22 protected against deficits in synaptic plasticity and cognition in the tauopathic brain. However, we did not detect a significant change in tau phosphorylation or levels in these mice. This led us to hypothesize that the functional benefit was realized through the restoration of dysfunctional pathways in hippocampi of tau transgenic mice since no significant benefit was measured in non-transgenic mice expressing wtHsp22 or mtHsp22. To identify these pathways, we performed mass spectrometry of tissue lysates from the injection site. Overall, our data reveal that Hsp22 overexpression in neurons promotes synaptic plasticity by regulating canonical pathways and upstream regulators that have been characterized as potential AD markers and synaptogenesis regulators, like EIF4E and NFKBIA.

Entertainment Video Games for Academic Learning: A Systematic Review

Entertainment video games are very popular among young audiences. Nevertheless, despite their potential to improve cognitive functioning, they are still studied rarely as a tool for digital game-based learning. To better understand video gaming practices’ value in the classroom, this article provides a systematic review of literature on the effect of entertainment video games on academic learning. Our literature search yielded 49 relevant intervention studies published between 2005 and 2019 that integrated entertainment video games into academic curricula from preschool to college. Our review revealed that entertainment video games can be an effective educational tool and are beneficial in almost all academic disciplines, particularly in foreign language and science. However, research on entertainment video gaming’s effects on academic learning is still not extensive enough and remains mostly qualitative. Future studies need to provide a quantitative approach to complete and confirm already-existing literature, particularly in the environmental and social sciences, physical education, and programming. Given entertainment video games’ popularity and benefits on cognition and learning, it seems essential to investigate their practical value further in the education sector and to determine the mechanisms that mediate their effects on academic learning.

The Waring Worlds of H. G. Wells: The Entangled Histories of Education, Sociobiology, Post-genomics, and Science Fiction

Drawing on H. G. Wells’ visionary texts, social critique, and revolutionary insights, this chapter revisits and recontextualizes questions raised by Wells almost a century ago around the adequacy of science education curricula to grapple with the still unfolding Anthropocene. Exploring the technological advances in molecular biology that have occurred over the last twenty years, which have instigated an epistemological turn toward what many science studies scholars are calling the post-genomic era, this chapter situates current education research and policy debates within the post-genomic era through new research in the field of sociobiology. Conversely, drawing on the fundamental reconceptualization of inheritance that underlies genomic research in the post-genomic era, this chapter argues for a similar reconceptualization of intelligence, educational attainment, cognition, and learning. The chapter concludes by exploring the potential of a transnational and transknowledge extended synthesis within education, one that encourages critical examination of the impact of globalization, nationalism, and capitalism on science education and works to imagine how science education can be reformed, reimagined, and reconfigured to contribute to the radical actualization of a just, equitable, and sustainable world.

Association of peripheral blood DNA methylation level with Alzheimer’s disease progression

Background Identifying biomarkers associated with Alzheimer’s disease (AD) progression may enable patient enrichment and improve clinical trial designs. Epigenome-wide association studies have revealed correlations between DNA methylation at cytosine-phosphate-guanine (CpG) sites and AD pathology and diagnosis. Here, we report relationships between peripheral blood DNA methylation profiles measured using Infinium® MethylationEPIC BeadChip and AD progression in participants from the Alzheimer’s Disease Neuroimaging Initiative (ADNI) cohort. Results The rate of cognitive decline from initial DNA sampling visit to subsequent visits was estimated by the slopes of the modified Preclinical Alzheimer Cognitive Composite (mPACC; mPACCdigit and mPACCtrailsB) and Clinical Dementia Rating Scale Sum of Boxes (CDR-SB) plots using robust linear regression in cognitively normal (CN) participants and patients with mild cognitive impairment (MCI), respectively. In addition, diagnosis conversion status was assessed using a dichotomized endpoint. Two CpG sites were significantly associated with the slope of mPACC in CN participants (P < 5.79 × 10−8 [Bonferroni correction threshold]); cg00386386 was associated with the slope of mPACCdigit, and cg09422696 annotated to RP11-661A12.5 was associated with the slope of CDR-SB. No significant CpG sites associated with diagnosis conversion status were identified. Genes involved in cognition and learning were enriched. A total of 19, 13, and 5 differentially methylated regions (DMRs) associated with the slopes of mPACCtrailsB, mPACCdigit, and CDR-SB, respectively, were identified by both comb-p and DMRcate algorithms; these included DMRs annotated to HOXA4. Furthermore, 5 and 19 DMRs were associated with conversion status in CN and MCI participants, respectively. The most significant DMR was annotated to the AD-associated gene PM20D1 (chr1: 205,818,956 to 205,820,014 [13 probes], Sidak-corrected P = 7.74 × 10−24), which was associated with both the slope of CDR-SB and the MCI conversion status. Conclusion Candidate CpG sites and regions in peripheral blood were identified as associated with the rate of cognitive decline in participants in the ADNI cohort. While we did not identify a single CpG site with sufficient clinical utility to be used by itself due to the observed effect size, a biosignature composed of DNA methylation changes may have utility as a prognostic biomarker for AD progression.

Cognition, Behaviour, and Mental Health in Struggling Learners: A Spotlight on Girls

Objectives: Fewer girls than boys are identified as struggling at school. The objectives of this study were to: i) identify dimensions of cognition, behaviour and mental health in a unique transdiagnostic sample of struggling learners; ii) test whether these constructs were equivalent for boys and girls, and; iii) compare their performance across the dimensions. Methods: 805 school-aged children, identified by practitioners as experiencing problems in cognition and learning, completed cognitive assessments, and parents/carers rated their behaviour and mental health problems. Results: Three cognitive, three behavioural, and two mental health dimensions distinguished the sample. Dimensions were structurally comparable between boys and girls, but differences in severity were present: girls had greater cognitive impairments; boys had more severe externalising problems. Conclusions: Gender biases to stereotypically male behaviours are prevalent among practitioners, even when the focus is on identifying cognitive and learning difficulties. This underscores the need to include cognitive and female-representative criteria in diagnostic systems to identify girls whose difficulties could go easily undetected.

Effects of ultra-processed food on cognition and learning of adolescents: a rapid systematic review

Overweight and obesity in adolescents are associated with high consumption of ultra-processed foods (UPF). UPF are industrially manufactured foods that contain large amounts of calories, trans fats, sugars, sodium, and chemical additives. It is also associated with lower intake of vitamins, milk, fruits and vegetables. Through adolescence, good nutrition is essential during neurodevelopment for optimal brain health. However, the relationship between UPF and educational variables are not clear; therefore, there is a lack of knowledge regarding the effect of UPF on variables such as cognition and learning processes. So, our aim was to evaluate the effects of UPF on cognition and learning of adolescents through systematic review. Understanding these effects is important because it may provide information for public health and educational policies mainly targeted at schools to ensure a healthy food environment. The results from the study showed that no study had met our eligibility criteria; however, we considered it relevant to share the findings.

Reconsidering the Use of the Mindset Assessment Profile in Educational Contexts

The Mindset Assessment Profile is a popular questionnaire purportedly designed to measure mindset—an individual’s belief in whether intelligence is malleable or stable. Despite its widespread use, the questionnaire appears to assess an individual’s need for cognition and goal orientation more than mindset. We assessed the reliability, construct validity, and factor structure of the Mindset Assessment Profile in a sample of 992 undergraduates. The reliability of the Mindset Assessment Profile was questionable (α = .63) and significantly lower than the reliability of the Implicit Theories of Intelligence Questionnaire (α = .94), an established measure of mindset. The Mindset Assessment Profile also lacked convergent and discriminant validity. Overall scores on the Mindset Assessment Profile correlated significantly more strongly with need for cognition than with mindset. Item-level analyses supported this finding: most items correlated weakly or not at all with mindset, and correlated significantly more strongly with need for cognition and learning goal orientation. Exploratory factor analysis indicated that three factors were underlying scores on the Mindset Assessment Profile: need for cognition, mindset, and performance goal orientation. Based on its questionable reliability and poor construct validity, we do not recommend that researchers and educators use the Mindset Assessment Profile to measure mindset.

Cognition (and Learning) On the Loose

Annie Murphy Paul's new book, "The Extended Mind: The Power of Thinking Outside the Brain," covers emerging research that extends our understanding of thinking beyond the typical view of "mind in the brain." Illustrated with stories, this book unpacks new recognitions, and provides the implications for the design of learning and instruction.