Mapping Complex Brain Torque Components and Their Genetic and Phenomic Architecture in 24,112 healthy individuals

The mechanisms determining the development and individual variability of brain torque (BT) remain unclear. Here, all relevant components of BT were analyzed using neuroimaging data of up to 24,112 individuals from 6 cohorts. Our large-scale data confirmed the population-level predominance of the typical anticlockwise torque and suggested a “first attenuating, then enlarging” dynamic across the lifespan primarily for frontal, occipital and perisylvian BT features. Sex/handedness differences in BT were found and were related to cognitive sex/handedness differences in verbal-numerical reasoning. We observed differential heritability of up to 56% for BT, especially in temporal language areas, and identified numerous genome- and phenome-wide significant associations pointing to neurodevelopment, cognitive functions, lifestyle, neurological and psychiatric disorders, sociodemographic, cardiovascular and anthropometric traits. This study provides a comprehensive description of BT and insights into biological and other factors that may contribute to the development and individual variations of BT.

A Gifted High School Student’s Generalization Strategies of Linear and Nonlinear Patterns via Gauss’s Approach

Mathematically gifted students have a high potential for understanding and thinking through mathematical relations and connections between mathematical concepts. Currently, it is thought that generalizing patterns algebraically can serve to provide challenges and opportunities that match their potential. This article focuses on a mathematically gifted student’s use of generalization strategies to identify linear and nonlinear patterns in the context of a matchstick problem. Data were collected from a 10th-grade gifted student’s problem-solving process in a qualitative research design. It was observed that the gifted student’s ways of generalizing the linear and nonlinear patterns were different. In a generalization process, the student used figural reasoning in the linear pattern and numerical reasoning in the nonlinear patterns. It was noted that the student explored using Gauss’s approach in structuring the general rules of nonlinear patterns. Accordingly, aside from assisting their more gifted students, mathematics teachers may want to consider ways to introduce Gaussian thinking to the benefit of all their students.

A study on verbal and numerical reasoning aptitude of college going students

Aptitude is a pronounced innate capacity or ability in a given line of endeavor such as a particular art, subject or vocation. The present study was done by using the Differential Aptitude Test (DAT) developed by George et al. (1947). The randomly selected sample consisted of 120 boys & girls from all four basic faculties like Arts, Commerce, Science and Home Science in the age range 15 to 25 years. The findings of the study denoted that the verbal reasoning ability of Science students was comparatively higher than all other faculty students. The numerical ability of Commerce students reflected very low in comparison with the Home Science, Arts and Science students. There was a positive and significant correlation between the faculties of the students and their gender in verbal reasoning ability. The numerical ability of the students in the various faculty had significant negative correlation between the gender (-0.240) and family size (-0.205).