Age Differences
age differences
Age differences in cortical network flexibility and motor learning ability
Learning-to-read and dyslexia: a cross-language computational perspective
How do children learn to read in different countries? How do deficits in various components of the reading network affect learning outcomes? What are the consequences of such deficits in different languages? In this talk, I will present a full-blown developmentally plausible computational model of reading acquisition that has been implemented in English, French, Italian and German. The model can simulate individual learning trajectories and intervention outcomes on the basis of three component skills: orthography, phonology, and vocabulary. I will use the model to show how cross-language differences affect the learning-to-read process in different languages and to investigate to what extent similar deficits will produce similar or different manifestations of dyslexia in different languages.
Neural correlates of cognitive control across the adult lifespan
Cognitive control involves the flexible allocation of mental resources during goal-directed behaviour and comprises three correlated but distinct domains—inhibition, task shifting, and working memory. Healthy ageing is characterised by reduced cognitive control. Professor Cheryl Grady and her team have been studying the influence of age differences in large-scale brain networks on the three control processes in a sample of adults from 20 to 86 years of age. In this webinar, Professor Cheryl Grady will describe three aspects of this work: 1) age-related dedifferentiation and reconfiguration of brain networks across the sub-domains 2) individual differences in the relation of task-related activity to age, structural integrity and task performance for each sub-domain 3) modulation of brain signal variability as a function of cognitive load and age during working memory. This research highlights the reduction in dynamic range of network activity that occurs with ageing and how this contributes to age differences in cognitive control. Cheryl Grady is a senior scientist at the Rotman Research Institute at Baycrest, and Professor in the departments of Psychiatry and Psychology at the University of Toronto. She held the Canada Research Chair in Neurocognitive Aging from 2005-2018 and was elected as a Fellow of the Royal Society of Canada in 2019. Her research uses MRI to determine the role of brain network connectivity in cognitive ageing.
Analogical Reasoning and Executive Functions - A Life Span Approach
From a developmental standpoint, it has been argued that two major complementary factors contribute to the development of analogy comprehension: world knowledge and executive functions. Here I will provide evidence in support of the second view. Beyond paradigms that manipulate task difficulty (e.g., number and types of distractors and semantic distance between domains) we will provide eye-tracking data that describes differences in the way children and adults compare the base and target domains in analogy problems. We will follow the same approach with ageing people. This latter population provides a unique opportunity to disentangle the contribution of knowledge and executive processes in analogy making since knowledge is (more than) preserved and executive control is decreasing. Using this paradigm, I will show the extent to which world knowledge (assessed through vocabulary) compensates for decreasing executive control in older populations. Our eye-tracking data suggests that, to a certain extent, differences between younger and older adults are analogous to the differences between younger adults and children in the way they compare the base and the target domains in analogy problems.