Topic: frontal theta power

Acquiring a new skill, such as playing the piano, initially demands significant cognitive control. As one becomes proficient, reliance on cognitive control reduces, enabling skill automation. In adults, this transition is behaviourally evident through improved response times and accuracy, and neurally, by reduced frontal theta power across learning. However, our understanding of this transition throughout developmental stages is limited, especially concerning children and adolescents' ability to disengage cognitive control for skill automation. To address this gap, we measured neural activity

Flexibility is a key skill to deal with unexpected emergencies. However, successful flexible behaviour can necessitate different types of cognitive and behavioural changes depending on the current task demands. For example, sometimes we might have to flexibly shift our attention (sensory flexibility), alter our actions (motor flexibility), or change our task goals (goal flexibility). So far, it is unclear if flexible alterations of different aspects of cognitive functions rely on a same, shared set of mechanisms (e.g., a general “flexibility network” in the brain) or several domain-specific me