This technique uses the passive diffusion of water molecules to infer properties of the surrounding tissue. DW-MRI has been extensively employed to investigate how individual differences in

behavior are related to variability in white matter microstructure on a range of different cognitive tasks and also to examine the effect experiential learning might have on brain structural connectivity. Using diffusion tensor tractography, large white matter AZD6244 pathways have been traced in vivo and used to explore patterns of white matter projections between different brain regions. Recent findings suggest that diffusion-weighted imaging might even be used to measure functional differences in water diffusion during task performance. This review describes some research highlights in diffusion-weighted imaging and how this technique can be employed to further our understanding of cognitive function.”
“Background. Recent research has documented a link between attention problems at school entry and later academic achievement. Little is known about the association of change in attention problems during the

early school years Selleckchem A 769662 with subsequent change in academic achievement.

Method. A community-based cohort was followed Lip and assessed for attention problems at ages 6 and 11 (Teacher Report Form; TRF) and for academic achievement in math and reading at ages 11 and 17 (Woodcock-Johnson Psycho-Educational Battery). Liothyronine Sodium Complete data were available on 590 children (72% of the initial sample). Ordinary least squares regressions were used to estimate change in academic achievement from age 11 to age 17 in relation to change in TRF-attention problems from

age 6 to age 11. Children’s IQ and family factors were statistically controlled.

Results. Change in teachers’ ratings of attention problems from age 6 to age 11 was negatively associated with change in math and reading from age 11 to age 17, controlling for children’s IQ and family factors. Externalizing problems had no significant association with change in math or reading, when added to the multivariable model.

Conclusions. Increases in teacher-rated attention problems from age 6 to age 11 were followed by declines in academic achievement from age 11 to age 17; decreases were followed by gains. The results underscore the need for research on the course of attention problems, the testing of interventions to address children’s early attention problems and the evaluation of their effects On Subsequent academic achievement.”
“Axon branching is a complex morphological process, the regulation of which we are just beginning to understand. Many factors known to be important for axon growth and guidance have emerged as key regulators of axon branching.