Saima May Sidik A protein involved in wound healing can improve learning and memory in ageing mice1. Platelet factor 4 (PF4) has long been known for its role in promoting blood clotting and sealing broken blood vessels. Now, researchers are wondering whether this signalling molecule could be used to treat age-related cognitive disorders such as Alzheimer’s disease. “The therapeutic possibilities are very exciting,” says geneticist and anti-ageing scientist David Sinclair at Harvard University in Boston, Massachusetts, who was not involved in the research. The study was published on 16 August in Nature. Young blood, old brains About a decade ago, scientists discovered that blood from young mice could restore youthful properties, including learning abilities, in older mice2,3. The idea captivated Saul Villeda, a neuroscientist at the University of California, San Francisco, and a co-author of the new study. He and his colleagues have since been trying to identify the components of blood that cause this rejuvenation. Several lines of evidence suggested that PF4 might be one of these components, including the fact that young mice have higher levels of this molecule in their blood than do older mice. Villeda and his colleagues tried injecting PF4 into aged mice without including other blood components. The researchers found that the ratios of various types of immune cell shifted to become more similar to what is typically seen in younger mice. Some immune cells also reverted to a more youthful pattern of gene expression. Although PF4 was not able to cross the blood–brain barrier, its effects on the immune system also led to changes in the brain, probably through indirect mechanisms. Old mice that received doses of PF4 showed decreases in damaging inflammation in the hippocampus — a part of the brain that’s particularly vulnerable to the effects of ageing. They also showed increases in the levels of molecules that promote synaptic plasticity (the capacity to alter the strength of connections between nerve cells). © 2023 Springer Nature Limited

Related chapters from BN: Chapter 7: Life-Span Development of the Brain and Behavior
Related chapters from MM:Chapter 13: Memory and Learning
Link ID: 28874 - Posted: 08.19.2023

By Claudia Lopez Lloreda There are plenty of reasons to get off your duff and exercise—but is improving your brain one of them? The U.S. Centers for Disease Control and Prevention touts exercise as a way to “boost brain health,” while the World Health Organization suggests that about 2 hours of moderate activity or 75 minutes of vigorous activity per week can help improve thinking and memory skills. But new research reveals a more complex picture. One recent review of the literature suggests the studies tying exercise to brain health may have important limitations, including small sample sizes. Other studies suggest there is no one-size-fits-all approach to exercising as a way to boost cognition or prevent age-related cognitive decline. Still others indicate exercise may actually be harmful in people with certain medical conditions. Here’s the latest on what we know. What is the science linking exercise and improved brain function? Many studies correlate participants’ self-reported exercise with scores on cognitive tests, or track the effects of randomizing participants into groups that either exercise or remain sedentary. They typically find that the more physical activity a person does, the better their cognition. This result holds for healthy people, stroke survivors, and those with other neurological conditions such as Alzheimer’s disease. A study published earlier this year relied on genetic data to explore the effects of exercise. A team led by sports scientist Boris Cheval at the University of Geneva grouped about 350,000 people in the United Kingdom according to genetic variants associated with more or less physical activity. Those with an apparent genetic predisposition to be more active also tended to perform better on a set of cognitive tests, the researchers concluded in Scientific Reports. Other studies have focused on age-related cognitive decline. Research published in February in the Journal of Neurology, Neurosurgery & Psychiatry tracked more than 1400 people for 30 years, showing that more physical activity was associated with better cognitive performance at age 69.

Related chapters from BN: Chapter 7: Life-Span Development of the Brain and Behavior; Chapter 11: Motor Control and Plasticity
Related chapters from MM:Chapter 13: Memory and Learning; Chapter 5: The Sensorimotor System
Link ID: 28838 - Posted: 07.01.2023

By Claudia Lopez Lloreda A baby born through the vaginal canal picks up critical microbes along the way that help it stay healthy later in life. But babies delivered via cesarean section miss out on those useful, gut-colonizing bacteria, which may put them at greater risk of developing certain health conditions and developmental disorders. Now, researchers at Southern Medical University say that by exposing C-section babies to the microbes they’ve missed—an intervention called vaginal seeding—doctors can partially restore these missing gut bacteria. The procedure may even aid in their early development. Newborns delivered via C-section who received their mother’s vaginal microbes had more advanced motor and communication skills than other C-section babies months later, the team reports today in Cell Host & Microbe. But some clinicians argue these benefits for infants have not yet been proved, nor has the procedure’s safety. “This study establishes a link showing that there is a possible benefit in a select group of infants and mothers,” says Mehreen Zaigham, an obstetrician at Lund University who was not involved in the study. “But it has to be proven with larger longitudinal studies.” The microbiomes of C-section babies look a lot different from those of babies born vaginally. In particular, they have lower numbers of Lactobacillus, Escherichia, and Bacteroides bacteria in their guts. These microbes are believed to be critical for growth and are thought to help protect against asthma, allergies, obesity, and autoimmune disorders—all conditions that are more common among C-section babies. A few highly controversial studies have suggested some babies delivered by C-section may be at a greater risk of developing neurodevelopmental conditions such as autism spectrum disorder, which some researchers attribute to their disrupted microbiome. Other researchers have roundly criticized that suggestion, however. To restore the microbiomes of infants delivered by C-section, researchers have come up with a simple solution: Swab them with bacteria from their mother’s vagina shortly after they are born. This method, called vaginal seeding, was first clinically tested 7 years ago by Jose Clemente, a geneticist at the Icahn School of Medicine at Mount Sinai, and Maria Gloria Dominguez Bello, a microbial ecologist at Rutgers University, who found the procedure indeed restored microbes that C-section babies lacked. However, these results were based on a small group of just 11 babies.

Related chapters from BN: Chapter 7: Life-Span Development of the Brain and Behavior; Chapter 15: Emotions, Aggression, and Stress
Related chapters from MM:Chapter 13: Memory and Learning; Chapter 11: Emotions, Aggression, and Stress
Link ID: 28824 - Posted: 06.17.2023

By Kate Laskowski In the age-old debate about nature versus nurture — whether our characteristics are forged by our genes or our upbringing — I have an answer for you. It is both. And it is neither. I’m a behavioral ecologist who seeks to answer this question by studying a particular kind of fish. The Amazon molly (Poecilia formosa) is an experimental goldmine for these types of questions. She naturally clones herself by giving birth to offspring with identical genomes to her own and to each other’s. A second quirk of this little fish is that her offspring are born live and are completely independent from birth. This means I can control their experiences from the earliest possible age. Essentially, this fish gives me and my colleagues the opportunity to perform “twin studies” to understand how and why individuality develops. And what we’ve found may surprise you. As humans, we know the critical importance of our personalities. These persistent differences among us shape how we navigate our worlds and respond to major life events; whether we are bold or shy; whether we ask someone on a second date or not. Given the obvious importance of personality, it’s perhaps a bit surprising that scientists generally overlooked these kinds of differences in other species for a long time. Up until about 30 years ago, these differences (what I prefer to call “individuality,” as it avoids the human connotation of “personality”) were typically viewed as cute anecdotes with little evolutionary importance. Instead, researchers focused on the typical behavior of a given population. With guppies, for example — a classic workhorse of behavioral ecology research — researchers found that fish will, on average, swim more tightly together if they live among lots of predatory fish, whereas fish from areas with fewer predators spend less time schooling and more time fighting one another, as they don’t have to worry so much about being eaten. © 2023 Annual Reviews

Related chapters from BN: Chapter 7: Life-Span Development of the Brain and Behavior; Chapter 15: Emotions, Aggression, and Stress
Related chapters from MM:Chapter 13: Memory and Learning; Chapter 11: Emotions, Aggression, and Stress
Link ID: 28815 - Posted: 06.07.2023

By Cordula Hölig, Brigitte Röder, Ramesh Kekunnaya Growing up in poverty or experiencing any adversity, such as abuse or neglect, during early childhood can put a person at risk for poor health, including mental disorders, later in life. Although the underlying mechanisms are poorly understood, some studies have shown that adverse early childhood experience leaves persisting (and possibly irreversible) traces in brain structure. As neuroscientists who are investigating sensitive periods of human brain development, we agree: safe and nurturing environments are a prerequisite for healthy brain development and lifelong well-being. Thus, preventing early childhood adversity undoubtedly leads to healthier lives. Poverty and adversity can cause changes in brain development. Harms can come from exposure to violence or toxins or a lack of nutrition, caregiving, perceptual and cognitive stimulation or language interaction. Neuroscientists have demonstrated that these factors crucially influence human brain development. Advertisement We don’t know whether these changes are reversed by more favorable circumstances later in life, however. Investigating this question in humans is extremely difficult. For one, multiple biological and psychological factors through which poverty and adversity affect brain development are hard to disentangle. That’s because they often occur together: a neglected child often experiences a lack of caregiving simultaneously with malnutrition and exposure to physical violence. Secondly, a clear beginning and end of an adverse experience is hard to define. Finally, it is almost impossible to fully reverse harsh environments in natural settings because most of the time it is impossible to move children out of their families or communities.. © 2023 Scientific American

Related chapters from BN: Chapter 7: Life-Span Development of the Brain and Behavior; Chapter 17: Learning and Memory
Related chapters from MM:Chapter 13: Memory and Learning; Chapter 13: Memory and Learning
Link ID: 28783 - Posted: 05.13.2023

By Sofia Quaglia With a large blade resembling a bread knife—but without the jagged edges—Stephanie Forkel slices through the human brain lying in front of her on the dissection table. A first-year university student, Forkel is clad in an apron and protective gear. It’s her first day working in the morgue at a university hospital in Munich, Germany, where the brains of people who’ve donated their bodies to science are examined for research. Her contact lenses feel dry because of the dense formaldehyde hanging in the air. But that’s not the only reason she squints a little harder. When she looks down at the annotated brain diagram in the textbook she’s supposed to use for reference, the real human brain in front of her looks nothing like the illustrated one. That was Forkel’s first eureka moment: The standard reference shape of the brain and real brains were actually vastly divergent. As she continued her studies, she confirmed that, indeed, “every individual brain looked very different,” she recounts decades later. A growing body of research now confirms there are plenty of physical dissimilarities between individual brains, particularly when it comes to white matter—the material nestled beneath the much-prized gray matter. And it’s not just anatomical. White matter hosts connections between the brain’s sections, like a city’s streets and avenues. So behavioral patterns can arise from even small physical differences in white matter, according to a late 2022 Science paper penned by Forkel and a colleague.1 Forkel is now one of a host of researchers probing subtle differences in white matter to better understand the extent of its role in making us who we are—including how much white matter dictates variations between people’s everyday behavior, and whether it’s implicated in how some patients recover better than others from life-threatening brain injuries. © 2023 NautilusNext Inc.,

Related chapters from BN: Chapter 7: Life-Span Development of the Brain and Behavior
Related chapters from MM:Chapter 13: Memory and Learning
Link ID: 28762 - Posted: 05.03.2023

By Emily Underwood The ability to set a goal and pursue it without getting derailed by temptations or distractions is essential to nearly everything we do in life, from finishing homework to driving safely in traffic. It also places complex demands on the brain, requiring skills like working memory — the ability to keep small amounts of information in mind to perform a task — as well as impulse control and being able to rapidly adapt when rules or circumstances change. Taken together, these elements add up to something researchers call executive function. We all struggle with executive function sometimes, for example when we’re stressed or don’t get enough sleep. But in teenagers, these powers are still a work in progress, contributing to some of the contradictory behaviors and lapses in judgment — “My honor roll student did what on TikTok?” — that baffle many parents. This erratic control can be dangerous, especially when teens make impulsive choices. But that doesn’t mean the teen brain is broken, says Beatriz Luna, a developmental cognitive neuroscientist at the University of Pittsburgh and coauthor of a review on the maturation of one aspect of executive function, called cognitive control, in the 2015 Annual Review of Neuroscience. Adolescents have all the basic neural circuitry needed for executive function and cognitive control, Luna says. In fact, they have more than they need — what’s lacking is experience, which over time will strengthen some neural pathways and weaken or eliminate others. This winnowing serves an important purpose: It tailors the brain to help teens handle the demands of their unique, ever-changing environments and to navigate situations their parents may never have encountered. Luna’s research suggests that teens’ inconsistent cognitive control is key to becoming independent, because it encourages them to seek out and learn from experiences that go beyond what they’ve been actively taught. © 2023 Annual Reviews

Related chapters from BN: Chapter 18: Attention and Higher Cognition; Chapter 7: Life-Span Development of the Brain and Behavior
Related chapters from MM:Chapter 14: Attention and Higher Cognition; Chapter 13: Memory and Learning
Link ID: 28751 - Posted: 04.26.2023

Jon Hamilton Boys born to mothers who got COVID-19 while pregnant appear nearly twice as likely as other boys to be diagnosed with subtle delays in brain development. That's the conclusion of a study of more than 18,000 children born at eight hospitals in Eastern Massachusetts. Nearly 900 of the children were born to mothers who had COVID during their pregnancy. In the study, boys, but not girls, were more likely to be diagnosed with a range of developmental disorders in the first 18 months of life. These included delays in speech and language, psychological development and motor function, as well as intellectual disabilities. In older children, these differences are often associated with autism spectrum disorder, says Dr. Roy Perlis, a co-author of the study and a psychiatrist at Massachusetts General Hospital. But for the young children in this study, "it's way too soon to reliably diagnose autism," Perlis says. "All we can hope to detect at this point are more subtle sorts of things like delays in language and speech, and delays in motor milestones." The study, which relied on an analysis of electronic health records, was published in March in the journal JAMA Network Open. The finding is just the latest to suggest that a range of maternal infections can alter fetal brain development, especially in male offspring. For example, studies have found links between infections like influenza and cytomegalovirus, and disorders like autism and schizophrenia. "Male fetuses are known to be more vulnerable to maternal infectious exposures during pregnancy," says Dr. Andrea Edlow, the study's lead author and a maternal-fetal medicine specialist at Massachusetts General Hospital. © 2023 npr

Related chapters from BN: Chapter 7: Life-Span Development of the Brain and Behavior; Chapter 12: Sex: Evolutionary, Hormonal, and Neural Bases
Related chapters from MM:Chapter 13: Memory and Learning; Chapter 8: Hormones and Sex
Link ID: 28743 - Posted: 04.18.2023

By Emily Underwood Many of our defining traits — including the languages we speak and how we connect with others — can be traced back at least in part to our earliest experiences. Although our brains remain malleable throughout our lives, most neuroscientists agree that the changes that occur in the womb and in the first few years of life are among the most consequential, with an outsize effect on our risk of developmental and psychiatric conditions. “Early on in life, the brain is still forming itself,” says Claudia Lugo-Candelas, a clinical psychologist at Columbia University and coauthor of an overview of the prenatal origins of psychiatric illness in the Annual Review of Clinical Psychology. Starting from a tiny cluster of stem cells, the brain develops into a complex organ of roughly 100 billion neurons and trillions of connections in just nine months. Compared to the more subtle brain changes that occur later in life, Lugo-Candelas says, what happens in utero and shortly after birth “is like building the house, versus finishing the deck.” But just how this process unfolds, and why it sometimes goes awry, has been a hard mystery to crack, largely because so many of the key events are difficult to observe. The first magnetic resonance imaging (MRI) scans of baby and fetal brains were taken back in the early 1980s, and doctors seized on the tool to diagnose major malformations in brain structure. But neuroimaging tools that can capture the baby brain’s inner workings in detail and spy on fetal brain activity in pregnant moms are much newer developments. Today, this research, coupled with long-term studies that follow thousands of individual children for years, is giving scientists new insights into how the brain develops. These advances have propelled researchers to a different stage than they were in even five years ago, says Damien Fair, a neuroscientist at the University of Minnesota who studies developmental conditions like autism and attention deficit hyperactivity disorder (ADHD). © 2023 Annual Reviews

Related chapters from BN: Chapter 7: Life-Span Development of the Brain and Behavior
Related chapters from MM:Chapter 13: Memory and Learning
Link ID: 28718 - Posted: 03.25.2023

Jon Hamilton Mora Leeb places some pieces into a puzzle during a local puzzle tournament. The 15-year-old has grown up without the left side of her brain after it was removed when she was very young. Seth Leeb In most people, speech and language live in the brain's left hemisphere. Mora Leeb is not most people. When she was 9 months old, surgeons removed the left side of her brain. Yet at 15, Mora plays soccer, tells jokes, gets her nails done, and, in many ways, lives the life of a typical teenager. "I can be described as a glass-half-full girl," she says, pronouncing each word carefully and without inflection. Her slow, cadence-free speech is one sign of a brain that has had to reorganize its language circuits. Yet to a remarkable degree, Mora's right hemisphere has taken on jobs usually done on the left side. It's an extreme version of brain plasticity, the process that allows a brain to modify its connections to adapt to new circumstances. Brain plasticity is thought to underlie learning, memory, and early childhood development. It's also how the brain revises its circuitry to help recover from a brain injury — or, in Mora's case, the loss of an entire hemisphere. Scientists hope that by understanding the brains of people like Mora, they can find ways to help others recover from a stroke or traumatic brain injury. They also hope to gain a better understanding of why very young brains are so plastic. Sometime in the third trimester of Ann Leeb's pregnancy, the child she was carrying had a massive stroke on the left side of her brain. No one knew it at the time. © 2023 npr

Related chapters from BN: Chapter 7: Life-Span Development of the Brain and Behavior; Chapter 3: Neurophysiology: The Generation, Transmission, and Integration of Neural Signals
Related chapters from MM:Chapter 13: Memory and Learning; Chapter 3: The Chemistry of Behavior: Neurotransmitters and Neuropharmacology
Link ID: 28714 - Posted: 03.23.2023

Heidi Ledford A mouse’s brain (red and blue) hosts a human astrocyte (green) that arose from transplanted neural stem cells.Credit: Liu et al./Cell (2023) In a technical “tour de force”, researchers have analysed multiple traits of individual cells to pinpoint those that give rise to crucial components of the human brain. The analysis, published on 16 March in Cell1, uses a combination of protein and RNA analysis to painstakingly purify and classify individual stem cells and their close relatives isolated from human brains. Researchers then injected different types of cell into mice and monitored the cells as they divided and their progeny took on specialized roles in the brain. The hope is that this study, and others like it, will illuminate how such developmental programmes go awry in neurological diseases — and how they can be harnessed to create new therapies. “The census of stem and progenitor cells in the developing human brain is really just beginning,” says Arnold Kriegstein, a developmental neuroscientist at the University of California, San Francisco, who was not involved in the research. “This work offers a nice window into some of that complexity.” The brain is an intricate symphony of different cells, each of which performs essential functions. Star-shaped cells known as astrocytes, for example, are important for supporting metabolism in neurons, and loss of astrocyte function is linked to neurodegenerative conditions such as Alzheimer’s disease. Oligodendrocytes are cells that create a protective, insulating sheath around the connections between neurons. When they are damaged — as in diseases such as multiple sclerosis — communication between neurons slows or stops altogether. © 2023 Springer Nature Limited

Related chapters from BN: Chapter 7: Life-Span Development of the Brain and Behavior
Related chapters from MM:Chapter 13: Memory and Learning
Link ID: 28707 - Posted: 03.18.2023

By Jacob Beck, Sam Clarke Imagine hosting a party. You arrange snacks, curate a playlist and place a variety of beers in the refrigerator. Your first guest shows up, adding a six-pack before taking one bottle for himself. You watch your next guest arrive and contribute a few more beers, minus one for herself. Ready for a drink, you open the fridge and are surprised to find only eight beers remaining. You haven't been consciously counting the beers, but you know there should be more, so you start poking around. Sure enough, in the crisper drawer, behind a rotting head of romaine, are several bottles. How did you know to look for the missing beer? It's not like you were standing guard at the refrigerator, tallying how many bottles went in and out. Rather you were using what cognitive scientists call your number sense, a part of the mind that unconsciously solves simple math problems. While you were immersed in conversation with guests, your number sense was keeping tabs on how many beers were in the fridge. For a long time scientists, mathematicians and philosophers have debated whether this number sense comes preinstalled or is learned over time. Plato was among the first in the Western tradition to propose that humans have innate mathematical abilities. In Plato's dialogue Meno, Socrates coaxes the Pythagorean theorem out of an uneducated boy by asking him a series of simple questions. Socrates's takeaway is that the boy had innate knowledge of the Pythagorean theorem all along; the questioning just helped him express it. In the 17th century John Locke rejected this idea, insisting that the human mind begins as a tabula rasa, or blank slate, with almost all knowledge acquired through experience. This view, known as empiricism, in contrast to Plato's nativism, was later further developed by John Stuart Mill, who argued that we learn two plus three is five by seeing many examples where it holds true: two apples and three apples make five apples, two beers and three beers make five beers, and so on.

Related chapters from BN: Chapter 7: Life-Span Development of the Brain and Behavior; Chapter 17: Learning and Memory
Related chapters from MM:Chapter 13: Memory and Learning; Chapter 13: Memory and Learning
Link ID: 28693 - Posted: 03.08.2023

by Laura Dattaro Neurons deep in the prefrontal cortex of fragile X model mice have trouble generating the electrical spikes needed to transmit information, according to a new study. The difficulty originates from faulty sodium channels. Fragile X syndrome, one of the leading genetic causes of autism, results from mutations in the gene FMR1. People with the condition often have difficulty with executive-function skills, such as working memory and planning. The new study may explain why, says Randi Hagerman, medical director of the MIND Institute at the University of California, Davis: The disruption to signals propagating through the prefrontal cortex may impede the region’s role in coordinating communication among other parts of the brain. Some drugs that regulate sodium channels, such as the diabetes drug metformin, are already approved for use in people. “This is a great animal model to look at the effects of medication,” says Hagerman, who was not involved in the new work. Mutations in the autism-linked gene SCN2A, which encodes a protein for the sodium channel Nav1.2, also suppress dendritic spikes, researchers previously showed in mice. The cellular mechanism for channel disruption is different between the models, but it’s possible that multiple genetic causes of autism “coalesce around sodium channel disfunction,” says Darrin Brager, research associate professor of neuroscience at the University of Texas at Austin and lead investigator on the FMR1 study. “The same channel is altered, and that’s changing the way the cells are able to integrate information and transmit it.” © 2023 Simons Foundation

Related chapters from BN: Chapter 7: Life-Span Development of the Brain and Behavior; Chapter 3: Neurophysiology: The Generation, Transmission, and Integration of Neural Signals
Related chapters from MM:Chapter 13: Memory and Learning; Chapter 3: The Chemistry of Behavior: Neurotransmitters and Neuropharmacology
Link ID: 28677 - Posted: 02.22.2023

By Allison Whitten The neocortex stands out as a stunning achievement of biological evolution. All mammals have this swath of tissue covering their brain, and the six layers of densely packed neurons within it handle the sophisticated computations and associations that produce cognitive prowess. Since no animals other than mammals have a neocortex, scientists have wondered how such a complex brain region evolved. The brains of reptiles seemed to offer a clue. Not only are reptiles the closest living relatives of mammals, but their brains have a three-layered structure called a dorsal ventricular ridge, or DVR, with functional similarities to the neocortex. For more than 50 years, some evolutionary neuroscientists have argued that the neocortex and the DVR were both derived from a more primitive feature in an ancestor shared by mammals and reptiles. Now, however, by analyzing molecular details invisible to the human eye, scientists have refuted that view. By looking at patterns of gene expression in individual brain cells, researchers at Columbia University showed that despite the anatomical similarities, the neocortex in mammals and the DVR in reptiles are unrelated. Instead, mammals seem to have evolved the neocortex as an entirely new brain region, one built without a trace of what came before it. The neocortex is composed of new types of neurons that seem to have no precedent in ancestral animals. The paper describing this work, which was led by the evolutionary and developmental biologist Maria Antonietta Tosches, was published last September in Science. This process of evolutionary innovation in the brain isn’t limited to the creation of new parts. Other work by Tosches and her colleagues in the same issue of Science showed that even seemingly ancient brain regions are continuing to evolve by getting rewired with new types of cells. The discovery that gene expression can reveal these kinds of important distinctions between neurons is also prompting researchers to rethink how they define some brain regions and to reassess whether some animals might have more complex brains than they thought. All Rights Reserved © 2023

Related chapters from BN: Chapter 7: Life-Span Development of the Brain and Behavior; Chapter 6: Evolution of the Brain and Behavior
Related chapters from MM:Chapter 13: Memory and Learning
Link ID: 28668 - Posted: 02.15.2023

By Elizabeth Pennisi Biologists have long known that new protein-coding genes can arise through the duplication and modification of existing ones. But some protein genes can also arise from stretches of the genome that once encoded aimless strands of RNA instead. How new protein genes surface this way has been a mystery, however. Now, a study identifies mutations that transform seemingly useless DNA sequences into potential genes by endowing their encoded RNA with the skill to escape the cell nucleus—a critical step toward becoming translated into a protein. The study’s authors highlight 74 human protein genes that appear to have arisen in this de novo way—more than half of which emerged after the human lineage branched off from chimpanzees. Some of these newcomer genes may have played a role in the evolution of our relatively large and complex brains. When added to mice, one made the rodent brains grow bigger and more humanlike, the authors report this week in Nature Ecology & Evolution. “This work is a big advance,” says Anne-Ruxandra Carvunis, an evolutionary biologist at the University of Pittsburgh, who was not involved with the research. It “suggests that de novo gene birth may have played a role in human brain evolution.” Although some genes encode RNAs that have structural or regulatory purposes themselves, those that encode proteins instead create an intermediary RNA. Made in the nucleus like other RNAs, these messenger RNAs (mRNAs) exit into the cytoplasm and travel to organelles called ribosomes to tell them how to build the gene’s proteins. A decade ago, Chuan-Yun Li, an evolutionary biologist at Peking University, and colleagues discovered that some human protein genes bore a striking resemblance to DNA sequences in rhesus monkeys that got transcribed into long noncoding RNAs (lncRNAs), which didn’t make proteins or have any other apparent purpose. Li couldn’t figure out what it had taken for those stretches of monkey DNA to become true protein-coding genes in humans. © 2023 American Association for the Advancement of Science.

Related chapters from BN: Chapter 6: Evolution of the Brain and Behavior; Chapter 7: Life-Span Development of the Brain and Behavior
Related chapters from MM:Chapter 13: Memory and Learning
Link ID: 28624 - Posted: 01.07.2023

By Freda Kreier Living through the COVID-19 pandemic may have matured teens’ brains beyond their years. From online schooling and social isolation to economic hardship and a mounting death count, the last few years have been rough on young people. For teens, the pandemic and its many side effects came during a crucial window in brain development. Now, a small study comparing brain scans of young people from before and after 2020 reveals that the brains of teens who lived through the pandemic look about three years older than expected, scientists say. This research, published December 1 in Biological Psychiatry: Global Open Science, is the first to look at the impact of the pandemic on brain aging. The finding reveals that “the pandemic hasn’t been bad just in terms of mental health for adolescents,” says Ian Gotlib, a clinical neuroscientist at Stanford University. “It seems to have altered their brains as well.” The study can’t link those brain changes to poor mental health during the pandemic. But “we know there is a relationship between adversity and the brain as it tries to adapt to what it’s been given,” says Beatriz Luna, a developmental cognitive neuroscientist at the University of Pittsburgh, who wasn’t involved in the research. “I think this is a very important study that sets the ball rolling for us to look at this.” The roots of this study date back to nearly a decade ago, when Gotlib and his colleagues launched a project in California’s Bay Area to study depression in adolescents. The researchers were collecting information on the mental health of the kids in the study, and did MRI scans of their brains. © Society for Science & the Public 2000–2023.

Related chapters from BN: Chapter 7: Life-Span Development of the Brain and Behavior; Chapter 15: Emotions, Aggression, and Stress
Related chapters from MM:Chapter 13: Memory and Learning; Chapter 11: Emotions, Aggression, and Stress
Link ID: 28620 - Posted: 01.04.2023

By Ellen Barry The effect of social media use on children is a fraught area of research, as parents and policymakers try to ascertain the results of a vast experiment already in full swing. Successive studies have added pieces to the puzzle, fleshing out the implications of a nearly constant stream of virtual interactions beginning in childhood. A new study by neuroscientists at the University of North Carolina tries something new, conducting successive brain scans of middle schoolers between the ages of 12 and 15, a period of especially rapid brain development. The researchers found that children who habitually checked their social media feeds at around age 12 showed a distinct trajectory, with their sensitivity to social rewards from peers heightening over time. Teenagers with less engagement in social media followed the opposite path, with a declining interest in social rewards. The study, published on Tuesday in JAMA Pediatrics, is among the first attempts to capture changes to brain function correlated with social media use over a period of years. The study has important limitations, the authors acknowledge. Because adolescence is a period of expanding social relationships, the brain differences could reflect a natural pivot toward peers, which could be driving more frequent social media use. “We can’t make causal claims that social media is changing the brain,” said Eva H. Telzer, an associate professor of psychology and neuroscience at the University of North Carolina, Chapel Hill, and one of the authors of the study. But, she added, “teens who are habitually checking their social media are showing these pretty dramatic changes in the way their brains are responding, which could potentially have long-term consequences well into adulthood, sort of setting the stage for brain development over time.” © 2023 The New York Times Company

Related chapters from BN: Chapter 7: Life-Span Development of the Brain and Behavior; Chapter 17: Learning and Memory
Related chapters from MM:Chapter 13: Memory and Learning; Chapter 13: Memory and Learning
Link ID: 28619 - Posted: 01.04.2023

Heidi Ledford Severe COVID-19 is linked to changes in the brain that mirror those seen in old age, according to an analysis of dozens of post-mortem brain samples1. The analysis revealed brain changes in gene activity that were more extensive in people who had severe SARS-CoV-2 infections than in uninfected people who had been in an intensive care unit (ICU) or had been put on ventilators to assist their breathing — treatments used in many people with serious COVID-19. The study, published on 5 December in Nature Aging, joins a bevy of publications cataloguing the effects of COVID-19 on the brain. “It opens a plethora of questions that are important, not only for understanding the disease, but to prepare society for what the consequences of the pandemic might be,” says neuropathologist Marianna Bugiani at Amsterdam University Medical Centers. “And these consequences might not be clear for years.” Maria Mavrikaki, a neurobiologist at the Beth Israel Deaconess Medical Center in Boston, Massachusetts, embarked on the study about two years ago, after seeing a preprint, later published as a paper2, that described cognitive decline after COVID-19. She decided to follow up to see whether she could find changes in the brain that might trigger the effects. She and her colleagues studied samples taken from the frontal cortex — a region of the brain closely tied to cognition — of 21 people who had severe COVID-19 when they died and one person with an asymptomatic SARS-CoV-2 infection at death. The team compared these with samples from 22 people with no known history of SARS-CoV-2 infection. Another control group comprised nine people who had no known history of infection but had spent time on a ventilator or in an ICU — interventions that can cause serious side effects. The team found that genes associated with inflammation and stress were more active in the brains of people who had had severe COVID-19 than in the brains of people in the control group. Conversely, genes linked to cognition and the formation of connections between brain cells were less active. © 2022 Springer Nature Limited

Related chapters from BN: Chapter 7: Life-Span Development of the Brain and Behavior; Chapter 2: Functional Neuroanatomy: The Cells and Structure of the Nervous System
Related chapters from MM:Chapter 13: Memory and Learning; Chapter 2: Neurophysiology: The Generation, Transmission, and Integration of Neural Signals
Link ID: 28584 - Posted: 12.06.2022

Allison Whitten Our understanding of the inner workings of the human brain has long been held back by the practical and ethical difficulty of observing human neurons develop, connect and interact. Today, in a new study published in Nature, neuroscientists at Stanford University led by Sergiu Paşca report that they have found a new way to study human neurons — by transplanting human brainlike tissue into rats that are just days old, when their brains have not yet fully formed. The researchers show that human neurons and other brain cells can grow and integrate themselves into the rat’s brain, becoming part of the functional neural circuitry that processes sensations and controls aspects of behaviors. Using this technique, scientists should be able to create new living models for a wide range of neurodevelopmental disorders, including at least some forms of autism spectrum disorder. The models would be just as practical for neuroscientific lab studies as current animal models are but would be better stand-ins for human disorders because they would consist of real human cells in functional neural circuits. They could be ideal targets for modern neuroscience tools that are too invasive to use in real human brains. “This approach is a step forward for the field and offers a new way to understand disorders of neuronal functioning,” said Madeline Lancaster, a neuroscientist at the MRC Laboratory of Molecular Biology in Cambridge, U.K., who was not involved in the work. The work also marks an exciting new chapter in the use of neural organoids. Nearly 15 years ago, biologists discovered that human stem cells could self-organize and grow into small spheres that held different types of cells and resembled brain tissue. These organoids opened a new window into the activities of brain cells, but the view has its limits. While neurons in a dish can connect to each other and communicate electrically, they can’t form truly functional circuits or attain the full growth and computational prowess of healthy neurons in their natural habitat, the brain. Pioneering work by various research groups proved years ago that human brain organoids could be inserted into the brains of adult rats and survive. But the new study shows for the first time that the burgeoning brain of a newborn rat will accept human neurons and allow them to mature, while also integrating them into local circuits capable of driving the rat’s behavior. All Rights Reserved © 2022

Related chapters from BN: Chapter 7: Life-Span Development of the Brain and Behavior
Related chapters from MM:Chapter 13: Memory and Learning
Link ID: 28512 - Posted: 10.13.2022

Nicola Davis Science correspondent If the taste of kale makes you screw up your face, you are not alone: researchers have observed foetuses pull a crying expression when exposed to the greens in the womb. While previous studies have suggested our food preferences may begin before birth and can be influenced by the mother’s diet, the team says the new research is the first to look directly at the response of unborn babies to different flavours. “[Previously researchers] just looked at what happens after birth in terms of what do [offspring] prefer, but actually seeing facial expressions of the foetus when they are getting hit by the bitter or by the non-bitter taste, that is something which is completely new,” said Prof Nadja Reissland, from Durham University, co-author of the research. Writing in the journal Psychological Science, the team noted that aromas from the mother’s diet were present in the amniotic fluid. Taste buds can detect taste-related chemicals from 14 weeks’ gestation, and odour molecules can be sensed from 24 weeks’ gestation. To delve into whether foetuses differentiate specific flavours, the team looked at ultrasound scans from almost 70 pregnant women, aged 18 to 40 from the north-east of England, who were split into two groups. One group was asked to take a capsule of powdered kale 20 minutes before an ultrasound scan, and the other was asked to take a capsule of powdered carrot. Vegetable consumption by the mothers did not differ between the kale and carrot group. The team also examined scans from 30 women, taken from an archive, who were not given any capsules. All the women were asked to refrain from eating anything else in the hour before their scans. The team then carried out a frame-by-frame analysis of the frequency of a host of different facial movements of the foetuses, including combinations that resembled laughing or crying. Overall, the researchers examined 180 scans from 99 foetuses, scanned at either 32 weeks, 36 weeks, or at both time points. © 2022 Guardian News & Media Limited

Related chapters from BN: Chapter 7: Life-Span Development of the Brain and Behavior; Chapter 9: Hearing, Balance, Taste, and Smell
Related chapters from MM:Chapter 13: Memory and Learning; Chapter 6: Hearing, Balance, Taste, and Smell
Link ID: 28493 - Posted: 09.28.2022