[Article Review] Nourishing the Mind: How Early Nutrition Shapes Cognitive Outcomes in Children

Reference

Anjos, T., Altmäe, S., Emmett, P., Tiemeier, H., Closa-Monasterolo, R., Luque, V., ... & Campoy, C., & The NUTRIMENTHE Research Group. (2013). Nutrition and neurodevelopment in children: focus on NUTRIMENTHE project. European Journal of Nutrition, 52(8), 1825-1842. https://doi.org/10.1007/s00394-013-0560-4

Review

Anjos et al. (2013) delve into the potential links between early nutrition and subsequent cognitive performance in children. Recognizing the profound implications this relationship holds for health policy, human biology, economic development, and beyond, the article gives weight to the role of maternal diet during gestation and its potential to mold future cognitive and behavioral outcomes of the offspring.

Central to the review is the acknowledgment of certain micronutrients—specifically folate, n-3 fatty acids, and iron—as playing pivotal roles in brain development. While the advocacy for nutrient-rich diets for pregnant women isn't novel, the article brings to light the notion that simplistic, single-nutrient supplementation may not be as effective as more comprehensive formulas. This perspective offers a more nuanced view of nutritional recommendations, suggesting that a holistic approach might be more effective. Additionally, the review appropriately underscores the importance of considering genetic variability in future research endeavors. A notable element of this work is its presentation of the European Project NUTRIMENTHE, which aims to further unravel the complexities of nutrition’s impact on cognition and behavior in children.

Anjos et al. (2013) offer a balanced overview of the existing evidence connecting nutrition to cognitive and behavioral outcomes in children. By emphasizing the need for further research, especially in the realm of holistic supplementation and genetic factors, the review aptly points towards future research directions and provides foundational knowledge for those interested in the nexus of nutrition and neurodevelopment.

[Article Review] Unlocking the Brain's Math Potential: How Mental Arithmetic Affects High School Math Performance

Reference

Price, G. R., Mazzocco, M. M. M., & Ansari, D. (2013). Why Mental Arithmetic Counts: Brain Activation during Single Digit Arithmetic Predicts High School Math Scores. Journal of Neuroscience, 33(1), 156-163. https://doi.org/10.1523/JNEUROSCI.2936-12.2013

Review

In this article, the authors sought to determine whether individual differences in the brain mechanisms for arithmetic underlie variability in high school mathematical competence. They used functional magnetic resonance imaging (fMRI) to correlate brain responses to single-digit calculation with standard scores on the Preliminary Scholastic Aptitude Test (PSAT) math subtest in high school seniors. The results showed that PSAT math scores correlated positively with calculation activation in the left supramarginal gyrus and bilateral anterior cingulate cortex, regions known to be engaged during arithmetic fact retrieval. Conversely, greater activation in the right intraparietal sulcus during calculation, a region involved in numerical quantity processing, was related to lower PSAT math scores.

The findings of Price et al. (2013) suggest that the relative engagement of brain mechanisms associated with procedural versus memory-based calculation of single-digit arithmetic problems is related to high school-level mathematical competence. This highlights the fundamental role that mental arithmetic fluency plays in the acquisition of higher-level mathematical competence. The study adds valuable information to the existing body of research on the neural basis of individual differences in mathematical ability and emphasizes the importance of mental arithmetic in predicting high school math performance.

Despite its significant findings, the study by Price et al. (2013) is not without limitations. The sample size was relatively small, and future research could benefit from including a larger, more diverse group of participants. Additionally, longitudinal studies are needed to explore the development of brain activation patterns over time, as well as the influence of various interventions aimed at improving mental arithmetic skills. Nonetheless, this study provides valuable insights into the neural correlates of mathematical competence and has implications for educational practices and interventions.