MRC Cognition and Brain Sciences UnitAs the first cases of COVID-19 reached the shores of the United Kingdom, the government imposed a national lockdown to protect public health. After schools closed, young people suddenly faced a radically restricted lifestyle, one usually poor in social experiences like interactions with peers. Given the importance of such experiences during development, there was widespread […]
Can genes predict autism traits in people with intellectual disabilities?
Around 1% of people around the world have an intellectual disability (ID), otherwise known as a learning disability. While these disabilities can impact many aspects of life, we are only beginning to understand their genetic causes due to recent advancements in gene sequencing methods. These technologies have allowed researchers to also look at how specific […]
Doing Things Differently: How Memory and Attention Shape the Way Children Learn
Although most of us experience early education in a typical classroom setting, we all learn differently. For those with neurodevelopmental conditions like ADHD, dyslexia, and autism, it can be particularly hard to pick up new skills and knowledge in a classroom. In this study, researchers at the MRC CBU looked at how variations in children’s […]
Moving beyond narrow diagnoses with the help of brain networks
When kids struggle in school, one of the first steps toward getting them help is often labelling their difficulties with a formal diagnosis, like attention deficit and hyperactivity disorder (ADHD), autism, or dyslexia. But few children experience symptoms that fit neatly a single category – a complication that has hindered efforts to uncover the origin […]
CALM takes a child-centred approach to developmental difficulties with learning
Why do certain children struggle to learn? Traditionally, researchers have sought to answer this question by looking at specific groups of children, such as children with ADHD or dyslexia, for example. But the Centre for Attention, Learning, and Memory (CALM) is taking a different approach, building a large cohort of children who were referred by […]
The PiPPIN study follows patients with an understudied neurological illness
Many of our most foundational human abilities rely, in some way, on neurons located in the frontal and temporal lobes of the brain. It comes as no surprise, then, that frontotemporal damage – through a stroke, for instance, or a neurodegenerative disease – can result in a wide range of symptoms, from difficulties with speech […]
The Lifebrain project sketches a complete picture of the brain across the lifespan
Over the course of our lifetimes, each of us has unique experiences: we may receive a certain education, develop unique abilities, and suffer particular diseases or setbacks. How does the brain change in dialogue with experience over the lifespan, and which factors contribute to its health and flourishing? In order to answer this question, the […]
The CamCAN study investigates the neuroscience of aging well
Brain structure changes dramatically as we get older. But changes in cognition are more varied: most of us experience rapid decline of abilities, such as memory, and almost no decline at all in others, such as language comprehension. How does the brain reorganise later in life, and why are these structural changes linked to the […]
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