Given the longitudinal relationships identified between early attentional control and learning in academic settings [ 9, 10], and the causal role that impaired control of attention may play in disrupting learning in several disorders [ 11 14], the current results open a number of avenues for future work.
Previous experiments investigating the interaction between attention and motor control and learning have commonly employed data-limited secondary tasks [11], [17], [18], [25], [26] or the decision-limited secondary task was of unknown varying difficulty [15], [16].
The direct linkage between the functional recruitment of executive control for motor control and learning has not been well established.
Mice deficient for Rac3 do not show impaired cortical development and new-born mice do not show any obvious phenotypes, while the results of behavioral tests on motor coordination and learning showed some difference between control and Rac3-deficient mice (Corbetta et al. 2005).
It is also important to collect comparative data between control and criterion groups, since the sample of children presented herein shows learning difficulties.
This creates tension between assessment and learning.
There was no significant difference in design learning scores between controls and patients with left temporal lobe epilepsy (mean = 71.49, SD = 18.53) or between patients with left and right temporal lobe epilepsy.
To determine which families were most discriminatory between controls and colitis, we applied the machine-learning algorithm Random Forests to family level abundance data.
Our control data on individual responsiveness to sucrose identified a positive correlation between the gustatory responsiveness score and learning score of the bees.
Striking a balance between controlling what we can and being completely flexible and accepting about everything else -- and learning the difference between the two -- seemed key to me.
