Previous TBI increased the risk of frontotemporal dementia in those without a genetic risk factor for FTD. Additionally, researchers found those with FTD tend to be less educated than those with Alzheimer's disease.
Parents' genes linked to both cognitive and non-cognitive skills affect their child's educational outcomes, a new study reports.
Pre-school-aged children with better vocabulary and attention skills before they begin school are more likely to perform better in an educational setting than their peers with less well-developed vocabulary and attention skills.
Men who are happily married and have embarked upon higher education have a greater probability of outliving women. The findings challenge the conventional belief that most women outlive men.
Children who attend school close to busy roads and traffic are more likely to experience deficits in working memory and attention, a new study reports.
Study reports medications for ADHD have little detectable impact on how much a child with attention deficit hyperactivity disorder learns in the classroom. However, the medications helped children retain attention, improve classroom behavior, and improve seat-time work.
Socioemotional behavior at age eight predicted health behaviors during midlife both directly and indirectly through education.
The combination of physical activity and social interactions children experience during recess helps reduce stress and improve focus back in the classroom.
Study reports play-based learning may positively impact a young child's acquisition of math skills compared to direct teaching.
Older adults with an academic background showed lower increases of signs of brain degeneration than those who were less educated, a new study reports.
Children from lower socioeconomic backgrounds with stronger connectivity between the lateral frontoparietal network and default mode network performed better in educational tests than those with weaker connectivity. The reverse was true for children from more privileged backgrounds.
Study reveals children who were given nutritionally modified formula as infants performed no better on educational tests of math and English than those who received standard formula.
