UNASSIGNED: Hoarding disorder (HD) is characterized by cognitive control impairments and abnormal brain activity in the insula and anterior cingulate cortex (ACC) during disposal of personal items or certain executive function tasks. However, whether there are any changes in resting-state functional connectivity of the insula and ACC remains unclear.
UNASSIGNED: A total of 55 subjects, including 24 patients with HD and 31 healthy controls (HCs), participated in the study. We acquired resting-state functional magnetic resonance imaging data and examined group differences in functional connectivity from the insula and ACC in whole-brain voxels.
UNASSIGNED: In patients with HD, functional connectivity was significantly lower between the right insula and right inferior frontal gyrus (IFG) and left superior temporal gyrus (STG) compared to HCs. There was no correlation between these connectivities and HD symptoms.
UNASSIGNED: Although the clinical implication is uncertain, our results suggest that patients with HD have resting-state functional alterations between the insula and IFG and STG, corresponding with the results of previous fMRI studies. These findings provide new insight into the neurobiological basis of HD.

Substance use disorders (SUDs) are seen as a continuum ranging from goal-directed and hedonic drug use to loss of control over drug intake with aversive consequences for mental and physical health and social functioning. The main goals of our interdisciplinary German collaborative research centre on Losing and Regaining Control over Drug Intake (ReCoDe) are (i) to study triggers (drug cues, stressors, drug priming) and modifying factors (age, gender, physical activity, cognitive functions, childhood adversity, social factors, such as loneliness and social contact/interaction) that longitudinally modulate the trajectories of losing and regaining control over drug consumption under real-life conditions. (ii) To study underlying behavioural, cognitive and neurobiological mechanisms of disease trajectories and drug-related behaviours and (iii) to provide non-invasive mechanism-based interventions. These goals are achieved by: (A) using innovative mHealth (mobile health) tools to longitudinally monitor the effects of triggers and modifying factors on drug consumption patterns in real life in a cohort of 900 patients with alcohol use disorder. This approach will be complemented by animal models of addiction with 24/7 automated behavioural monitoring across an entire disease trajectory; i.e. from a naïve state to a drug-taking state to an addiction or resilience-like state. (B) The identification and, if applicable, computational modelling of key molecular, neurobiological and psychological mechanisms (e.g., reduced cognitive flexibility) mediating the effects of such triggers and modifying factors on disease trajectories. (C) Developing and testing non-invasive interventions (e.g., Just-In-Time-Adaptive-Interventions (JITAIs), various non-invasive brain stimulations (NIBS), individualized physical activity) that specifically target the underlying mechanisms for regaining control over drug intake. Here, we will report on the most important results of the first funding period and outline our future research strategy.

Inhibitory control is a crucial cognitive-control ability for behavioral flexibility that has been extensively investigated through action-stopping tasks. Multiple neurophysiological features have been proposed to represent \'signatures\' of inhibitory control during action-stopping, though the processes signified by these signatures are still controversially discussed. The present study aimed to disentangle these processes by comparing simple stopping situations with those in which additional action revisions were needed. Three experiments in female and male humans were performed to characterize the neurophysiological dynamics involved in action-stopping and - changing, with hypotheses derived from recently developed two-stage \'pause-then-cancel\' models of inhibitory control. Both stopping and revising an action triggered an early broad \'pause\'-process, marked by frontal EEG β-bursts and non-selective suppression of corticospinal excitability. However, partial-EMG responses showed that motor activity was only partially inhibited by this \'pause\', and that this activity can be further modulated during action-revision. In line with two-stage models of inhibitory control, subsequent frontocentral EEG activity after this initial \'pause\' selectively scaled depending on the required action revisions, with more activity observed for more complex revisions. This demonstrates the presence of a selective, effector-specific \'retune\' phase as the second process involved in action-stopping and -revision. Together, these findings show that inhibitory control is implemented over an extended period of time and in at least two phases. We are further able to align the most commonly proposed neurophysiological signatures to these phases and show that they are differentially modulated by the complexity of action-revision.

Bilingualism and multilingualism provide a unique lens for exploring how human experiences influence language and cognition. This editorial presents a collection of studies on the relationship between bilingualism/multilingualism and cognition in typically developing and neurodiverse populations. The articles assembled in this issue synthesize findings from diverse linguistic populations (e.g., second-language learners, heritage speakers, different-script bilinguals, etc.) and techniques (e.g., behavioral, magnetic resonance imaging, electroencephalography, eye-tracking, etc.) to provide compelling evidence that knowing more than one language can benefit learning, health, and social outcomes. Translational research on bilingualism and multilingualism is necessary for informing policy and can serve as a guide to researchers, practitioners, and educators who work with linguistically diverse populations, as well as individuals and parents who speak multiple languages. We conclude that multilingualism shapes cells, selves, and societies.

UNASSIGNED: Previous research has indicated that young adults form predictions for the meaning of upcoming words when contexts are highly constrained. This can lead to processing benefits when expectations are met, but also costs, as indicated by a late, frontally distributed and positive event-related potential (ERP), when an unexpected word is encountered. This effect has been associated with the conflict that arises for prediction errors, as well as attempts to suppress a previously formed prediction. However, individual differences have been found for young adult bilingual and older adult monolingual readers, whereby only those who exhibited better language regulation and executive function skill showed this pattern. The goal of the current study was to investigate how these executive functions influence comprehension skill and behavior for elderly bilinguals.
UNASSIGNED: We asked whether older adult monolinguals and bilinguals were capable of generating predictions online, and whether cognitive control and language regulation ability were related to the magnitude of prediction costs.
UNASSIGNED: Participants (N = 27) read sentences while their electroencephalogram was recorded, and completed a battery of language and cognitive performance tasks.
UNASSIGNED: While older adult monolinguals showed some sensitivity to prediction error, older adult bilinguals produced greater prediction costs, an effect that was significantly correlated with both age and control ability.
UNASSIGNED: This study is the first to show ERP evidence that bilinguals are capable of forming predictions during comprehension in older adulthood.
UNASSIGNED: These results have important implications for the ways in which bilingualism may influence comprehension across the lifespan. While healthy aging has been proposed to lead to declines in executive function these declines may be mitigated for bilinguals, who have a wealth of experience in negotiating language-related conflict.

Children prone to irritability experience significant functional impairments and internalising and externalising problems. Contemporary models have sought to elucidate the underlying mechanisms in irritability, such as aberrant threat and reward biases to improve interventions. However, the cognitive control processes that underlie threat (e.g., attention towards threats) and reward (e.g., attention towards reward-related cues) biases and the factors which influence the differential activation of positive and negative valence systems and thus leading to maladaptive activation of cognitive control processes (i.e., proactive and reactive control) are unclear. Thus, we aim to integrate extant theoretical and empirical research to elucidate the cognitive control processes underlying threat and reward processing that contribute to irritability in middle childhood and provide a guiding framework for future research and treatment. We propose an expanded conceptual framework of irritability that includes broad intraindividual and environmental vulnerability factors and propose proximal \'setting\' factors that activate the negative valence and positive valence systems and proactive and reactive cognitive control processes which underpin the expression and progression of irritability. We consider the implications of this expanded conceptualisation of irritability and provide suggestions for future research.

UNASSIGNED: The purpose of this study was to examine differences between directly measured and parent-evaluated executive function in predicting children\'s academic achievement and social development, and to explore the mediating roles of peer status and social competence in the effects of executive function on social behavior.
UNASSIGNED: The study followed 106 first-grade children in an elementary school in China for one year. Regression and mediation analyses were conducted using SPSS 26.0 and AMOS 21.0 to test the hypotheses.
UNASSIGNED: First, in a comparison of the predictive role of directly measured and parent-evaluated executive function, directly measured executive function played a more important role in predicting academic achievement, while parent-evaluated executive function played a greater role in predicting social development. Second, parent-evaluated executive function influenced social behavior primarily through social competence and peer status, with social competence playing a more significant mediating role than peer status.
UNASSIGNED: Compared with previous studies, the results of the present study provide more direct evidence for the relationship and differences between directly measured and parent-evaluated executive function, further suggesting that they have different efficacy and predictive goals, while the present study also describes the pathways through which executive function influences social behavior: the mediating role of peer status and social competence. This suggests that, on the one hand, educators or researchers need to choose appropriate measures of executive function for their own purposes and, on the other hand, in order to promote the development of children\'s social behavior, they need to focus on the development of children\'s executive function, social competence and peer relationships.

One third of people with psychosis become antipsychotic treatment-resistant and the underlying mechanisms remain unclear. We investigated whether altered cognitive control function is a factor underlying development of treatment resistance. We studied 50 people with early psychosis at a baseline visit (mean < 2 years illness duration) and follow-up visit (1 year later), when 35 were categorized at treatment-responsive and 15 as treatment-resistant. Participants completed an emotion-yoked reward learning task that requires cognitive control whilst undergoing fMRI and MR spectroscopy to measure glutamate levels from Anterior Cingulate Cortex (ACC). Changes in cognitive control related activity (in prefrontal cortex and ACC) over time were compared between treatment-resistant and treatment-responsive groups and related to glutamate. Compared to treatment-responsive, treatment-resistant participants showed blunted activity in right amygdala (decision phase) and left pallidum (feedback phase) at baseline which increased over time and was accompanied by a decrease in medial Prefrontal Cortex (mPFC) activity (feedback phase) over time. Treatment-responsive participants showed a negative relationship between mPFC activity and glutamate levels at follow-up, no such relationship existed in treatment-resistant participants. Reduced activity in right amygdala and left pallidum at baseline was predictive of treatment resistance at follow-up (67% sensitivity, 94% specificity). The findings suggest that deterioration in mPFC function over time, a key cognitive control region needed to compensate for an initial dysfunction within a social-emotional network, is a factor underlying development of treatment resistance in early psychosis. An uncoupling between glutamate and cognitive control related mPFC function requires further investigation that may present a future target for interventions.

When bilingual speakers switch back to speaking in their native language (L1) after having used their second language (L2), they often experience difficulty in retrieving words in their L1. This phenomenon is referred to as the L2 after-effect. We used the L2 after-effect as a lens to explore the neural bases of bilingual language control mechanisms. Our goal was twofold: first, to explore whether bilingual language control draws on domain-general or language-specific mechanisms; second, to investigate the precise mechanism(s) that drive the L2 after-effect. We used a precision fMRI approach based on functional localizers to measure the extent to which the brain activity that reflects the L2 after-effect overlaps with the language network (Fedorenko et al., 2010) and the domain-general multiple demand network (Duncan, 2010), as well as three task-specific networks that tap into interference resolution, lexical retrieval, and articulation. Forty-two Polish-English bilinguals participated in the study. Our results show that the L2 after-effect reflects increased engagement of domain-general but not language-specific resources. Furthermore, contrary to previously proposed interpretations, we did not find evidence that the effect reflects increased difficulty related to lexical access, articulation, and the resolution of lexical interference. We propose that difficulty of speech production in the picture naming paradigm-manifested as the L2 after-effect-reflects interference at a nonlinguistic level of task schemas or a general increase of cognitive control engagement during speech production in L1 after L2.

Human cognition is unique in its ability to perform a wide range of tasks and to learn new tasks quickly. Both abilities have long been associated with the acquisition of knowledge that can generalize across tasks and the flexible use of that knowledge to execute goal-directed behavior. We investigate how this emerges in a neural network by describing and testing the Episodic Generalization and Optimization (EGO) framework. The framework consists of an episodic memory module, which rapidly learns relationships between stimuli; a semantic pathway, which more slowly learns how stimuli map to responses; and a recurrent context module, which maintains a representation of task-relevant context information, integrates this over time, and uses it both to recall context-relevant memories (in episodic memory) and to bias processing in favor of context-relevant features and responses (in the semantic pathway). We use the framework to address empirical phenomena across reinforcement learning, event segmentation, and category learning, showing in simulations that the same set of underlying mechanisms accounts for human performance in all three domains. The results demonstrate how the components of the EGO framework can efficiently learn knowledge that can be flexibly generalized across tasks, furthering our understanding of how humans can quickly learn how to perform a wide range of tasks-a capability that is fundamental to human intelligence.