A study of the Minerva Group led by Yee Lee Shing
This study longitudinally followed children born close to the cut-off date for school entry who subsequently did or did not enter school that year. Schoolchildren displayed larger behavioral improvements in cognitive control than kindergarteners, and also showed increased activation in posterior parietal cortex, a region important for sustained attention, while performing an inhibitory control task. In contrast, longitudinally observed improvements in episodic memory did not differ reliably between the two groups, suggesting that formal school entry primarily promotes brain mechanisms that help children to focus on cognitively demanding tasks.
Children experience the MRI scanner
Information video about the HippoKID experience
Duration: 4:26 min