Abstract/Notes: When emotions, thoughts, and actions align, this is referred to as “self-congruency”. Therefore, this study aimed to determine how temporal covariance of the heart and brain signals were related to self-congruency. Thirty-eight healthy adults underwent functional magnetic resonance imaging to obtain neural markers of variability, whereas heart rate variability (HRV) was measured using photoplethysmography. Participants were also asked to report their level of self-congruency with a graphic rating scale. A cross-covariance analysis (CCA) was performed to assess the temporal covariance of signals arising from both organs, which was then correlated with self-congruency scores. Overall, the CCA results revealed brain-to-heart-driven interplay in brain regions involved in the neurovisceral integration model (e.g., ventromedial prefrontal cortex) and in emotion regulation (e.g., anterior cingulate). However, higher self-congruency scores were related to heart-to-brain-driven interplay in brain regions involved in emotion regulation and empathy. Together, the present findings suggest that, while global brain-to-heart-driven interplay occurs on average, it is heart-to-brain-driven interplay that reflects higher self-congruency. Given the impact of heart-brain interplay and self-congruency on mental health, further investigations on each concept could be interesting in developing tools for early intervention.

Language: English

Published: Aug 30, 2023

Abstract/Notes: While many children suffer from stress due to school-related factors, some alternative schooling systems, such as the Montessori pedagogy, emphasize stress-free learning environments (e.g., no grades, no tests, peer-peer learning). This study compared brain markers of stress, i.e., hippocampus, amygdala, and medial prefrontal cortex (mPFC) volumes, as a function of school experience. A cross-sectional comparative morphometric study was run between 45 traditionally schooled children and 44 Montessori-schooled children (3-12 years). While both groups were comparable in terms of cognitive abilities, socio-economic environment, and anxiety levels, volumetric values within their hippocampus and their mPFC differed. While there was hippocampal growth across development for all participants, there was a higher gain for Montessori-schooled children. Furthermore, female traditionally schooled children showed a loss in hippocampal and mPFC volume across age, while female Montessori-schooled children showed a gain. It seems that traditional pedagogical approaches induce mild but chronic stress, affecting underlying brain structures.

Language: English

Published: Jun 22, 2023

Language: Japanese

ISSN: 0913-4220

Language: English

Language: English

ISSN: 1071-6246

Language: English

ISSN: 1071-6246

Language: English

Published: New York, New York: American Montessori Society, 1982