TReND: Transformer derived features and Regularized NMF for neonatal functional network Delineation

Precise parcellation of functional networks (FNs) of early developing human brain is the fundamental basis for identifying biomarker of developmental disorders and understanding functional development. Resting-state fMRI (rs-fMRI) enables in vivo exploration of functional changes, but adult FN parcellations cannot be directly applied to the neonates due to incomplete network maturation. No standardized neonatal functional atlas is currently available. To solve this fundamental issue, we propose TReND, a novel and fully automated self-supervised transformer-autoencoder framework that integrates regularized nonnegative matrix factorization (RNMF) to unveil the FNs in neonates. TReND effectively disentangles spatiotemporal features in voxel-wise rs-fMRI data. The framework integrates confidence-adaptive masks into transformer self-attention layers to mitigate noise influence. A self supervised decoder acts as a regulator to refine the encoder's latent embeddings, which serve as reliable temporal features. For spatial coherence, we incorporate brain surface-based geodesic distances as spatial encodings along with functional connectivity from temporal features. The TReND clustering approach processes these features under sparsity and smoothness constraints, producing robust and biologically plausible parcellations. We extensively validated our TReND framework on three different rs-fMRI datasets: simulated, dHCP and HCP-YA against comparable traditional feature extraction and clustering techniques. Our results demonstrated the superiority of the TReND framework in the delineation of neonate FNs with significantly better spatial contiguity and functional homogeneity. Collectively, we established TReND, a novel and robust framework, for neonatal FN delineation. TReND-derived neonatal FNs could serve as a neonatal functional atlas for perinatal populations in health and disease.

Beware of Metacognitive Laziness: Effects of Generative Artificial Intelligence on Learning Motivation, Processes, and Performance

With the continuous development of technological and educational innovation, learners nowadays can obtain a variety of support from agents such as teachers, peers, education technologies, and recently, generative artificial intelligence such as ChatGPT. The concept of hybrid intelligence is still at a nascent stage, and how learners can benefit from a symbiotic relationship with various agents such as AI, human experts and intelligent learning systems is still unknown. The emerging concept of hybrid intelligence also lacks deep insights and understanding of the mechanisms and consequences of hybrid human-AI learning based on strong empirical research. In order to address this gap, we conducted a randomised experimental study and compared learners' motivations, self-regulated learning processes and learning performances on a writing task among different groups who had support from different agents (ChatGPT, human expert, writing analytics tools, and no extra tool). A total of 117 university students were recruited, and their multi-channel learning, performance and motivation data were collected and analysed. The results revealed that: learners who received different learning support showed no difference in post-task intrinsic motivation; there were significant differences in the frequency and sequences of the self-regulated learning processes among groups; ChatGPT group outperformed in the essay score improvement but their knowledge gain and transfer were not significantly different. Our research found that in the absence of differences in motivation, learners with different supports still exhibited different self-regulated learning processes, ultimately leading to differentiated performance. What is particularly noteworthy is that AI technologies such as ChatGPT may promote learners' dependence on technology and potentially trigger metacognitive laziness.