While colors are commonplace in everyday metaphors, relatively little is known about implicit color associations to linguistic or semantic concepts in a general population. In this study, we test color associations for ordered linguistic concepts (letters and days). The culture and language specificity of these effects was examined in a large group (457) of Dutch-speaking participants, 92 English-speaking participants, and 49 Hindi-speaking participants. Non-random distributions of color choices were revealed; consistencies were found across the three language groups in color preferences for both days and letters. Interestingly, while the Hindi-speaking participants were presented with letter stimuli matched on phonology, their pattern of letter-to-color preferences still showed similarities with Dutch- and English-speaking participants. Furthermore, we found that that the color preferences corresponded between participants indicating to have conscious color experiences with letters or days (putative synesthetes) and participants who do not (non-synesthetes). We also explored possible mechanisms underlying the color preferences. There were a few specific associations, including red for “A,” red for “Monday,” and white for “Sunday.” We also explored more general mechanisms, such as overall color preferences as shown by Simner et al. (2005). While certainly not all variation can be explained or predicted, the results show that regularities are present in color-to-letter or color-to-day preferences in both putative synesthetes and non-synesthetes across languages. Both letter-to-color and day-to-color preferences were influenced by multiple factors. The findings support a notion of abstract concepts (such as days and letters) that are not represented in isolation, but are connected to perceptual representational systems. Interestingly, at least some of these connections to color representations are shared across different language/cultural groups.

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In number-form (NF) synesthesia-a condition in which people report vivid, automatic and consistent mental layouts for numerical sequences-numbers and space are closely linked. These explicit associations are similar to the implicit associations demonstrated by the Spatial-Numerical Association of Response Codes (SNARC) effect. Thus, NF synesthesia offers a unique opportunity to investigate spatial-numerical associations. We tested implicit and explicit representations in NF synesthetes using a multiple case-study design. Over two sessions, synesthetes participated in a semi-structured interview focusing on the nature of their associations, as well as SNARC and number line estimation tasks. Contrary to our hypotheses, only one synesthete demonstrated SNARC effects congruent with her reported form, whereas two others exhibited SNARC effects that were the opposite of their explicit NFs. While this inconsistency between implicit and explicit representations may indicate separate underlying cognitive mechanisms, factors such as task-specific constraints and strategic variability must also be considered.

As the field of Mind, Brain and Education (MBE) continues to grow and carve out its own niche, MBE researchers have begun expanding the scope of their investigations and approaches. One such development is the establishment of collaborative partnership with young learners, both to inform research practices and to develop student-scientists. We explore the process of involving young learners in MBE research through a research assistant program for middle schoolers, initiated through a unique research-practice partnership that embeds MBE researchers and an electrophysiology laboratory into a school. In this program, student-researchers learn about research, assist with university protocols, and drive independent research projects. Here, we share information about this program and report on its impact from the teacher and student-researcher perspectives. Overall, we found that daily involvement in scientific research aids the holistic development of student-researchers by fostering academic and nonacademic skills that may transcend formal learning environments.

Learning to read depends on the ability to extract precise details of letter combinations, which convey critical information that distinguishes tens of thousands of visual word forms. To support fluent reading skill, one crucial neural developmental process is one's brain sensitivity to statistical constraints inherent in combining letters into visual word forms. To test this idea in early readers, we tracked the impact of two years of schooling on within‐subject longitudinal changes in cortical responses to three different properties of words: coarse tuning for print, and fine tuning to either familiar letter combinations within visual word forms or whole word representations. We then examined how each related to growth in reading skill. Three stimulus contrasts—words versus pseudofonts, words versus pseudowords, pseudowords versus nonwords—were presented while high‐density EEG Steady‐State Visual Evoked Potentials (SSVEPs, n = 31) were recorded. Internalization of abstract visual word form structures over two years of reading experience resulted in a near doubling of SSVEP amplitude, with increasing left lateralization. Longitudinal changes (decreases) in brain responses to such word form structural information were linked to the growth in reading skills, especially in rapid automatic naming of letters. No such changes were observed for whole word representation processing and coarse tuning for print. Collectively, these findings indicate that sensitivity to visual word form structure develops rapidly through exposure to print and is linked to growth in reading skill.Research Highlights Longitudinal changes in cognitive responses to coarse print tuning, visual word from structure, and whole word representation were examined in early readers. Visual word form structure processing demonstrated striking patterns of growth with nearly doubled in EEG amplitude and increased left lateralization. Longitudinal changes (decreases) in brain responses to visual word form structural information were linked to the growth in rapid automatic naming for letters. No longitudinal changes were observed for whole word representation processing and coarse tuning for print.