The Relationship Between Brain Connectivity and New Learnt Skills Based On Cognitive Function Across Different Groups

Abstract

Abstract:

Background: Currently, at least two-thirds of the world's youth are unable to obtain and develop basic skills, and even individuals in high-income countries, a quarter of young people, lack basic skills1. Therefore, it’s imperative to understand how to build and maintain them to set our growing generation up for success. 

Objectives: The purpose of this paper is to examine how prevalent the effect of developing skills are within a developing brain in efforts to implement interventions to aid our youth. And so, this leads to the question of how does brain connectivity change when learning a new skill across different age groups. The hypothesis posits that if one learns a new skill over a certain period of time (must fix on a set period), then their brain connectivity function increases.

Methods: Fifty individuals aged 14 and above voluntarily participated in the study, selected based on their willingness and availability. A Likert-scale survey assessed the perceived effects of learning new skills on cognitive function and behaviour, with pre-study surveys collecting demographic data and current cognitive abilities. The main survey included questions on engagement, problem-solving, memory, focus, creativity, confidence, and continuous learning, administered at 2, 4, and 7 weeks. Informed consent was obtained, and the survey was conducted anonymously via Google Forms, with responses securely stored. Data analysis aimed to explore correlations between learning new skills and changes in cognitive functions, using literature analysis and descriptive statistics to understand the relationship between cognitive function and brain connectivity.

Results: The study shows how participation in educational activities evolves and impacts cognitive performance. Interest in learning new skills increased initially but declined by the seventh week, likely due to waning motivation. Motivation is crucial for skill acquisition and cognitive development. Improved focus and concentration were consistent throughout, supporting the hypothesis that new skills enhance cognitive functions. Initial improvements in problem-solving and memory retention declined as engagement decreased, highlighting the need for continuous practice. While creativity and confidence also improved, the extent varied. These results suggest that sustained engagement is key to maintaining cognitive benefits. Educational programs should promote ongoing skill acquisition, personalised interventions to sustain motivation, and culturally sensitive approaches to meet diverse needs. Younger individuals may benefit more from these activities, while older individuals need tailored challenges to maintain motivation.

Conclusions: This study offers insightful information about the connection between brain connectivity and learning new skills across a variety of age and ethnic groups. According to the research, picking up new abilities can improve brain connectivity and cognitive functions, but long-term participation is necessary to keep these advantages. To promote cognitive growth and brain connectivity, educational interventions should centre on ongoing and interesting skill-learning activities. Age and socioeconomic considerations should be taken into account when designing customised approaches. To ensure that cognitive gains are maintained and improved, future research should examine the long-term impacts of skill learning and methods for maintaining engagement over prolonged periods of time.

Keywords: Brain Connectivity, Youth, Neuroscience, Learning Of Skills, Cognitive Function, Neuroscience