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1. Excitatory and Inhibitory Subnetworks Are Equally Selective during Decision-Making and Emerge Simultaneously during Learning

   https://doi.org/10.1016/j.neuron.2019.09.045  

   Najafi, Farzaneh; Elsayed, Gamaleldin F.; Cao, Robin; Pnevmatikakis, Eftychios; Latham, Peter E.; Cunningham, John P.; Churchland, Anne K. (January 2020, Neuron)
2. Subsuns and rainbows during solar eclipses

   https://doi.org/10.1364/AO.387716  

   Können, Gunther P.; Schneider, Glenn; Zucker, Evan H.; Lahtinen, Panu (January 2020, Applied Optics)
3. Prebiotic Protocell Membranes Retain Encapsulated Contents during Flocculation, and Phospholipids Preserve Encapsulation during Dehydration

   https://doi.org/10.1021/acs.langmuir.1c03296  

   Cohen, Zachary R.; Cornell, Caitlin. E.; Catling, David C.; Black, Roy A.; Keller, Sarah L. (January 2022, Langmuir)
4. Activation and functional connectivity of cerebellum during reading and during arithmetic in children with combined reading and math disabilities

   https://doi.org/10.3389/fnins.2024.1135166  

   Ashburn, Sikoya M; Matejko, Anna A; Eden, Guinevere F (April 2024, Frontiers in Neuroscience)

   BackgroundReading and math constitute important academic skills, and as such, reading disability (RD or developmental dyslexia) and math disability (MD or developmental dyscalculia) can have negative consequences for children’s educational progress. Although RD and MD are different learning disabilities, they frequently co-occur. Separate theories have implicated the cerebellum and its cortical connections in RD and in MD, suggesting that children with combined reading and math disability (RD + MD) may have altered cerebellar function and disrupted functional connectivity between the cerebellum and cortex during reading and during arithmetic processing. MethodsHere we compared Control and RD + MD groups during a reading task as well as during an arithmetic task on (i) activation of the cerebellum, (ii) background functional connectivity, and (iii) task-dependent functional connectivity between the cerebellum and the cortex. ResultsThe two groups (Control, RD + MD) did not differ for either task (reading, arithmetic) on any of the three measures (activation, background functional connectivity, task-dependent functional connectivity). ConclusionThese results do not support theories that children’s deficits in reading and math originate in the cerebellum. 

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5. Microstructural and micromechanical evolution during dynamic recrystallization

   https://doi.org/10.1016/j.ijplas.2017.09.009  

   Zhao, Pengyang; Wang, Yunzhi; Niezgoda, Stephen R. (January 2018, International Journal of Plasticity)