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Oscillatory power across multiple frequency bands has been associated with distinct working memory (WM) processes. Recent research has shown that previous observations based on averaged power are driven by the presence of transient, oscillatory burst-like events, particularly within the alpha, beta, and gamma bands. However, the interplay between different burst events in human WM is not well understood. The current EEG study aimed to investigate the dynamics between alpha (8–12 Hz)/beta (15–29 Hz) and high-frequency activity (HFA; 55–80 Hz) bursts in human WM, particularly burst features and error-related deviations during the encoding and maintenance of WM in healthy adults. Oscillatory burst features within the alpha, beta, and HFA bands were examined at frontal and parietal electrodes in healthy young adults during a Sternberg WM task. Averaged power dynamics were driven by oscillatory burst features, most consistently the burst rate and burst power. Alpha/beta and HFA bursts displayed complementary roles in WM processes, in that alpha and beta bursting decreased during encoding and increased during delay, while HFA bursting had the opposite pattern, that is, increased during encoding and decreased during the delay. Critically, weaker variation in burst dynamics across stages was associated with incorrect responses and impaired overall task performance. Together, these results indicate that successful human WM is dependent on the rise-and-fall interplay between alpha/beta and HFA bursts, with such burst dynamics reflecting a novel target for the development of treatment in clinical populations with WM deficits. 

Broadening participation in computing (BPC) has been a key focus of the National Science Foundation (NSF) for over two decades. Its aim is to support students and faculty from historically underrepresented groups, including women, people with disabilities, and certain racial and ethnic groups. Within these communities, the diverse range of gender and sexual identities remains overlooked in computing education research (CER). To address this invisibility, this panel will discuss the benefits of integrating LGBTQIA+ perspectives. The moderator will provide context, define relevant terms, and set ground rules for discussion. The panelists will offer insights from a variety of perspectives, including: a discussion of the policy landscape impacting LGBTQIA+ students and the importance of incorporating their perspectives as researchers and participants; the erasure of queer history in computer science and advocate for LGBTQIA+ inclusion, considering the humanitarian calling for the field and CS educators in our tech-driven world; the current resistance to supporting LGBTQIA+ scholarship in computing, advocating for an inclusive approach; and finally, the experiences of marginalized individuals in CS education and ways to support them, emphasizing inclusivity through storytelling and personal narratives. The panel aims to increase visibility, understanding, and collaboration between the computing education research community and LGBTQIA+ individuals. By acknowledging and integrating diverse perspectives, we can begin to create a more inclusive, equitable computing landscape.