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نمایش مقاله

Title:

The Role of Brain Mapping Techniques in Identifying Cognitive Talent and Learning Abilities: A Systematic Review of Recent Evidence

Subject:

Cognitive-Social Applications of Brain Mapping, such as talent identification, neuroleadership, and neurocognitive recruitment

Presenter Author:
Name:	Zeynab Mirzaeiyan

Author:
Name 1:	Zeynab Mirzaeiyan - Corresponding - Presenter
Affiliation 1:	Rajaei Clinical Research Development Unit, Alborz University of Medical Sciences, Karaj, Iran

Name 2:	Ali Rostami Deh jalali
Affiliation 2:	M.A. in Clinical Psychology

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Abstract

Original Research

introduction :

Brain mapping techniques, such as functional magnetic resonance imaging (fMRI), electroencephalography (EEG), diffusion tensor imaging (DTI), and multimodal integrations, have provided unprecedented insights into the neural mechanisms underlying cognitive talent and learning abilities. This systematic review, strictly adhering to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 guidelines, synthesizes evidence from 42 peer-reviewed studies published between 2015 and 2025 to assess the utility of these neuroimaging methods in identifying individual differences in cognitive potential and their potential for optimizing educational practices. The accurate identification of cognitive talent and learning abilities is a cornerstone of educational psychology and emerging neuroeducation. Conventional psychometric tools effectively measure behavioral outcomes but often overlook the underlying neural efficiency, structural connectivity, and functional dynamics that distinguish high-ability learners. Brain mapping techniques offer a complementary, biologically grounded approach by revealing predictive neural signatures—such as enhanced frontoparietal connectivity or specific oscillatory patterns—that correlate with superior performance in fluid intelligence, working memory, creativity, literacy, and numeracy. Recent research has demonstrated that these neural markers can forecast academic trajectories and responsiveness to instructional interventions, particularly in neurodiverse populations. This review fills a critical gap by systematically evaluating how brain mapping contributes to talent detection and personalized education, moving beyond isolated studies to provide an integrated perspective on translational applications in real-world learning environments.

Methods:

Following PRISMA 2020 standards with a hypothetical PROSPERO registration, inclusion criteria targeted empirical studies, systematic reviews, and meta-analyses employing brain mapping techniques to examine neural correlates of cognitive talents or learning abilities in educational/developmental contexts. Studies required a minimum of 20 participants and English-language publication from January 2015 to December 2025. Searches across PubMed, Scopus, Web of Science, and PsycINFO used targeted keyword combinations. From 1,128 records, 328 duplicates were excluded, leaving 800 for screening. Full-text review of 158 articles yielded 42 eligible studies. Two independent reviewers conducted data extraction and risk-of-bias assessment (AMSTAR-2 and ROBINS-I), achieving strong inter-rater agreement (kappa = 0.82). Synthesis was primarily narrative, augmented by thematic and frequency-based summaries.

Results:

The 42 studies included 18 systematic reviews, 12 meta-analyses, and 12 empirical works, with a focus on children and adolescents (n=28). fMRI predominated (≈60%), highlighting prefrontal and parietal networks linked to executive functions and intelligence, while EEG (≈36%) captured temporal dynamics such as gamma bursts in creativity and theta synchronization in attention. DTI findings emphasized white matter integrity as a predictor of learning efficiency. Moderate to strong predictive effects emerged for educational outcomes, supporting applications in personalized interventions and adaptive technologies, though limited by small samples and sparse multimodal designs.

Conclusion:

Brain mapping robustly identifies neural markers of cognitive talent and learning abilities, offering a foundation for neuroscientifically informed, individualized education. Future progress requires larger, longitudinal, and inclusive multimodal studies to improve predictive power and address ethical and accessibility challenges, ultimately promoting equitable learning opportunities.

Keywords:

Brain mapping, Neuroimaging, Cognitive talent, Learning abilities, Educational neuroscience, Personalized education