New algorithm helps decipher complex biological data to advance neurodevelopmental research

A new machine learning algorithm developed at UW-Madison is helping researchers untangle a complex puzzle: the molecular mechanisms behind developmental disabilities and neurodegenerative diseases. COSIME, created by the lab of Waisman investigator Daifeng Wang, PhD, associate professor of biostatistics and medical informatics, and computer sciences, offers a powerful new way to integrate and interpret multiple types of biological data which can give scientists a clearer view of how different cellular clues come together to shape disease outcomes.

New research reinforces the link between a cellular quality control system and rare forms of autism

Just like a car factory relies on inspectors to ensure that every vehicle is built correctly, cells depend on internal quality control systems to keep proteins functioning as they should. New research from Waisman Center investigator Luigi Puglielli, MD, PhD, professor of medicine at the University of Wisconsin-Madison, reveals that disruptions in one such system—the endoplasmic reticulum’s acetylation pathway—can lead to rare forms of autism and progeria, offering fresh insights into the cellular roots of these complex conditions.

New research suggests mixing languages during study session might be a more effective learning method

A new paper from the lab of Waisman investigator Margarita Kaushanskaya, PhD, professor of communication sciences and disorders at UW-Madison, provides evidence that suggests when trying to learn two languages, studying them both during the same session rather than separately might be the more beneficial strategy.

New study shows nuanced and complex relationship between tau and brain cell loss in Alzheimer’s Disease

At a Glance Loss of synapses, the connections between neurons that allow them to communicate, is a primary driver of cognitive decline in Alzheimer’s disease. Researchers expected a strong connection between synapse loss and tau …

Integrating trauma awareness into early language support

Learning language in early childhood occurs through interaction between children and their caregivers. It is a foundational process that allows children to participate in social interactions, learn from the world, and develop other essential skills such as literacy. Having a language delay or disorder is associated with greater risk for experiencing trauma and vice versa. Furthermore, children’s and caregivers’ trauma histories can impact their individual strengths and needs related to participation in early language intervention.