Why and how to collect representative study samples in educational neuroscience research

IF 3.4 Q2 NEUROSCIENCES
Analia Marzoratti , Tanya M. Evans
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引用次数: 0

Abstract

Background

Educational neuroscience research, which investigates the neurobiological mechanisms of learning, has historically incorporated samples drawn mostly from white, middle-class, and/or suburban populations. However, sampling in research without attending to representation can lead to biased interpretations and results that are less generalizable to an intended target population. Prior research revealing differences in neurocognitive outcomes both within- and across-groups further suggests that such practices may obscure significant effects with practical implications.

Barriers

Negative attitudes among historically marginalized communities, stemming from historical mistreatment, biased research outcomes, and implicit or explicit attitudes among research teams, can hinder diverse participation. Qualities of the research process including language requirements, study locations, and time demands create additional barriers.

Solutions

Flexible data collection approaches, community engaugement, and transparent reporting could build trust and enhance sampling diversity. Longer-term solutions include prioritizing research questions relevant to marginalized communities, increasing workforce diversity, and detailed reporting of sample demographics. Such concerted efforts are essential for robust educational neuroscience research to maximize positive impacts broadly across learners.

为什么以及如何在教育神经科学研究中收集具有代表性的研究样本
背景教育神经科学研究调查学习的神经生物学机制,其样本历来主要来自白人、中产阶级和/或郊区人口。然而,在研究中不注意代表性的取样会导致解释上的偏差,并使研究结果对目标人群的普适性降低。先前的研究揭示了组内和组间神经认知结果的差异,这进一步表明,这种做法可能会掩盖具有实际意义的重大影响。障碍历史上被边缘化的群体因历史上的虐待而产生的消极态度、有偏见的研究结果以及研究团队中隐含或明确的态度,都会阻碍多元化的参与。解决方案灵活的数据收集方法、社区参与和透明的报告可以建立信任并提高取样的多样性。长期解决方案包括优先考虑与边缘化社区相关的研究问题、增加劳动力的多样性以及详细报告样本的人口统计数据。这些协调一致的努力对于教育神经科学研究的蓬勃发展至关重要,可以最大限度地对广大学习者产生积极影响。
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来源期刊
CiteScore
6.30
自引率
6.10%
发文量
22
审稿时长
65 days
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