Trends in Neuroscience and Education最新文献

Translating neuroscience research to practice through grassroots professional learning communities 通过基层专业学习社区将神经科学研究转化为实践

IF 3.4

Trends in Neuroscience and Education Pub Date : 2024-10-28 DOI: 10.1016/j.tine.2024.100243

{"title":"Translating neuroscience research to practice through grassroots professional learning communities","authors":"","doi":"10.1016/j.tine.2024.100243","DOIUrl":"10.1016/j.tine.2024.100243","url":null,"abstract":"<div><div>The fields of Educational Neuroscience and Mind, Brain, and Education explore how neuroscience and psychology research can be applied to education practice. Prior work in these fields helped to distill and convey various learning strategies to educators, but bidirectional communication between researchers and educators is still very limited. Given the current challenges facing students and educators, such as the student mental health crisis [<span><span>[1]</span></span>, <span><span>[2]</span></span>, <span><span>[3]</span></span>, <span><span>[4]</span></span> and educator burnout <span><span>[5]</span></span>, <span><span>[6]</span></span>, <span><span>[7]</span></span>, there is a great need for more inclusive research translation efforts. In this commentary, we are proposing that neuroeducators, be they researchers, educators, and/or other interested parties, partake in grassroots efforts to help translate and advocate for educational neuroscience-informed practices in local school districts. One well known translation structure is the professional learning community (PLC). By offering to join or form a PLC with local schools, neuroeducators can help address urgent educational needs using research-informed guidance and strategies.</div></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142586079","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Dimensional versus categorical approach: A comparative study of mathematical cognition 维度方法与分类方法：数学认知比较研究

IF 3.4

Trends in Neuroscience and Education Pub Date : 2024-10-28 DOI: 10.1016/j.tine.2024.100245

{"title":"Dimensional versus categorical approach: A comparative study of mathematical cognition","authors":"","doi":"10.1016/j.tine.2024.100245","DOIUrl":"10.1016/j.tine.2024.100245","url":null,"abstract":"<div><h3>Background</h3><div>Researchers have employed two distinct methods to understand the cognitive underpinnings of mathematical ability: categorical and dimensional. These two methods have different underlying assumptions. However, to the best of our knowledge, research to date has not empirically tested which method can better predict variance in mathematical ability.</div></div><div><h3>Method</h3><div>104 children from Indian public schools in the 3rd and 4th grades completed a mathematical ability test. For the categorical approach, participants were categorized into two groups: mathematical learning difficulty and high math achieving. For the dimensional approach, the data of all participants were considered. The cognitive abilities measured included approximate number system, working memory, inhibitory control, and spatial ability.</div></div><div><h3>Results</h3><div>Mixed factorial ANOVA and hierarchical regressions revealed that the dimensional approach demonstrated better predictive power for mathematical ability than the categorical approach.</div></div><div><h3>Conclusions</h3><div>The dimensional approach offers a more comprehensive insight into mathematical cognition, enabling greater control over the predictors.</div></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142573581","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Combining cognitive and affective factors related to mathematical achievement in 4th graders: A psychological network analysis study 结合与四年级学生数学成绩相关的认知和情感因素：心理网络分析研究

IF 3.4

Trends in Neuroscience and Education Pub Date : 2024-10-05 DOI: 10.1016/j.tine.2024.100241

{"title":"Combining cognitive and affective factors related to mathematical achievement in 4th graders: A psychological network analysis study","authors":"","doi":"10.1016/j.tine.2024.100241","DOIUrl":"10.1016/j.tine.2024.100241","url":null,"abstract":"<div><h3>Background</h3><div>Development of mathematics is a complex and multidimensional process with many different interacting predictors. This study examined the relations between math achievement and related demographic, domain-general and domain-specific cognitive, and affective variables by using a network approach.</div></div><div><h3>Methods</h3><div>Data were gathered from 201 Dutch fourth grade children. A psychological network analysis was used to examine how cognitive variables (i.e. symbolic comparison, non-symbolic comparison, ordering, shifting, inhibition, verbal and visuospatial updating, fluid reasoning), affective variables (i.e. math anxiety and math self-concept), and demographic variables (i.e. SES, age, and gender) are interrelated with arithmetic fluency and mathematical achievement.</div></div><div><h3>Results</h3><div>The network showed three subclusters, with domain-specific cognitive and affective factors relating to arithmetic fluency and math achievement. Domain-general and demographic factors were not related to math achievement.</div></div><div><h3>Conclusion</h3><div>Network analysis can enhance our understanding of factors relating to mathematical achievement in children, potentially leading to more personalized approaches to math interventions.</div></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142432885","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Neurobiological stress markers in educational research: A systematic review of physiological insights in health science education 教育研究中的神经生物学压力标记：系统回顾健康科学教育中的生理学见解

IF 3.4

Trends in Neuroscience and Education Pub Date : 2024-09-24 DOI: 10.1016/j.tine.2024.100242

{"title":"Neurobiological stress markers in educational research: A systematic review of physiological insights in health science education","authors":"","doi":"10.1016/j.tine.2024.100242","DOIUrl":"10.1016/j.tine.2024.100242","url":null,"abstract":"<div><h3>Background</h3><div>Traditional self-reported measures in health science education often overlook the physiological processes underlying cognitive and emotional responses.</div></div><div><h3>Purpose</h3><div>This review aims to analyze the frequency, sensitivity, and utility of physiological markers in understanding cognitive and emotional dynamics in learning environments.</div></div><div><h3>Methods</h3><div>A systematic PubMed search identified 156 records, with 13 studies meeting inclusion criteria. Markers analyzed included heart rate (HR), heart rate variability (HRV), cortisol, alpha-amylase, testosterone, s-IgA, blood pressure, oxygen saturation, and respiratory rate.</div></div><div><h3>Main Findings</h3><div>HR and HRV were sensitive to educational stressors. Cortisol and alpha-amylase showed mixed results, while testosterone and s-IgA showed limited utility in directly assessing stress responses. No consistent link was found between any marker and immediate learning success.</div></div><div><h3>Conclusion</h3><div>Physiological markers in learning environments can offer valuable insights into emotional and cognitive dynamics but should not be misconstrued as direct indicators of learning outcomes.</div></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142327740","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Applying the science of learning to teacher professional development and back again: Lessons from 3 country contexts 将 "学习科学 "应用于教师的专业发展，再应用于教师的专业发展：三个国家的经验教训

IF 3.4

Trends in Neuroscience and Education Pub Date : 2024-09-01 DOI: 10.1016/j.tine.2024.100225

{"title":"Applying the science of learning to teacher professional development and back again: Lessons from 3 country contexts","authors":"","doi":"10.1016/j.tine.2024.100225","DOIUrl":"10.1016/j.tine.2024.100225","url":null,"abstract":"<div><h3>Background</h3><p>Evidence from the science of learning suggests that playful learning pedagogical approaches exist along a spectrum and can support student learning. Leveraging active engagement, iterative, socially interactive, meaningful, and joyful interactions with content also supports student learning. Translating these concepts into guidance and support for teachers is lacking.</p></div><div><h3>Method</h3><p>We introduce a tool designed to support teachers in implementing across the facilitation spectrum and leverage the characteristics that help children learn. Across three international contexts, we engaged with 1207 teachers and the tool was used 4911 times.</p></div><div><h3>Results</h3><p>Student age, the intended learning goal, and context influenced teachers’ use of the tool, suggesting that contextualization is critical, even when basing programs on evidence-based, universal principles given by the science of learning.</p></div><div><h3>Conclusion</h3><p>Science of learning research must be effectively translated but we must use evidence from teachers and real-life classrooms to inform those studying the science of learning.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2211949324000061/pdfft?md5=536b0b1441faa8b6cc794cecf71363cd&pid=1-s2.0-S2211949324000061-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141134558","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Mirror invariance in the subsequent acquisition of a script with separate forms for reading and writing 读写分离的文字在后续学习中的镜像不变性

IF 3.4

Trends in Neuroscience and Education Pub Date : 2024-09-01 DOI: 10.1016/j.tine.2024.100233

{"title":"Mirror invariance in the subsequent acquisition of a script with separate forms for reading and writing","authors":"","doi":"10.1016/j.tine.2024.100233","DOIUrl":"10.1016/j.tine.2024.100233","url":null,"abstract":"<div><h3>Purpose</h3><p>Does suppression of mirror-invariance in one script generalize to a subsequently learned script?</p></div><div><h3>Method</h3><p>We examined mirror invariance in writing and recognition among native Latin-scriptal children and adults (<em>n</em> = 181) learning the Hebrew print script (for reading), and among a subset (<em>n</em> = 92) also learning the Hebrew cursive script (for writing). Hebrew-Latin biscriptal Israeli adults (<em>n</em> = 17) provided comparison.</p></div><div><h3>Results</h3><p>For the most part, mirror invariance was more evident in Hebrew print than in Latin in both writing and recognition among native Latin-scriptals. The number of previously acquired scripts had no effect. Letters’ text-frequency inversely affected written mirror-error frequency. Written reversal errors were less frequent in cursive; orientation recognition was more fluent in print.</p></div><div><h3>Conclusions</h3><p>Mirror-invariance suppression in one's native script does not generalize to a subsequently acquired script. Factors affecting mirror-invariance suppression in the subsequent script include its form and function and individual letters’ text-frequency.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2211949324000140/pdfft?md5=ce0c45d5f7b8b67aa1a8f665ccd38fa6&pid=1-s2.0-S2211949324000140-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142136685","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Executive functions as predictors of learning prerequisites in preschool: A longitudinal study 作为学前学习先决条件预测因素的执行功能：纵向研究

IF 3.4

Trends in Neuroscience and Education Pub Date : 2024-08-10 DOI: 10.1016/j.tine.2024.100239

{"title":"Executive functions as predictors of learning prerequisites in preschool: A longitudinal study","authors":"","doi":"10.1016/j.tine.2024.100239","DOIUrl":"10.1016/j.tine.2024.100239","url":null,"abstract":"<div><h3>Introduction</h3><p>This study focuses on 'learning prerequisites', cognitive and non-cognitive skills crucial for school success, often measured in preschoolers. Executive Functions (EF), like inhibition and cognitive flexibility, are vital among these prerequisites. While EF's role in early literacy and numeracy is acknowledged, some components are often overlooked.</p></div><div><h3>Objective</h3><p>The study aims to longitudinally explore the link between EF, assessed at the beginning of the preschool year and the learning prerequites, measured at the end of the same preschool year.</p></div><div><h3>Method and Results</h3><p>Evaluating 70 preschoolers (62.30 months, SD 4.55), results showed that certain EF measures predicted performance in literacy and numeracy tasks. Specifically, response inhibition predicted rhyme and syllable recognition, series completion, and cognitive flexibility predicted rhyme recognition. Moreover, EF, particularly response inhibition, correlated with overall metaphonology and pre-math abilities.</p></div><div><h3>Conclusion</h3><p>The findings suggest the importance of integrating EF enhancement in early educational interventions, aiding in selecting and optimizing EF skills crucial for later academic success.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2211949324000206/pdfft?md5=81901a8d8f97e6773dfc28bb019a7499&pid=1-s2.0-S2211949324000206-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141990443","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Integrating vision and somatosensation does not improve the accuracy and response time when estimating area and perimeter of rectangles in primary school 在小学估算矩形的面积和周长时，将视觉和体感结合起来并不能提高准确性和缩短反应时间

IF 3.4

Trends in Neuroscience and Education Pub Date : 2024-08-04 DOI: 10.1016/j.tine.2024.100238

{"title":"Integrating vision and somatosensation does not improve the accuracy and response time when estimating area and perimeter of rectangles in primary school","authors":"","doi":"10.1016/j.tine.2024.100238","DOIUrl":"10.1016/j.tine.2024.100238","url":null,"abstract":"<div><h3>Background</h3><p>Problem-solving and learning in mathematics involves sensory perception and processing. Multisensory integration may contribute by enhancing sensory estimates. This study aims to assess if combining visual and somatosensory information improves elementary students' perimeter and area estimates.</p></div><div><h3>Methods</h3><p>87 4th graders compared rectangles with respect to area or perimeter either solely using visual observation or additionally with somatosensory information. Three experiments targeted different task aspects. Statistical analyses tested success rates and response times.</p></div><div><h3>Results</h3><p>Contrary to expectations, adding somatosensory information did not boost success rates for area and perimeter comparison. Response time even increased with adding somatosensory information. Children's difficulty in accurately tracing figures negatively impacted the success rate of area comparisons.</p></div><div><h3>Discussion</h3><p>Results suggest visual observation alone suffices for accurately estimating and comparing area and perimeter of rectangles in 4th graders.</p></div><div><h3>Implications</h3><p>Careful deliberation on the inclusion of somatosensory information in mathematical tasks concerning perimeter and area estimations of rectangles is recommended.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S221194932400019X/pdfft?md5=45649e85b31f4e8a8e336879d414cd3c&pid=1-s2.0-S221194932400019X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142044344","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Introduction to the special issue: Bringing the brain into education: The application of findings from the Science of Learning to teacher training and development 特刊导言：将大脑带入教育：将 "学习科学 "的研究成果应用于教师培训与发展

IF 3.4

Trends in Neuroscience and Education Pub Date : 2024-07-14 DOI: 10.1016/j.tine.2024.100236

引用次数: 0

The whole is greater than the sum of its parts: Using cognitive profiles to predict academic achievement 整体大于部分之和：利用认知特征预测学习成绩

IF 3.4

Trends in Neuroscience and Education Pub Date : 2024-07-14 DOI: 10.1016/j.tine.2024.100237

{"title":"The whole is greater than the sum of its parts: Using cognitive profiles to predict academic achievement","authors":"","doi":"10.1016/j.tine.2024.100237","DOIUrl":"10.1016/j.tine.2024.100237","url":null,"abstract":"<div><h3>Background</h3><p>Executive functions (EFs) are thought to work in concert to support academic skill. However, EFs are often examined independently, obscuring their symbiotic contribution. We examined the relationship between students’ holistic EF profiles and their academic success.</p></div><div><h3>Methods</h3><p>We sampled over 1200 7–15 year old students from a diverse school district (16 % White; 32 % low income) in the United States. We used 9 EF assessments to construct cognitive profiles via self-organizing maps. We then related profiles to academic achievement scores from both laboratory-based assessments and state-administered standardized tests of reading and math.</p></div><div><h3>Results</h3><p>Six profiles differed in EF performance, but their differences in academic achievement did not suggest a linear relationship between individual EFs and academic skill.</p></div><div><h3>Conclusions</h3><p>We show cognitive profiles based on individual strengths and weaknesses in EFs can reveal multiple cognitive paths to the same academic outcome.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2211949324000188/pdfft?md5=3a381aba63e44eb494792befc6bb6669&pid=1-s2.0-S2211949324000188-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141637683","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0