Trends in Neuroscience and Education最新文献

{"title":"Belief in neuromyths among primary school teachers: A cross-national study of 11 countries","authors":"Oktay Cem Adiguzel ,&nbsp;Patrice Potvin ,&nbsp;Jérémie Blanchette Sarrasin ,&nbsp;Cédric Vanhoolandt ,&nbsp;Anaïs Corfdir ,&nbsp;Nursultan Japashov ,&nbsp;Aizhan Mansurova ,&nbsp;Chin-Chung Tsai ,&nbsp;Ching-Lin Wu ,&nbsp;Ridvan Elmas ,&nbsp;Derya Atik-Kara ,&nbsp;Sibel Kucukkayhan ,&nbsp;Abdel-Karim Zaid ,&nbsp;Ihsane Kouchou ,&nbsp;Alexandra Voulgari ,&nbsp;Ousmane Sy ,&nbsp;Ibrahima Sakho ,&nbsp;Soo Boon Ng ,&nbsp;Patrick Charland ,&nbsp;Angélique Létourneau","doi":"10.1016/j.tine.2025.100264","DOIUrl":"10.1016/j.tine.2025.100264","url":null,"abstract":"<div><h3>Background</h3><div>This study compares primary school teachers' beliefs in neuromyths related to brain function and learning across different cultural and linguistic contexts. Two main research questions are explored and analyzed: “Which neuromyths are believed by primary school teachers?” And “What are the formal and informal sources of these neuromyths among primary school teachers?”</div></div><div><h3>Methods</h3><div>Data were collected from 1257 primary school teachers in 11 countries using the Multilingual Neuromyths Identification Questionnaire, available in eight languages. The descriptive survey design explored the prevalence of neuromyths and the sources that shape teachers' understanding of learning and intelligence.</div></div><div><h3>Results</h3><div>The findings indicate that 13 out of 21 neuromyths are prevalent in all of the countries that were surveyed. Notably, over 90 % of participants agreed with the theories of multiple intelligences and learning styles. These misconceptions are primarily acquired through formal sources, such as teacher training programmes and professional seminars, as well as through professional experience and personal intuition. In contrast, informal sources, such as the media and popular culture, appear to play a minor role in developing these beliefs.</div></div><div><h3>Conclusions</h3><div>The persistence of neuromyths among teachers underscores a critical need for evidence-based neuroscience and cognitive psychology content in teacher education. This study underscores the urgent need to integrate evidence-based neuroscience and cognitive psychology into teacher education programs. The widespread belief in neuromyths highlights serious gaps in current educational policy and practice. To address this, coordinated national and international strategies are needed to inform ministries of education and policy makers about the prevalence and impact of these misconceptions.</div></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"40 ","pages":"Article 100264"},"PeriodicalIF":3.4,"publicationDate":"2025-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144703635","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}

{"title":"Predicting neuromyths among counselors and counselor educators","authors":"So Rin Kim ,&nbsp;Eric T. Beeson ,&nbsp;Carlos P. Zalaquett ,&nbsp;Fí D. Fonseca ,&nbsp;L. Thomas Belcher","doi":"10.1016/j.tine.2025.100263","DOIUrl":"10.1016/j.tine.2025.100263","url":null,"abstract":"<div><h3>Background</h3><div>Neuromyths are prevalent in counseling and counselor education, potentially promoting harmful, unproven methods. This study examines the factors that predict the prevalence of neuromyths among counselors.</div></div><div><h3>Methods</h3><div>A cross-sectional survey was conducted with 415 participants, including counselors-in-training, practitioners, educators, and supervisors. The survey measured neuromyth endorsement using a 15-item questionnaire and assessed demographic characteristics, neuroscience knowledge, and the use of nine information sources. Hierarchical linear regression analysis was used to identify predictors of neuromyths.</div></div><div><h3>Results</h3><div>Predictors accounted for 9.0% of the variation in neuromyths (<em>F</em> = 4.775, <em>p</em> &lt; .001). Counselors with higher educational levels endorsed fewer neuromyths compared to those with bachelor’s degrees. The use of books was associated with fewer neuromyths (β = .144, <em>p</em> &lt; .01), whereas reliance on TV predicted higher neuromyth endorsement (β = -.187, <em>p</em> &lt; .001).</div></div><div><h3>Conclusion</h3><div>Promoting accurate neuroscience knowledge through credible sources can reduce neuromyths in the counseling profession.</div></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"40 ","pages":"Article 100263"},"PeriodicalIF":3.4,"publicationDate":"2025-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144711440","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}

{"title":"Executive functions and key competencies in secondary education students. Can we improve the teaching-learning process?","authors":"María Caballero-Cobos,&nbsp;Mariano Núñez-Flores,&nbsp;Vicente J. Llorent","doi":"10.1016/j.tine.2025.100265","DOIUrl":"10.1016/j.tine.2025.100265","url":null,"abstract":"<div><div>Executive functions play a crucial role in the social and academic development of students. This study aimed to examine the relations of students’ executive functions with their reading competence, mathematical competence, and social, emotional, and moral competencies. The sample was made up of 198 students (50.50 % girls, and 4 % did not report their sex) aged between 11 and 15 years (<em>M</em> = 12.53, <em>SD</em> = 1.08). This quantitative, cross-sectional ex-post-facto study was conducted using a self-report survey. Data were collected at the end of the 2018–2019 academic year. Bivariate Pearson correlations and linear regression analyses were performed. Students’ executive functions were positively related to their reading competence, mathematical competence, and social, emotional, and moral competencies. However, they only significantly predicted social and emotional competencies. The main conclusion of this study highlights the need to explicitly develop reading competence, mathematical competence, and social, emotional and moral competencies, considering the role of executive functions. Implications for the curriculum and school systems are debated.</div></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"40 ","pages":"Article 100265"},"PeriodicalIF":3.4,"publicationDate":"2025-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144711439","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}

{"title":"It’s time to reconsider: the neuropsychology of belief change","authors":"Bobby Hoffman ,&nbsp;Aditi Subramaniam ,&nbsp;Kendall Hartley","doi":"10.1016/j.tine.2025.100261","DOIUrl":"10.1016/j.tine.2025.100261","url":null,"abstract":"<div><h3>Purpose</h3><div>The consequences of students harboring false beliefs that contradict scientific evidence include reasoning difficulties and applying inaccurate information to problem solving. Relying on unsupported beliefs undermines judgment, fosters irrational reasoning, and is detrimental to the best interests of society. However, many belief change initiatives fail, presumably because conventional approaches to belief change conflict with how the brain processes instrumental and valenced information.</div></div><div><h3>Method</h3><div>To provide a more reliable and objective explanation as to why some knowledge reconstruction efforts are transitory, fragmented, and superficial, neuropsychology evidence was investigated to supplement existing behavioral belief-change research. Neuroscience findings related to belief change were summarized by describing the biology of knowledge reconstruction and why some research-based practices (particularly refutational texts) may stand in direct contrast to neuropsychological interpretations of knowledge revision. Specific applied strategies were advanced.</div></div><div><h3>Findings</h3><div>The success of changing minds depends on effectively modifying false beliefs by focusing on the prospective gains from belief revision rather than emphasizing the risks associated with maintaining existing beliefs. Additionally, cognitive, not affective processing should be emphasized using refutations that employ information that generates positive perceptions, not forecasts of doom and debilitation. All recommendations align with neurological findings that suggest positive and rewarding information enhances the probability of adaptive neuromodulation leading to brain plasticity.</div></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"40 ","pages":"Article 100261"},"PeriodicalIF":3.4,"publicationDate":"2025-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144469955","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}

{"title":"Is mindset related to functional connectivity in motivation-related brain networks: A resting-state fMRI study in adolescents","authors":"S. Nieuwenhuis ,&nbsp;M. van Buuren ,&nbsp;T.W.P. Janssen ,&nbsp;S. Altikulaç ,&nbsp;M. Hollarek ,&nbsp;H. Sijtsma ,&nbsp;R. Walsh ,&nbsp;N.C. Lee ,&nbsp;N.M. van Atteveldt","doi":"10.1016/j.tine.2025.100262","DOIUrl":"10.1016/j.tine.2025.100262","url":null,"abstract":"<div><h3>Introduction</h3><div>the aim of this study was to investigate whole-brain functional connectivity patterns of the reward circuitry and executive control network, and their associations with growth mindset of intelligence in adolescents</div></div><div><h3>Methods</h3><div>we investigated seed-based functional connectivity of three pre-defined seeds, the caudate and putamen (reward circuitry), and dorsal anterior cingulate cortex (dACC; executive control region) in 59 adolescents between 13–16 years old. Growth mindset was used as covariate in the seed-based analysis</div></div><div><h3>Results</h3><div>our findings revealed the expected whole-brain functional connectivity patterns of the three pre-defined seeds. In contrast to the literature, none of these functional connectivity patterns between the seeds and all other voxels of the brain were related to growth mindset</div></div><div><h3>Conclusion</h3><div>the current study suggests that the neural representation of a growth mindset is not consistently observed in resting-state neural connectivity and might depend on contextual or cultural differences.</div></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"40 ","pages":"Article 100262"},"PeriodicalIF":3.4,"publicationDate":"2025-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144366240","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}

{"title":"Pre-service teachers’ misconceptions about brain and mind–prevalence and predictors","authors":"Dana Opre ,&nbsp;Sebastian Pintea ,&nbsp;Romiță Iucu","doi":"10.1016/j.tine.2025.100260","DOIUrl":"10.1016/j.tine.2025.100260","url":null,"abstract":"<div><h3>Background</h3><div>The issue of educational misconceptions among teachers is examined through distinct lines of research including educational neuroscience and psychology, each offering different perspectives and drawing clear distinctions between neuromyths and psychological myths. In the present study, we investigate educational misconceptions through an interdisciplinary lens to gain a deeper understanding of the relationship between brain and mind myths and their prevalence among teachers. This framework also enables a more nuanced analysis of potential factors that may predict these misconceptions, aiding in understanding of how to address them effectively.</div></div><div><h3>Method</h3><div>An online survey was designed and administered to pre-service teachers (<em>N</em> = 258). Descriptive statistics, Pearson’s correlation and Stepwise regression were used to analyze the collected data.</div></div><div><h3>Results</h3><div>First, there is a high prevalence of educational myths among Romanian pre-service teachers. Second, neuromyths and psychological/mind myths are strongly correlated. Third, there are significant associations between the endorsement of neuromyths and psychological myths with various factors, experiential engagement being the most important.</div></div><div><h3>Conclusion</h3><div>An interdisciplinary approach reveals that valuable insights from integrating different research fields can be harnessed to enhance our understanding of the interplay between educational myths endorsement and different influencing factors. A comprehensive understanding of these relations enables the development of innovative and suitable interventions to debunk myths.</div></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"40 ","pages":"Article 100260"},"PeriodicalIF":3.4,"publicationDate":"2025-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144263660","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}

{"title":"Beyond the page: Enriching storybooks with embodied activities to improve mathematics skills – A scoping review","authors":"Venera Gashaj ,&nbsp;Dragan Trninic ,&nbsp;Ouhao Chen ,&nbsp;Korbinian Moeller","doi":"10.1016/j.tine.2025.100259","DOIUrl":"10.1016/j.tine.2025.100259","url":null,"abstract":"<div><h3>Background</h3><div>This article explores approaches to enriching storybook reading experiences to facilitate mathematics learning in children.</div></div><div><h3>Method</h3><div>A scoping review of existing literature was conducted to identify approaches for enhancing mathematics storybooks.</div></div><div><h3>Results</h3><div>Two primary approaches were identified: hands-on physical experiences, such as gestures, enactment, and manipulatives; and technology-driven interventions, such as augmented reality and wearables. Hands-on experiences can promote numerical understanding through multisensory interactions. Technology-driven approaches may alleviate mathematics anxiety and increase motivation. Both approaches can foster numeracy by increasing engagement with the learning content.</div></div><div><h3>Conclusion</h3><div>Integrating enriched activities into mathematics storybook reading has the potential to support numeracy development.</div></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"40 ","pages":"Article 100259"},"PeriodicalIF":3.4,"publicationDate":"2025-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144243206","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}

{"title":"Effects of teaching neuroplasticity on motivation, inhibitory control and task performance, and the role of mindset theory","authors":"Jérémie Blanchette Sarrasin ,&nbsp;Martin Riopel ,&nbsp;Geneviève Allaire-Duquette ,&nbsp;Sophie McMullin ,&nbsp;Élisabeth Bélanger ,&nbsp;Lorie-Marlène Brault Foisy ,&nbsp;Steve Masson","doi":"10.1016/j.tine.2025.100257","DOIUrl":"10.1016/j.tine.2025.100257","url":null,"abstract":"<div><h3>Background</h3><div>Frequent and persistent errors resist teaching, partly due to difficulties in mobilizing inhibitory control. A promising strategy to address this challenge involves teaching students about neuroplasticity. Such instruction may indeed foster motivational beliefs (often referred to as <em>growth mindset</em>), which in turn could positively influence the mobilization of inhibitory control. This study investigated the effects of a neuroplasticity-based intervention on motivation (including constructs from mindset theory), inhibitory control and task performance.</div></div><div><h3>Method</h3><div>The final sample included 44 10–12 y/o students recruited from French-speaking elementary schools in the Montreal area (Québec, Canada), primarily through an online advertisement posted on social media. They were assigned to either the experimental group (neuroplasticity intervention) or the control group. They completed a motivational questionnaire at both pretest and posttest and performed a fraction comparison task while undergoing fMRI scanning.</div></div><div><h3>Results</h3><div>Results indicated that students who learned about neuroplasticity demonstrated significant improvements in motivation and greater activation of the ventrolateral prefrontal cortex (VLPFC), a brain region associated with inhibitory control. However, task performance did not significantly differ between groups. Notably, the change in perceived competence was the only motivational variable significantly associated with brain activity related to inhibitory control.</div></div><div><h3>Conclusions</h3><div>These findings suggest that teaching neuroplasticity can both foster motivation and neural engagement, with perceived competence emerging as a central variable in this relationship. While the intervention did not produce direct effects on academic performance, it remains a promising cost-effective strategy to support students with inhibitory control difficulties and offers valuable insights for future educational interventions.</div></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"40 ","pages":"Article 100257"},"PeriodicalIF":3.4,"publicationDate":"2025-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144169198","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}

{"title":"Aerobic fitness modulates arithmetic strategy use in college-aged young adults","authors":"Amanda L. McGowan ,&nbsp;Oksana K. Ellison ,&nbsp;Morgan S. Ham ,&nbsp;Madison C. Chandler ,&nbsp;Matthew B. Pontifex","doi":"10.1016/j.tine.2025.100258","DOIUrl":"10.1016/j.tine.2025.100258","url":null,"abstract":"<div><h3>Purpose</h3><div>The purpose of the present investigation was to determine the extent to which individuals at the extremes of the aerobic fitness continuum differed in their utilization of arithmetic strategies.</div></div><div><h3>Method</h3><div>Using a cross-sectional design, 37 higher aerobically fit and 37 lower aerobically fit participants completed a complex arithmetic task while neuroelectric measures were concurrently recorded. The arithmetic task had participants view a pair of sequentially presented two-digit operands and determine if the sum was greater than or &lt;100 which manipulated the utilization of exact and approximate arithmetic strategies.</div></div><div><h3>Results</h3><div>Individuals with higher aerobic fitness demonstrated a greater tendency to utilize more efficient approximate arithmetic strategies as the sums grew more distant from 100 in contrast to their lower aerobic fitness counterparts, indexed using a composite measure of behavioral and neuroelectric data.</div></div><div><h3>Conclusion</h3><div>Superior aerobic fitness relates to a greater ability to shift between procedural strategies for arithmetic problems.</div></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"40 ","pages":"Article 100258"},"PeriodicalIF":3.4,"publicationDate":"2025-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144243207","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}

{"title":"Learning with erroneous visualizations modulates retention depending on perceptual richness and test type","authors":"Theresa Dechamps,&nbsp;Alexander Skulmowski","doi":"10.1016/j.tine.2025.100256","DOIUrl":"10.1016/j.tine.2025.100256","url":null,"abstract":"<div><h3>Background</h3><div>Learners are increasingly subjected to inaccurate visualizations generated using artificial intelligence. Coincidentally, some learning strategies purposely let learners engage with erroneous content. Instructional visualizations can be created in varying levels of perceptual richness (or realism). We conducted the present experiment to assess whether testing using erroneous examples can be a viable strategy for learning tasks depending on their perceptual richness.</div></div><div><h3>Methods</h3><div>The two factors of testing (with an error-spotting task vs. without) and realism (schematic vs. realistic) were assessed using two retention tests.</div></div><div><h3>Results</h3><div>Testing with erroneous examples was detrimental when combined with schematic visualizations, but helpful when applied to realistic imagery in one of the tests.</div></div><div><h3>Conclusion</h3><div>Studying with erroneous examples appears to require a certain level of realism to be an effective method. Exposing learners to inaccurate visualizations such as those generated by artificial intelligence tools may not be problematic as long as this fact is disclosed.</div></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"40 ","pages":"Article 100256"},"PeriodicalIF":3.4,"publicationDate":"2025-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144194923","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}