Trends in Neuroscience and Education最新文献

{"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}

{"title":"Large language models outperform humans in identifying neuromyths but show sycophantic behavior in applied contexts","authors":"Eileen Richter ,&nbsp;Markus Wolfgang Hermann Spitzer ,&nbsp;Annabelle Morgan ,&nbsp;Luisa Frede ,&nbsp;Joshua Weidlich ,&nbsp;Korbinian Moeller","doi":"10.1016/j.tine.2025.100255","DOIUrl":"10.1016/j.tine.2025.100255","url":null,"abstract":"<div><div><strong>Background</strong>: Neuromyths are widespread among educators, which raises concerns about misconceptions regarding the (neural) principles underlying learning in the educator population. With the increasing use of large language models (LLMs) in education, educators are increasingly relying on these for lesson planning and professional development. Therefore, if LLMs correctly identify neuromyths, they may help to dispute related misconceptions.</div><div><strong>Method</strong>: We evaluated whether LLMs can correctly identify neuromyths and whether they may hint educators to neuromyths in applied contexts when users ask questions comprising related misconceptions. Additionally, we examined whether explicitly prompting LLMs to base their answer on scientific evidence or to correct unsupported assumptions would decrease errors in identifying neuromyths.</div><div><strong>Results</strong>: LLMs outperformed humans in identifying neuromyth statements as used in previous studies. However, when presented with applied user-like questions comprising misconceptions, they struggled to highlight or dispute these. Interestingly, explicitly asking LLMs to correct unsupported assumptions increased the likelihood that misconceptions were flagged considerably, while prompting the models to rely on scientific evidence had only little effects.</div><div><strong>Conclusion</strong>: While LLMs outperformed humans at identifying isolated neuromyth statements, they struggled to hint users towards the same misconception when they were included in more applied user-like questions—presumably due to LLMs’ tendency toward sycophantic responses. This limitation suggests that, despite their potential, LLMs are not yet a reliable safeguard against the spread of neuromyths in educational settings. However, when users explicitly prompt LLMs to correct unsupported assumptions—an approach that may initially seem counterintuitive–this effectively reduced sycophantic responses.</div></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"39 ","pages":"Article 100255"},"PeriodicalIF":3.4,"publicationDate":"2025-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143927632","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":"What do Chinese psychology majors know about brain research?","authors":"Adam John Privitera ,&nbsp;Jue Wang ,&nbsp;Xin Jiang","doi":"10.1016/j.tine.2025.100254","DOIUrl":"10.1016/j.tine.2025.100254","url":null,"abstract":"<div><h3>Background</h3><div>China has recently emerged as a neuroscience leader. Given the absence of undergraduate neuroscience programs at most Chinese universities, future neuroscientists are likely to be recruited from psychology departments. Consequently, the question of whether these students possess neuroliteracy, an understanding about the brain and its functions, that may support their future training is an interesting topic for investigation.</div></div><div><h3>Methods</h3><div>We administered a neuroliteracy survey to a sample of undergraduate psychology majors enrolled in Chinese public universities (<em>n</em> = 546).</div></div><div><h3>Results</h3><div>Students were more accurate when identifying true statements, especially those related to plasticity, but performed worse when evaluating the authenticity of false statements. News reading was associated with higher overall neuroliteracy, and higher accuracy on false statements.</div></div><div><h3>Conclusions</h3><div>This is the first investigation of neuroliteracy conducted in a student sample in China, with implications for the design of undergraduate psychology programs to support the development of this competency.</div></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"39 ","pages":"Article 100254"},"PeriodicalIF":3.4,"publicationDate":"2025-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143904463","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":"Neural responses to errors in models and their relevance for longer term learning among undergraduate life sciences students","authors":"Caron A.C. Clark ,&nbsp;Mei Grace Behrendt ,&nbsp;Tammy Long ,&nbsp;Joseph T. Dauer","doi":"10.1016/j.tine.2025.100253","DOIUrl":"10.1016/j.tine.2025.100253","url":null,"abstract":"<div><h3>Background</h3><div>Error detection and inhibition are deemed central to STEM learning, although there is little research on the neural bases of these processes and their role in the developing expertise of life sciences students.</div></div><div><h3>Method</h3><div>Fifty undergraduate life sciences students performed a biology model evaluation task and a general go/no-go inhibition task during functional MRI. A year later, they completed a biology model evaluation task outside the scanner.</div></div><div><h3>Results</h3><div>Students showed increased ACC and bilateral inferior frontal/insula activity when viewing models with, vs. without, conceptual errors. Multivariate activation patterns showed little correspondence across the fMRI model and go/no-go tasks. Functional connectivity between the ACC and lateral PFC correlated with course grades, while activity in the right inferior frontal gyrus/insula predicted later model evaluation performance.</div></div><div><h3>Conclusions</h3><div>Students who activate lateral PFC regions during scientific error detection may show better concept retention, although this neural activity may not reflect inhibitory control.</div></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"39 ","pages":"Article 100253"},"PeriodicalIF":3.4,"publicationDate":"2025-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143927631","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":"Longitudinal study on the impact of short-term radiological interpretation training on resting-state brain network hubs","authors":"Hongmei Wang ,&nbsp;Renhuan Yao ,&nbsp;Xiaoyan Zhang ,&nbsp;Minghao Dong ,&nbsp;Chenwang Jin","doi":"10.1016/j.tine.2025.100252","DOIUrl":"10.1016/j.tine.2025.100252","url":null,"abstract":"<div><div>Radiological expertise develops through extensive experience in specific imaging modalities. While previous research has focused on long-term learning and neural mechanisms of expertise, the effects of short-term radiological training on resting-state neural networks remain underexplored. This study investigates the impact of four weeks of radiological interpretation training on resting-state neural networks in 32 radiology interns. Using behavioral assessments and resting-state fMRI data, a Recursive Feature Elimination Support Vector Machine (RFE-SVM) model achieved 82% accuracy in classifying data from the pre- and post-training phases. Key brain regions linked to attention, decision-making, working memory, and visual processing were identified, providing insights into how short-term training reshapes intrinsic brain networks and facilitates rapid adaptation to new skills. These findings also lay a theoretical foundation for designing more effective training programs.</div></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"39 ","pages":"Article 100252"},"PeriodicalIF":3.4,"publicationDate":"2025-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143838677","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}