Trends in Neuroscience and Education最新文献

{"title":"Bilingual education and cognitive control: An educational neuroscience perspective","authors":"Hiroo Fujitani","doi":"10.1016/j.tine.2026.100297","DOIUrl":"10.1016/j.tine.2026.100297","url":null,"abstract":"<div><h3>Background</h3><div>Bilingual education provides a natural framework for studying how experience shapes the developing and aging brain. Managing two languages engages neural networks supporting executive function and cognitive control, offering a model of experience-dependent plasticity.</div></div><div><h3>Methods</h3><div>This narrative review synthesizes developmental, neuroimaging, electrophysiological, and longitudinal studies published primarily between 2010 and 2025, with earlier seminal studies included to provide theoretical context. The review is based on English-language literature identified through major international databases and is not a systematic review.</div></div><div><h3>Results</h3><div>Bilingual experience induces structural and functional changes in frontoparietal and frontostriatal networks, improves white matter integrity, and enhances neural efficiency in cognitive control tasks. ERP and longitudinal studies indicate benefits for attention, working memory, and metalinguistic awareness. In older adults, lifelong bilingualism supports executive function and cognitive resilience, contributing to cognitive reserve. Behavioral effects are inconsistent, but neural adaptations are robust.</div></div><div><h3>Conclusion</h3><div>Bilingual education illustrates how socially embedded, cognitively demanding learning shapes brain networks. It provides a valuable model for understanding experience-dependent neuroplasticity across the lifespan, with implications for education and cognitive health in aging.</div></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"44 ","pages":"Article 100297"},"PeriodicalIF":3.3,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148854101","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}

{"title":"Are learning strategies recommended by teachers aligned with the science of learning?","authors":"João Paulo C. de Menezes,&nbsp;Antônio Jaeger","doi":"10.1016/j.tine.2026.100298","DOIUrl":"10.1016/j.tine.2026.100298","url":null,"abstract":"<div><div>Teachers may play a crucial role in translating findings from the science of learning into educational practices through the recommendations they make to students. Yet, little is known about how well their recommendations align with actual research-based findings. To investigate this issue, we surveyed 249 public-school K-12 teachers from the Brasília metropolitan area in Brazil regarding their teaching practices, beliefs, and the learning strategies they typically recommend to students. We found that most of their recommendations involved thinking of real-life examples, asking questions in class, rereading, highlighting, and summarizing. By contrast, learning strategies based on memory retrieval such as flashcards and active recall were recommended less often, even though their benefits for long-term retention are strongly supported by research. Interestingly, recommendations were similar across teachers with diverse demographic characteristics, although some suggestive variation was evident across subject areas. In addition, teachers often reported the belief that students have different learning styles, and often adapted their classes to accommodate such presumed learning-style differences. Taken together, these findings reveal a gap between research-supported learning principles and the study strategies teachers recommend to students. They highlight the need for improvements in the professional development of teachers, focusing on the promotion of evidence-based study strategies.</div></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"44 ","pages":"Article 100298"},"PeriodicalIF":3.3,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148854100","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}

{"title":"Neural mechanisms of attention: Distinctions and overlaps between voluntary and automatic activation","authors":"Thaís Santos Contenças,&nbsp;Luiz Eduardo Ribeiro do Valle,&nbsp;Mariana Penteado Nucci,&nbsp;Edson Amaro","doi":"10.1016/j.tine.2026.100296","DOIUrl":"10.1016/j.tine.2026.100296","url":null,"abstract":"<div><h3>Background</h3><div>Visuospatial attention involves neural activity that prioritizes certain regions of space over others and can be categorized into two types: automatic and voluntary attention. Although both forms of attention engage overlapping brain areas, some studies suggest distinct additional areas of activation by each type.</div></div><div><h3>Objective</h3><div>This study aimed to explore the differences and similarities in the brain activation patterns associated with voluntary and automatic attention, using event-related Functional Magnetic Resonance Imaging (fMRI).</div></div><div><h3>Methods</h3><div>Twenty young adults performed two attention tasks, outside and inside a 3T MRI scanner, both coupled to an eye-tracking system. Each trial began with a central fixation point and two marked rings, one positioned on each side of the screen. After the appearance of a preceding stimulus, a target stimulus appeared inside one of the rings. The experimental design includes valid, neutral, and invalid conditions for both the automatic and voluntary attention tasks.</div></div><div><h3>Results</h3><div>Reaction times were faster under valid conditions than under invalid ones. Distinct patterns of brain activity were identified for automatic and voluntary attention. Automatic attention predominantly activated the right and medial posterior brain regions, while voluntary attention engaged the medial superior frontal and lateral parietal regions. However, both types of attention shared common activation in the frontoparietal network, including the dorsolateral prefrontal cortex, frontal eye fields, intraparietal sulcus, temporoparietal junction, precuneus, and cingulate regions.</div></div><div><h3>Conclusion</h3><div>These findings deepen our understanding of attentional neural mechanisms in healthy young adults and provide a normative framework for future studies investigating clinical conditions associated with impaired attention.</div></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"44 ","pages":"Article 100296"},"PeriodicalIF":3.3,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148854244","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}

{"title":"The sound of the roman empire: effects of playing a history video game with and without sound","authors":"Amedeo Viccari ,&nbsp;Marlit Annalena Lindner ,&nbsp;Anna Kienitz ,&nbsp;Jens-Uwe Hahn ,&nbsp;Richard Göllner ,&nbsp;Valentin Emslander ,&nbsp;Lisa Bardach","doi":"10.1016/j.tine.2026.100290","DOIUrl":"10.1016/j.tine.2026.100290","url":null,"abstract":"<div><h3>Background</h3><div>Sound is a core component of digital games, and its integration is assumed to support learning, motivation, and positive emotions. However, empirical evidence on the role of sound in educational video games remains limited, particularly in narrative-driven educational adventure games such as digital history games.</div></div><div><h3>Methods</h3><div>In a laboratory experiment, university students (<em>N</em> = 111) either played an educational history video game without sound or with additional sound features (ambient audio, character voices, and narrated codex entries providing additional historical information). Post-test measures assessed factual knowledge, triggered and maintained situational interest, and academic emotions (enjoyment and boredom). Engagement with optional supplemental historical information provided through in-game codex entries was measured using behavioral log data. We analyzed differences between the two conditions while controlling for relevant pre-test variables.</div></div><div><h3>Results</h3><div>Participants in the add-on sound condition did not score significantly higher on the knowledge test than those in the no-sound condition. Likewise, no statistically significant differences emerged in situational interest, enjoyment, boredom, or codex engagement between conditions. Additional analyses indicated that participants’ interactions with codex entries positively predicted knowledge test performance, indicating that voluntary engagement with supplemental content contributed to learning.</div></div><div><h3>Conclusion</h3><div>Our findings suggest that the presence of sound alone may not enhance academic outcomes in a narrative-driven educational video game. Additionally, our findings indicate that learning outcomes depended strongly on learners’ engagement with in-game codex entries. Overall, our results on the inclusion of sound highlight the importance of examining specific design features within educational history video games.</div></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"43 ","pages":"Article 100290"},"PeriodicalIF":3.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148184717","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":"Visual cues as perceptual load: Cues can create additional cognitive demands in interactive visualizations despite being perceived as helpful","authors":"Patricia Engel-Hermann,&nbsp;Alexander Skulmowski","doi":"10.1016/j.tine.2026.100289","DOIUrl":"10.1016/j.tine.2026.100289","url":null,"abstract":"<div><h3>Background</h3><div>Perceptually rich visualizations are known to pose cognitive demands. Cognitive load theory suggests that design choices can mitigate negative effects on learning performance.</div></div><div><h3>Aims</h3><div>We aim to evaluate whether cueing is able to reduce the cognitive demands of a parallax effect induced by constrained interactivity in learning with perceptually rich visualizations.</div></div><div><h3>Sample</h3><div>191 university students were included in the final sample.</div></div><div><h3>Methods</h3><div>Participants were randomly assigned to learn with a perceptually rich anatomical visualization in one of four versions resulting from the factors constrained interactivity (static vs. interactive parallax effect) and visual boundary cues (without vs. with cues). The constrained interactivity allowed participants to slightly rotate an anatomical model. Subjective cognitive load during learning was assessed using a survey. Participants completed image-based and text-based retention tests.</div></div><div><h3>Results</h3><div>Contrary to the notion that cues help learners facing perceptually rich task, we found that cues only benefit learning with the static visualization. As indicated by an interaction effect, cueing lowered retention performance in the constrained interactive condition. Germane cognitive load ratings suggest that participants recognized the cues as helpful in the interactive parallax effect condition while preferring the variant without cues in the static condition.</div></div><div><h3>Conclusion</h3><div>The cognitive demands of minimally interactive perceptually rich visualizations cannot simply be reduced by inserting boundary cues. Instead, visual cues may even add to the perceptual richness of visualizations if they feature subtle forms of interactivity. The perceptual demands of a slightly adjustable visualization that was extended by cues may have been too high.</div></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"43 ","pages":"Article 100289"},"PeriodicalIF":3.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148184846","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":"Neuroscience beliefs in education among teachers in Argentina and other Latin American countries: predictors and comparisons to experts’ perspectives","authors":"Marta Cerezo García ,&nbsp;Anna Carballo-Márquez ,&nbsp;Paul B. Perrin ,&nbsp;Bryan R. Christ ,&nbsp;Laiene Olabarrieta-Landa ,&nbsp;Cristian Y. Logatt Grabner ,&nbsp;Juan Carlos Arango-Lasprilla ,&nbsp;Esperanza Vergara-Moragues","doi":"10.1016/j.tine.2026.100279","DOIUrl":"10.1016/j.tine.2026.100279","url":null,"abstract":"<div><h3>Background</h3><div>Neuroscientific advances applied to education are often susceptible to misinterpretation by teaching professionals. However, the accuracy of neuromyths can change as neuroscientific research advances. The goals of this study were to identify teachers’ beliefs about brain functioning, as well as to examine predictors of scientifically unsupported beliefs and to examine the degree of alignment between teachers’ responses and experts’ perspectives.</div></div><div><h3>Method</h3><div>After a review of the literature, the 58-item Neurobeliefs in Education Questionnaire (NEQ) was created and administered to nine neuroeducation experts and 1,139 teachers from Argentina and other Latin American countries (86.1% women).</div></div><div><h3>Results</h3><div>Teachers demonstrated high variability in their beliefs about brain functioning, with only 16% of items showing strong agreement among them and 43% showing strong disagreement. In contrast, neuroeducation experts showed greater internal consensus, especially on items supported by strong scientific evidence. When comparing the two groups, 60% of items revealed disagreement, with over a third showing large discrepancies driven by higher teacher endorsement of well-established neuromyths. A regression revealed that preschool teachers and those who had received neuroscience instruction as part of their academic degrees were more likely to endorse neuromyths, while university-level educators and those with neuroscience training outside their degree programs were significantly less likely to do so.</div></div><div><h3>Conclusion</h3><div>The results support that continuous training in neuroscience and psychology may be a protective factor against endorsement of neuromyths among teachers in Latin America.</div></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"42 ","pages":"Article 100279"},"PeriodicalIF":3.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147398074","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":"Among well-being, cognitive, metacognitive and socio-emotional skills, executive functions best explain SES–achievement inequalities","authors":"Margot Rémeau ,&nbsp;Grégoire Borst","doi":"10.1016/j.tine.2026.100277","DOIUrl":"10.1016/j.tine.2026.100277","url":null,"abstract":"<div><div>Socioeconomic disparities in academic achievement intensify during secondary school, yet the mechanisms driving these inequalities remain debated. This study examined whether transversal factors—executive functions, reasoning ability, metacognition and socio-emotional skills—and the related construct of subjective well-being mediate the association between socioeconomic status (SES) and academic performance. Data were drawn from two large, nationally representative cohorts of French students in Grade 6 (<em>N</em> = 1684) and Grade 8 (<em>N</em> = 1667). Multigroup structural equation modeling revealed that SES predicted academic performance, with gaps widening from Grade 6 to 8. Executive functions consistently emerged as the strongest mediator, accounting for 22% of the total SES–achievement association in Grade 6 and 17% in Grade 8. Reasoning ability also mediated this effect in Grade 6 but not in Grade 8. Metacognition, socio-emotional skills and subjective well-being did not mediate the relation between SES and academic achievement when controlling for all other mediators. Our results indicate that educational inequalities observed in middle school are partly associated with differences in students’ executive functions linked to family SES.</div></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"42 ","pages":"Article 100277"},"PeriodicalIF":3.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146024497","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":"The emerging submission crisis in behavioral science","authors":"Markus Wolfgang Hermann Spitzer","doi":"10.1016/j.tine.2026.100276","DOIUrl":"10.1016/j.tine.2026.100276","url":null,"abstract":"<div><div>The scientific system currently faces several challenges, such as paper mills, citation manipulation, and discussions about reforming the peer review process. In this opinion paper, I argue that an additional, largely overlooked problem is emerging: a sharp increase in annual manuscript submissions that exceeds editors’ and reviewers’ capacity to evaluate scientific work with sufficient care. Based on personal observations and conversations conducted in 2025, I describe a substantial rise in submissions to individual journals, despite the rapid emergence of new journals. I outline several factors that have accelerated the pace of behavioral science research, including advances in the automation of behavioral science, the growing availability of large real-world datasets, and the widespread adoption of large language models for writing manuscripts. I argue that the current submission crisis is driven primarily by the latter, resulting in a growing number of polished-looking submissions that provide little empirical evidence and place increasing strain on editors and reviewers. I discuss the implications of rising submission volumes for editors, reviewers, and early-career researchers and distinguish between a present submission crisis characterized by superficial contributions and a potential future crisis driven by actually accelerated scientific progress due to the automation of behavioral science. I hope that this opinion paper will spark discussions and research on this topic, eventually providing new solutions, such as the adoption of artificial intelligence tools to support workflows for editors and reviewers.</div></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"42 ","pages":"Article 100276"},"PeriodicalIF":3.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145957689","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":"Interpersonal synchronization in face-to-face vs. remote education: An EEG and ECG hyperscanning study","authors":"Michela Balconi ,&nbsp;Katia Rovelli ,&nbsp;Giulia Magni ,&nbsp;Luana Amadini Genovese ,&nbsp;Maurizio Mauri ,&nbsp;Elena Sajno ,&nbsp;Maria Sansoni ,&nbsp;Stefano De Gaspari ,&nbsp;Silvia Serino ,&nbsp;Daniele Di Lernia ,&nbsp;Laura Angioletti ,&nbsp;Allegretta Roberta A． ,&nbsp;Giuseppe Riva","doi":"10.1016/j.tine.2026.100281","DOIUrl":"10.1016/j.tine.2026.100281","url":null,"abstract":"<div><h3>Background and aims</h3><div>Interpersonal synchronization is a key component of effective teaching and learning, but little is known about how it differs between face-to-face and remote settings. This study investigates interpersonal synchronization in face-to-face (FTF) versus remote learning (RL) environments through electroencephalography (EEG) and electrocardiography (ECG) hyperscanning.</div></div><div><h3>Methods</h3><div>Eight groups of 3 students and 1 lecturer (<em>N</em> = 32) engaged in both conditions, consisting of a baseline, a 20-minute lecture, and a 20-minute interactive task. Neural synchronization was assessed using inter-individual Euclidean Distance (EuDist) across five EEG frequency bands (delta, theta, alpha, beta, gamma). Cardiac synchronization was assessed via intersubject correlation of heart rate (ISC<img>HR). Learning outcomes and perception were measured through a series of self-report measures and validated questionnaires.</div></div><div><h3>Results</h3><div>Results revealed a modest but significant effect of learning condition across all EEG bands, with significantly lower EuDist values in the FTF condition compared to RL, indicating higher inter-individual neural alignment when participants were physically co-present. Additionally, task-specific effects emerged in delta, theta, beta, and gamma bands, with interactive tasks generally associated with lower dissimilarity. Furthermore, ISC<img>HR was significantly higher in the FTF condition compared to the RL condition, while no significant task-specific differences emerged. Self-report measures further indicated higher perceived interpersonal closeness and lesson satisfaction in the FTF condition, while learning outcomes remained stable across modalities.</div></div><div><h3>Conclusion</h3><div>These findings demonstrate that physical co-presence enhances both cortical and autonomic synchronization during instruction, particularly under dialogic conditions, and underscore the role of embodied interaction in promoting shared cognitive and affective engagement in educational contexts.</div></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"42 ","pages":"Article 100281"},"PeriodicalIF":3.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147398075","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":"The prevalence of neuromyths among Turkish parents: sources, purchase intentions, and effects on educational strategies","authors":"Menşure Alkış Küçükaydın","doi":"10.1016/j.tine.2026.100278","DOIUrl":"10.1016/j.tine.2026.100278","url":null,"abstract":"<div><h3>Background</h3><div>This study is the first to examine the prevalence of neuromyth beliefs among parents of primary school students in Turkey, the sources of these beliefs, their relationship with educational level, and their predictive effect on attitudes toward neuroscience and purchase intentions.</div></div><div><h3>Method</h3><div>A total of 311 Turkish parents with children in primary school participated in the study. The prevalence of parents' neuromyth beliefs, their sources (e.g., TV news, social media), attitudes toward neuroscience, and purchase intentions for brain development products were measured using scales. Frequency analyses, simple linear regression analysis, and multiple regression analyses were used to analyze the data.</div></div><div><h3>Results</h3><div>The analyses revealed that neuromyth beliefs are prevalent among Turkish parents and that TV news and social media are the main sources of these beliefs. Statistical analyses showed that neuromyth belief levels decreased significantly as parents' education level increased. Furthermore, regression analysis revealed that belief in neuromyths significantly predicted attitudes toward neuroscience.</div></div><div><h3>Conclusion</h3><div>This study shows that parents' belief in neuromyths is widespread in the Turkish context and is disseminated particularly through popular media channels. The fact that belief in neuromyths positively predicts attitudes toward neuroscience indicates that parents are interested in neuroscientific topics, albeit with misconceptions. These results suggest that science-based awareness campaigns targeting parents should consider differences in media use and educational levels.</div></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"42 ","pages":"Article 100278"},"PeriodicalIF":3.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147398070","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}