Trends in Neuroscience and Education最新文献

{"title":"Congenital amusia and academic performance among Colombian university students","authors":"Iván Pradilla ,&nbsp;Luis O Tierradentro-García ,&nbsp;Maria A. Palacios-Ariza ,&nbsp;Andrés F Díaz-Forero ,&nbsp;Juan S. Botero-Meneses ,&nbsp;Claudia Talero-Gutiérrez","doi":"10.1016/j.tine.2020.100133","DOIUrl":"10.1016/j.tine.2020.100133","url":null,"abstract":"<div><h3>Background</h3><p>Congenital amusia is a rare neurogenetic and neuropsychological condition which hinders the ability to recognize variations in all aspects of a musical piece. Although previous studies have determined the prevalence of congenital amusia in the general population, few have studied its presence among university students. Findings regarding the association between this condition and academic performance are equivocal, although evidence suggests that musical training improves scholastic achievement.</p></div><div><h3>Methods</h3><p>We conducted a cross-sectional study on a sample of 383 university students, all pursuing health-related degrees, comparing their class rank with their performance on the BRAMS Online Test for amusia.</p></div><div><h3>Results</h3><p>We found a prevalence of 0.52% for pitch-based amusia. When applying the Off-Scale test failure criterion for the definition of amusia in our sample, we found a prevalence of 4.4%. Logistic models showed an increase in risk of poor academic performance (lowest quartile) in subjects who failed the off-scale test (Odds Ratio: 7.14 95% CI 2.59–19.6) and who met any of the described definitions of amusia (Odds Ratio: 4.89 95% CI 2.24–10.7).</p></div><div><h3>Conclusions</h3><p>Both musical training and self-report of musical ability significantly affected test results. Although musical education shows some effect over academic performance, further studies are required to determine if this is due to differential effects in subjects with and without amusia.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.tine.2020.100133","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38369499","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":"Children's neural responses to a novel mathematics concept","authors":"Caron A.C. Clark,&nbsp;Ryan H. Hudnall,&nbsp;Sam Pérez-González","doi":"10.1016/j.tine.2020.100128","DOIUrl":"10.1016/j.tine.2020.100128","url":null,"abstract":"<div><h3>Background</h3><p>Functional MRI studies have suggested a ‘frontoparietal shift’ over the course of development, whereby children tend to engage prefrontal neural regions to a greater extent than adults when completing mathematics tasks. Although this literature hints that lateral prefrontal regions may be involved in acquiring mathematics knowledge, a key limitation of existing studies is that they have included mathematics content that children already are familiar with as opposed to examining the dynamic learning process. We aimed to address this gap by examining children's neural responses when exposed to a new, unfamiliar mathematics concept.</p></div><div><h3>Method</h3><p>Eighteen 8–11 year old children viewed blocked demonstrations of base-2/binary (unfamiliar) and base-10/decimal (familiar) number systems while undergoing functional MRI (fMRI). Children's behavioral understanding of binary numbers was measured between fMRI runs.</p></div><div><h3>Results</h3><p>Counter to hypotheses, there were no overall differences in prefrontal activity for binary relative to decimal blocks. However, children with higher levels of behavioral understanding of the novel, binary concept showed enhanced neural activity in the left rostral middle frontal gyrus specifically during binary concept exposure. They also showed enhanced connectivity between this region and pre-and post-central gyri and left parahippocampal regions.</p></div><div><h3>Conclusions</h3><p><span>Individual differences in children's behavioral grasp of a new mathematics concept correlate with prefrontal activity and functional connectivity during exposure to the concept, suggesting that rostral </span>prefrontal cortex may play a role in mathematics learning.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.tine.2020.100128","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38369494","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":"Brain knowledge and predictors of neuromyths among teachers in Morocco","authors":"Abdelkrim Janati Idrissi ,&nbsp;Mohammed Alami ,&nbsp;Abdelaziz Lamkaddem ,&nbsp;Zouhayr Souirti","doi":"10.1016/j.tine.2020.100135","DOIUrl":"10.1016/j.tine.2020.100135","url":null,"abstract":"<div><p>The objective of this study was to evaluate brain knowledge and the prevalence of neuromyths among teachers in Morocco. We aimed also predicting factors that may improve teachers' brain knowledge and widespread of neuromyths. An online questionnaire was sent to a large population of Moroccan teachers. The questionnaire contains 32 questions, 20 of them are designed to assess teachers' knowledge about the brain and the remaining 12 questions are neuromyths. The mean score of brain knowledge was (64.34% (SD = 27.9%)) and the mean score of neuromyths was (66.56% (SD= 25.73%)). Besides, 50% of teachers were unable to correctly answer seven out of the 20 brain knowledge questions. Moreover, half of the teachers believed in 9 out of the 12 neuromyths. Knowledge about the brain was the foremost predictor of neuromyths. The study disclosed a real lack of brain knowledge with a widespread of neuromyths among teachers in Morocco.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.tine.2020.100135","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38369500","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":"Difficulties in retrieval multiplication facts: The case of interference to reconsolidation","authors":"Ayelet Katzoff ,&nbsp;Nitza Mark Zigdon ,&nbsp;Sarit Ashkenazi","doi":"10.1016/j.tine.2020.100137","DOIUrl":"10.1016/j.tine.2020.100137","url":null,"abstract":"<div><h3>Objectives</h3><p>Many students have difficulties in retrieving multiplication facts from memory. The aim of the present study was to test the difficulty in retrieval of multiplication facts from the perspective of the reconsolidation of long-term memory phase, which has been found to be sensitive to interferences.</p></div><div><h3>Methods</h3><p>Students learned multiplication facts and then received a reminder, which led to reactivation and reconsolidation. After the reminder, additional multiplication facts (interference) were learned and memory was tested.</p></div><div><h3>Results</h3><p>Students who received both a reminder and interference during reconsolidation showed no significant improvement in retrieving multiplication facts from memory, whereas Students who received either a reminder or additional multiplication facts (interference) exhibited a better performance in retrieval.</p></div><div><h3>Conclusions</h3><p>These results indicate, for the first time, that the reconsolidation phase is sensitive to interferences in mathematical declarative memory content. The findings indicate additional possible causes for difficulties in retrieval of multiplication facts in class.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.tine.2020.100137","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38369497","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":"Memory-related cognitive load effects in an interrupted learning task: A model-based explanation","authors":"Maria Wirzberger ,&nbsp;Jelmer P. Borst ,&nbsp;Josef F. Krems ,&nbsp;Günter Daniel Rey","doi":"10.1016/j.tine.2020.100139","DOIUrl":"10.1016/j.tine.2020.100139","url":null,"abstract":"<div><h3>Background</h3><p>The Cognitive Load Theory provides a well-established framework for investigating aspects of learning situations that demand learners’ working memory resources. However, the interplay of these aspects at the cognitive and neural level is still not fully understood.</p></div><div><h3>Method</h3><p>We developed four computational models in the cognitive architecture ACT-R to clarify underlying memory-related strategies and mechanisms. Our models account for human data of an experiment that required participants to perform a symbol sequence learning task with embedded interruptions. We explored the inclusion of subsymbolic mechanisms to explain these data and used our final model to generate fMRI predictions.</p></div><div><h3>Results</h3><p>The final model indicates a reasonable fit for reaction times and accuracy and links the fMRI predictions to the Cognitive Load Theory.</p></div><div><h3>Conclusions</h3><p>Our work emphasizes the influence of task characteristics and supports a process-related view on cognitive load in instructional scenarios. It further contributes to the discussion of underlying mechanisms at a neural level.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.tine.2020.100139","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38369495","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":"Masked education? The benefits and burdens of wearing face masks in schools during the current Corona pandemic","authors":"Manfred Spitzer","doi":"10.1016/j.tine.2020.100138","DOIUrl":"10.1016/j.tine.2020.100138","url":null,"abstract":"<div><p>Face masks can prevent the spread of the virus SARS-CoV-2, in particular as this spread can occur from people with no symptoms. However, covering the lower half of the face reduces the ability to communicate, interpret, and mimic the expressions of those with whom we interact. Positive emotions become less recognizable, and negative emotions are amplified. Emotional mimicry, contagion, and emotionality in general are reduced and (thereby) bonding between teachers and learners, group cohesion, and learning – of which emotions are a major driver. The benefits and burdens of face masks in schools should be seriously considered and made obvious and clear to teachers and students. The school's specific situation must also inform any decision regarding face mask use.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.tine.2020.100138","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38369496","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":"Neurophilia is stronger for educators than students in Brazil","authors":"Ingrid Luiz ,&nbsp;Annukka Kim Lindell ,&nbsp;Roberta Ekuni","doi":"10.1016/j.tine.2020.100136","DOIUrl":"10.1016/j.tine.2020.100136","url":null,"abstract":"<div><h3>Background</h3><p>Educational products claiming to be “brain-based” are common. Due to neurophilia, including a brain in a product's marketing can enhance perceptions. However, schooling background may play a protective role.</p></div><div><h3>Objective</h3><p>As previous neuromarketing research has been conducted predominantly in English speakers, we examined whether the effects of neurophilia extend to a Portuguese-speaking Brazilian population.</p></div><div><h3>Method</h3><p>Teachers and students (<em>N</em><span><span> = 262) viewed one of four advertisements for a hypothetical product </span>translating<span> to ‘‘Right Brain’’ or ‘‘Right Start’’ Training; half the advertisements contained an MRI brain image. Participants rated their perceptions of interest, efficacy, and scientific rationale.</span></span></p></div><div><h3>Results</h3><p>The presence of a brain image or the word ‘brain’ did not influence responses. However, occupation had a significant effect: teachers’ ratings were higher than students’ ratings. Importantly, teachers were more susceptible to neurocontent, rating “Right Brain” training significantly higher than students.</p></div><div><h3>Conclusion</h3><p>These results thus highlight the need to improve teachers’ neuroscience literacy.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.tine.2020.100136","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38369498","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":"Synaptic plasticity in neurological deficit as a form of indemnification: The utility of analogical reasoning","authors":"Madeleine Schachter","doi":"10.1016/j.tine.2020.100132","DOIUrl":"10.1016/j.tine.2020.100132","url":null,"abstract":"<div><p>Analogical reasoning is a useful analytical tool for formulating a hypothesis from which to springboard rigorous methodological analysis. Paradoxically, the tool's utility lies in its capacity to conceptualize a viable avenue for further inquiry as much as in its capacity to expose flaws in the analogical concept hypothesized. While it should not be the exclusive means upon which to rely absent evidence-based data or other valid corroboration, analogies provide an important means of stimulating creative thought. An illustration is offered: analogizing synaptic plasticity in neurological deficits to the invocation of a contractual indemnification.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.tine.2020.100132","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38369501","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":"Hey teachers! Do not leave them kids alone! Envisioning schools during and after the coronavirus (COVID-19) pandemic","authors":"Michele Poletti","doi":"10.1016/j.tine.2020.100140","DOIUrl":"10.1016/j.tine.2020.100140","url":null,"abstract":"","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.tine.2020.100140","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38372059","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 role of BMI on cognition following acute physical activity in preadolescent children","authors":"L. Raine, Shih-Chun Kao, E. Drollette, Matthew B. Pontifex, D. Pindus, J. Hunt, A. Kramer, C. Hillman","doi":"10.1249/01.mss.0000685988.71874.f6","DOIUrl":"https://doi.org/10.1249/01.mss.0000685988.71874.f6","url":null,"abstract":"BACKGROUND\u0000There is an increasing prevalence of physical inactivity during childhood, concurrent with a rise in obesity rates, which is associated with a variety of health problems. However, the extent to which increased body mass index (BMI) influences acute physical activity (PA) benefits on cognition in childhood remains unknown. The aim of this study was to examine whether BMI influences the effects of acute PA on inhibitory control task performance.\u0000\u0000\u0000METHODS\u0000In a sample of 116 children pooled from four prior studies (ages 8-11; 51 females), demographic measures of age, sex, IQ, socioeconomic status, and aerobic fitness were considered along with BMI. Children participated in a counterbalanced, randomized crossover study, whereby they completed two different interventions; 20 minutes of treadmill walking (60-70% heart rate max) and restful reading (non-exercise control). Following each intervention, children performed a modified flanker task that manipulates inhibitory control demands. Correlations were conducted to determine the influence of demographic variables, fitness, and BMI on inhibitory control following each intervention. Subsequent hierarchical regression analyses were performed with significant demographic factors in the first step, aerobic fitness in the second step when significant, and BMI in the final step.\u0000\u0000\u0000RESULTS\u0000Analyses indicated that children exhibited improved task performance (p's ≤ 0.001) and decreased interference (p = 0.04) following the walking intervention compared to the restful reading control condition, indicating greater benefits following acute PA across task condition, with selectively greater benefits for the task condition requiring greater inhibitory control. Regression analyses revealed that greater BMI was related to decreased performance following acute PA (p = 0.001); an association not observed following restful reading (p's ≥ 0.11). These results suggest that BMI negatively influences the effect of acute exercise on performance.\u0000\u0000\u0000CONCLUSION\u0000Confirming previous studies, these findings indicate beneficial effects of acute PA on a flanker task that modulates inhibitory control requirements, but the effects are significantly greater for task conditions requiring greater amounts of inhibitory control. Further, these beneficial effects of PA appear to be blunted in children with higher BMI. These findings suggest that the acute benefits of PA on cognition may not be fully realized in children with higher BMI.","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79426534","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}