Trends in Neuroscience and Education最新文献_第10页

General intelligence in the age of neuroimaging 神经成像时代的一般智力

IF 3.3

Trends in Neuroscience and Education Pub Date : 2020-03-01 DOI: 10.1016/j.tine.2020.100126

Michael I. Posner , Aron K. Barbey

引用次数: 7

Differential associations of neurobehavioral traits and cognitive ability to academic achievement in higher education 高等教育中神经行为特征和认知能力与学业成就的差异关联

IF 3.3

Trends in Neuroscience and Education Pub Date : 2020-03-01 DOI: 10.1016/j.tine.2019.100124

Graham Pluck , Patricia Bravo Mancero , Paola Alexandra Ortíz Encalada , Angélica María Urquizo Alcívar , Claudio E. Maldonado Gavilanez , Paola Chacon

{"title":"Differential associations of neurobehavioral traits and cognitive ability to academic achievement in higher education","authors":"Graham Pluck , Patricia Bravo Mancero , Paola Alexandra Ortíz Encalada , Angélica María Urquizo Alcívar , Claudio E. Maldonado Gavilanez , Paola Chacon","doi":"10.1016/j.tine.2019.100124","DOIUrl":"10.1016/j.tine.2019.100124","url":null,"abstract":"<div><h3>Background</h3><p>People vary between each other on several neurobehavioral traits, which may have implications for understanding academic achievement.</p></div><div><h3>Methods</h3><p>University-level Psychology or Engineering students were assessed for neurobehavioral traits, intelligence, and current psychological distress. Scores were compared with their grade point average (GPA) data.</p></div><div><h3>Results</h3><p>Factors associated with higher GPA differed markedly between groups. For Engineers, intelligence, but not neurobehavioral traits or psychological distress, was a strong correlate of grades. For Psychologists, grades were not correlated with intelligence but they were with the neurobehavioral traits of executive dysfunction<span>, disinhibition<span>, apathy, and positive schizotypy. However, only the latter two were associated independently of psychological distress. Additionally, higher mixed-handedness was associated with higher GPA in the combined sample.</span></span></p></div><div><h3>Conclusions</h3><p>Neurological factors (i.e., neurobehavioral traits and intelligence), are differentially associated with university-level grades, depending on the major studied. However, mixed-handedness may prove to be a better general predictor of academic performance across disciplines.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"18 ","pages":"Article 100124"},"PeriodicalIF":3.3,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.tine.2019.100124","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"37666783","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 9

Individual differences in the neurobiology of fluid intelligence predict responsiveness to training: Evidence from a comprehensive cognitive, mindfulness meditation, and aerobic exercise intervention 流体智力神经生物学的个体差异预测对训练的反应:来自综合认知、正念冥想和有氧运动干预的证据

IF 3.3

Trends in Neuroscience and Education Pub Date : 2020-03-01 DOI: 10.1016/j.tine.2019.100123

Ana M. Daugherty , Bradley P. Sutton , Charles H. Hillman , Arthur F. Kramer , Neal J. Cohen , Aron K. Barbey

{"title":"Individual differences in the neurobiology of fluid intelligence predict responsiveness to training: Evidence from a comprehensive cognitive, mindfulness meditation, and aerobic exercise intervention","authors":"Ana M. Daugherty , Bradley P. Sutton , Charles H. Hillman , Arthur F. Kramer , Neal J. Cohen , Aron K. Barbey","doi":"10.1016/j.tine.2019.100123","DOIUrl":"10.1016/j.tine.2019.100123","url":null,"abstract":"<div><h3>Background</h3><p>Fluid intelligence (G<sub>f</sub>) is a critical cognitive ability that is predictive of real-world outcomes, and it has been a persistent aim to characterize its neural architecture.</p></div><div><h3>Procedure</h3><p><span>We advance our prior research by applying latent class analysis to evaluate individual differences in the neural and cognitive foundations of G</span><sub>f</sub> over the course of a 16-week randomized, multi-modal intervention trial in neurologically healthy, younger adults (<em>N </em>= 424).</p></div><div><h3>Results</h3><p>Controlling for pre-intervention ability, three latent classes described individual performance at post-intervention and one group (<em>n </em><span>= 71) showed greater gains in visuospatial reasoning and high performance at post-intervention. The high performance group was predicted by larger anterior cingulate cortex<span>, caudate and hippocampus<span> volumes, and smaller middle frontal, insula and parahippocampal cortex volumes.</span></span></span></p></div><div><h3>Conclusion</h3><p>Regions that support cognitive control, working memory, and relational processes differentiated individuals who had higher G<sub>f</sub> ability at pre-intervention and demonstrated a cumulative better response to the intervention.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"18 ","pages":"Article 100123"},"PeriodicalIF":3.3,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.tine.2019.100123","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"37666780","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 10

Are specific learning disorders truly specific, and are they disorders? 特定学习障碍真的是特定的吗?它们是障碍吗?

IF 3.3

Trends in Neuroscience and Education Pub Date : 2019-12-01 DOI: 10.1016/j.tine.2019.100115

Lien Peters, Daniel Ansari

引用次数: 67

Response suppression, strategy application, and working memory in the prediction of academic performance and classroom misbehavior: A neuropsychological approach 反应抑制、策略应用和工作记忆在预测学习成绩和课堂不当行为中的作用:一种神经心理学方法

IF 3.3

Trends in Neuroscience and Education Pub Date : 2019-12-01 DOI: 10.1016/j.tine.2019.100121

Graham Pluck, David Villagomez-Pacheco, María Isabel Karolys, María Emilia Montaño-Córdova, Pamela Almeida-Meza

{"title":"Response suppression, strategy application, and working memory in the prediction of academic performance and classroom misbehavior: A neuropsychological approach","authors":"Graham Pluck, David Villagomez-Pacheco, María Isabel Karolys, María Emilia Montaño-Córdova, Pamela Almeida-Meza","doi":"10.1016/j.tine.2019.100121","DOIUrl":"10.1016/j.tine.2019.100121","url":null,"abstract":"<div><h3>Background</h3><p><span>Neurological illness can produce a disorganization of behavior, including verbal </span>disinhibition<span>, despite apparent preserved intelligence. Neuropsychological tests of such behavioral control mechanisms may predict real-world performance of healthy people, such as success or misbehavior in educational contexts.</span></p></div><div><h3>Method</h3><p>In two separate studies, we examined how the Hayling Test of verbal response suppression predicts grades and classroom misbehavior.</p></div><div><h3>Results</h3><p>Verbal suppression errors and spontaneous strategy use were significant predictors of undergraduate grades. Using a modified version of the Hayling Test designed to reduce strategic responding with high school students (mean age 16), higher grades were predicted by shorter response suppression latencies and better working memory scores, and classroom misbehavior was predicted by lower working memory scores.</p></div><div><h3>Conclusion</h3><p>Verbal response suppression and spontaneous strategy use, both closely linked to disorganized behavior in neuropsychological patients, predict academic achievement but seem unrelated to classroom misbehavior, which is associated with weakness in working memory.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"17 ","pages":"Article 100121"},"PeriodicalIF":3.3,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.tine.2019.100121","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90324171","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

The development of adaptive risk taking and the role of executive functions in a large sample of school-age boys and girls 在一大批学龄男孩和女孩样本中，适应性冒险行为的发展和执行功能的作用

IF 3.3

Trends in Neuroscience and Education Pub Date : 2019-12-01 DOI: 10.1016/j.tine.2019.100120

Morris D. Bell , Ahmet Esat Imal , Brian Pittman , Grace Jin , Bruce E. Wexler

{"title":"The development of adaptive risk taking and the role of executive functions in a large sample of school-age boys and girls","authors":"Morris D. Bell , Ahmet Esat Imal , Brian Pittman , Grace Jin , Bruce E. Wexler","doi":"10.1016/j.tine.2019.100120","DOIUrl":"10.1016/j.tine.2019.100120","url":null,"abstract":"<div><h3>Background</h3><p>The Balloon Analogue Risk Task for Children (BART-C) demands self-regulation of emotion that requires risk-tolerance and adaptive risk-taking to make good decisions under stress (hot cognition).</p></div><div><h3>Methods</h3><p>BART-C measures of adaptive risk-taking in 5,409 children K-8th grade were analyzed for improvements by grade, for relationships to executive functioning (EF) and for associations with school characteristics and academic achievement.</p></div><div><h3>Findings</h3><p>BART-C improved across grades. Boys showed significantly greater Recklessness, particularly in middle school. EF was a partial mediator between grade and Variability and Recklessness. Better BART-C Total score and less Recklessness were related to lower free-or-reduced-school-lunch percentage and better math and reading proficiency of children's schools.</p></div><div><h3>Conclusions</h3><p>BART-C is a potential “hot-cognition” measure of self-regulation and adaptive risk-taking for children.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"17 ","pages":"Article 100120"},"PeriodicalIF":3.3,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.tine.2019.100120","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75806138","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 12

Connecting levels of analysis in educational neuroscience: A review of multi-level structure of educational neuroscience with concrete examples 教育神经科学分析层次的衔接:教育神经科学多层次结构的实例回顾

IF 3.3

Trends in Neuroscience and Education Pub Date : 2019-12-01 DOI: 10.1016/j.tine.2019.100113

Hyemin Han , Firat Soylu , D. Mona Anchan

引用次数: 12

Using collaborative action research to resolve practical and philosophical challenges in educational neuroscience 利用合作行动研究解决教育神经科学中的实践和哲学挑战

IF 3.3

Trends in Neuroscience and Education Pub Date : 2019-09-01 DOI: 10.1016/j.tine.2019.100116

Joshua J. Amiel , Yuen Sze Michelle Tan

引用次数: 9

Parental influences on neural mechanisms underlying emotion regulation 父母对情绪调节神经机制的影响

IF 3.3

Trends in Neuroscience and Education Pub Date : 2019-09-01 DOI: 10.1016/j.tine.2019.100118

Kara L. Kerr , Erin L. Ratliff , Kelly T. Cosgrove , Jerzy Bodurka , Amanda Sheffield Morris , W. Kyle Simmons

引用次数: 31

Effects of psychosocial stress on the hormonal and affective response in children with dyslexia 心理社会压力对阅读障碍儿童激素和情感反应的影响

IF 3.3

Trends in Neuroscience and Education Pub Date : 2019-06-01 DOI: 10.1016/j.tine.2019.03.001

Laura Espin , Irene García , Maria del Pino Sánchez , Francisco Román , Alicia Salvador

{"title":"Effects of psychosocial stress on the hormonal and affective response in children with dyslexia","authors":"Laura Espin , Irene García , Maria del Pino Sánchez , Francisco Román , Alicia Salvador","doi":"10.1016/j.tine.2019.03.001","DOIUrl":"10.1016/j.tine.2019.03.001","url":null,"abstract":"<div><h3>Introduction</h3><p>Research on stress and dyslexia has mainly focused on chronic and contextual stress caused by the school environment. Our goal was to test individual differences in the hypothalamic-pituitary-adrenal (HPA) axis reactivity of dyslexic and non-dyslexic children and the related emotional manifestations associated with exposure to a psychosocial stressor.</p></div><div><h3>Methods</h3><p>Eighty-one children (11–14 years old; 38 dyslexic) were exposed to the Trier Social Stress Test adapted to children or to a control condition. The salivary cortisol response, anxiety, and mood were measured before and after the stress.</p></div><div><h3>Results</h3><p>Dyslexic children did not show the expected cortisol response, as the highest percentage of children who were non-reactive to stress was found in this group. Cortisol reactivity to stress was related to higher levels of anxiety and lower positive affect in the non-dyslexic children.</p></div><div><h3>Conclusion</h3><p>These results suggest a pattern of hypo-activation of the HPA axis to psychosocial stress in children with dyslexia.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"15 ","pages":"Pages 1-9"},"PeriodicalIF":3.3,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.tine.2019.03.001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"37313027","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6