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

Conceptual knowledge of the associativity principle: A review of the literature and an agenda for future research 联想原理的概念知识:文献综述及未来研究议程

IF 3.3

Trends in Neuroscience and Education Pub Date : 2021-06-01 DOI: 10.1016/j.tine.2021.100152

Joanne Eaves , Camilla Gilmore , Nina Attridge

引用次数: 2

Does reasoning training improve fluid reasoning and academic achievement for children and adolescents? A systematic review 推理训练能提高儿童和青少年的流动推理能力和学习成绩吗?系统回顾

IF 3.3

Trends in Neuroscience and Education Pub Date : 2021-06-01 DOI: 10.1016/j.tine.2021.100153

Julia M. Guerin , Shari L. Wade , Quintino R. Mano

{"title":"Does reasoning training improve fluid reasoning and academic achievement for children and adolescents? A systematic review","authors":"Julia M. Guerin , Shari L. Wade , Quintino R. Mano","doi":"10.1016/j.tine.2021.100153","DOIUrl":"10.1016/j.tine.2021.100153","url":null,"abstract":"<div><h3>BACKGROUND</h3><p>Studies of children and adolescents suggest that reasoning training may improve both reasoning and academic achievement, but evidence and systematic evaluation of this research is limited. Accordingly, this paper provides a systematic review of the literature on reasoning training in order to describe current methods and evaluate their efficacy.</p></div><div><h3>METHOD</h3><p>A systematic search identified eleven articles—published between 1996 and 2016—that reported findings from thirteen separate studies of reasoning training effects on fluid reasoning (G<em>f</em>) and academic achievement in children and adolescents. Specific G<em>f</em><span> outcomes examined were analogical, deductive, inductive, nonverbal, and/or relational reasoning ability. Specific academic achievement outcomes examined were math and reading achievement. This paper reviewed studies utilizing both computerized and non-computerized methods of G</span><em>f</em> training.</p></div><div><h3>FINDINGS</h3><p>Findings from the review show that reasoning training improves G<em>f</em> (near transfer effects). Although less conclusive, when considered on balance, evidence suggests that reasoning training also improves academic achievement (far transfer effects).</p></div><div><h3>CONCLUSIONS</h3><p>Research is needed to parameterize the effects of G<em>f</em> training on academic achievement, and in particular to identify moderators of training efficacy on academic outcomes. Limitations and directions for future research are discussed.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"23 ","pages":"Article 100153"},"PeriodicalIF":3.3,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.tine.2021.100153","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38995689","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

Physically active learning in preschoolers: Improved self-regulation, comparable quantity estimation 学龄前儿童身体主动学习:自我调节能力的提高，可比较数量的估计

IF 3.3

Trends in Neuroscience and Education Pub Date : 2021-03-01 DOI: 10.1016/j.tine.2021.100150

Amanda L. McGowan , Hope K. Gerde , Karin A. Pfeiffer , Matthew B. Pontifex

{"title":"Physically active learning in preschoolers: Improved self-regulation, comparable quantity estimation","authors":"Amanda L. McGowan , Hope K. Gerde , Karin A. Pfeiffer , Matthew B. Pontifex","doi":"10.1016/j.tine.2021.100150","DOIUrl":"10.1016/j.tine.2021.100150","url":null,"abstract":"<div><h3>Background</h3><p>Providing physical activity during the school day may mitigate increasingly sedentary lifestyles among children. Young children may be susceptible to interference during learning and consolidation when performing physical activity concurrently with academic instruction.</p></div><div><h3>Methods</h3><p>Preschoolers <em>(N</em> = 72, mean age 5.1 ± 0.8 years, 50% female) completed a quantity estimation task before, following, and one week after engaging in either a 20-min physically active or sedentary lesson. Physical activity intensity and volume were measured using heart rate and pedometer step counts, respectively. Off-task behavior was recorded prior to and following the lesson.</p></div><div><h3>Results</h3><p>Children exhibited similar learning and retention, but an added benefit of physically active lessons was a 1900% step increase and a 58% reduction in off-task behavior.</p></div><div><h3>Conclusion</h3><p>Providing physically active lessons instead of sitting for extended periods of time in early childhood classrooms reduces sedentary behavior and improves self-regulation while not interfering with educational outcomes.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"22 ","pages":"Article 100150"},"PeriodicalIF":3.3,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.tine.2021.100150","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"25583655","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: 5

Erratum regarding missing Declaration of Competing Interest statements in previously published articles 关于先前发表的文章中缺少竞争利益声明的勘误表

IF 3.3

Trends in Neuroscience and Education Pub Date : 2021-03-01 DOI: 10.1016/j.tine.2020.100148

引用次数: 0

Structured versus free block play: the impact on arithmetic processing 结构化与自由方块游戏:对算术处理的影响

IF 3.3

Trends in Neuroscience and Education Pub Date : 2021-03-01 DOI: 10.1016/j.tine.2020.100146

Sharlene D. Newman , Erin Loughery , Ambur Ecklund , Cindy You , Hannah Von Werder , Firat Soylu

{"title":"Structured versus free block play: the impact on arithmetic processing","authors":"Sharlene D. Newman , Erin Loughery , Ambur Ecklund , Cindy You , Hannah Von Werder , Firat Soylu","doi":"10.1016/j.tine.2020.100146","DOIUrl":"10.1016/j.tine.2020.100146","url":null,"abstract":"<div><h3>Background</h3><p>Block play is one type of intervention that improves visuospatial skills. There are multiple forms of block play and it is unclear whether they have differential cognitive effects.</p></div><div><h3>Method</h3><p>Given the importance of visuospatial skills for mathematical performance, we studied the differential impact of two types of block playstructured (copying a block design) and free (building from imagination) on arithmetic processing, using behavioral and fMRI methods. Forty-three children aged 8.3±0.8 years participated (21 free play and 22 structured block play).</p></div><div><h3>Results</h3><p>Results showed that while both groups showed behavioral improvements, only the structured block play group showed significant improvements in both addition and subtraction performance. Additionally, the structured block play group showed increased activation in several regions linked to memory, motor, and arithmetic processing after training.</p></div><div><h3>Conclusion</h3><p>The results inform choices for activities used in the classroom to improve visuospatial skills and suggest structured block play may be beneficial for arithmetic processing.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"22 ","pages":"Article 100146"},"PeriodicalIF":3.3,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.tine.2020.100146","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"25585719","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: 0

Open schools! Weighing the effects of viruses and lockdowns on children 打开学校!权衡病毒和封锁对儿童的影响

IF 3.3

Trends in Neuroscience and Education Pub Date : 2021-03-01 DOI: 10.1016/j.tine.2021.100151

Manfred Spitzer

{"title":"Open schools! Weighing the effects of viruses and lockdowns on children","authors":"Manfred Spitzer","doi":"10.1016/j.tine.2021.100151","DOIUrl":"10.1016/j.tine.2021.100151","url":null,"abstract":"<div><p>This review weighs the risk of infection with SARS-CoV-2 against the side effects of school closures on physical and mental health, education, and well-being of those affected by the school closures. Whereas short term effects – decreased learning and food security, and increased anxiety, violence against children, child labor and teen pregnancies – are frequently discussed, the long-term effects of school closures will be much more detrimental across the lifespan of the “Generation Corona”: Existing pandemics of inactivity and myopia, already affecting billions of people, are worsening due to less physical exercise and less time spent outdoors, poor diet, weight gain, and increased screen time during lockdowns, causing future increases of stroke, heart attack, cancer, and blindness. Socio-emotional complications of isolation, learned helplessness, economic and existential insecurity will include increased depression and suicide, decreased empathy and increased loneliness. Together with decreased educational attainment and economic productivity, the amount of ensuing increased future global morbidity and mortality justifies immediate action of school reopening.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"22 ","pages":"Article 100151"},"PeriodicalIF":3.3,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.tine.2021.100151","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10756527","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}

引用次数: 20

Approximate arithmetic training does not improve symbolic math in third and fourth grade children 近似算术训练不能提高三、四年级儿童的符号数学

IF 3.3

Trends in Neuroscience and Education Pub Date : 2021-03-01 DOI: 10.1016/j.tine.2021.100149

S. Bugden , E. Szkudlarek , E.M. Brannon

{"title":"Approximate arithmetic training does not improve symbolic math in third and fourth grade children","authors":"S. Bugden , E. Szkudlarek , E.M. Brannon","doi":"10.1016/j.tine.2021.100149","DOIUrl":"10.1016/j.tine.2021.100149","url":null,"abstract":"<div><h3>Background</h3><p>Prior studies reported that practice playing an approximate arithmetic game improved symbolic math performance relative to active control groups in adults and preschool children (e.g. Park & Brannon, 2013, 2014; Park et al., 2016; Szkudlarek & Brannon, 2018). However, Szkudlarek, Park and Brannon (2021) recently failed to replicate those findings in adults. Here we test whether approximate arithmetic training yields benefits in elementary school children who have intermediate knowledge of arithmetic.</p></div><div><h3>Method</h3><p>We conducted a randomized controlled trial<span> with a pre and post-test design to compare the effects of approximate arithmetic training and visuo-spatial working memory training on standardized math performance in third and fourth grade children.</span></p></div><div><h3>Results</h3><p>We found that approximate arithmetic training did not yield any significant gains on standardized measures of symbolic math performance.</p></div><div><h3>Conclusion</h3><p>A Bayesian analysis supports the conclusion that approximate arithmetic provides no benefits for symbolic math performance.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"22 ","pages":"Article 100149"},"PeriodicalIF":3.3,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.tine.2021.100149","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"25583656","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

Preservice teachers’ neuroscience literacy and perceptions of neuroscience in education: Implications for teacher education 职前教师的神经科学素养与神经科学在教育中的认知:对教师教育的启示

IF 3.3

Trends in Neuroscience and Education Pub Date : 2020-12-01 DOI: 10.1016/j.tine.2020.100144

Fiona N.Y. Ching , Winnie W.M. So , Sing Kai Lo , Savio W.H. Wong

{"title":"Preservice teachers’ neuroscience literacy and perceptions of neuroscience in education: Implications for teacher education","authors":"Fiona N.Y. Ching , Winnie W.M. So , Sing Kai Lo , Savio W.H. Wong","doi":"10.1016/j.tine.2020.100144","DOIUrl":"10.1016/j.tine.2020.100144","url":null,"abstract":"<div><h3>Background</h3><p>Owing to the prevalence of neuromyths in education, there has been a call for more teacher training in neuroscience<span>. However, neuroscience is rarely featured in teacher education. This study investigated the neuroscience literacy and perceptions of neuroscience in education among preservice teachers in order to inform future development of initial teacher education.</span></p></div><div><h3>Method</h3><p><span>Neuroscience literacy of 968 preservice teachers and their perceptions towards applying neuroscience in education were examined using survey items adapted from studies addressing similar constructs. Rasch item response theory and </span>classical test theory techniques were employed for data analysis.</p></div><div><h3>Results</h3><p>Most of the preservice teachers had limited brain knowledge and subscribed to many common neuromyths but were positive towards applying neuroscience in education. General brain knowledge was the only predictor for ability to identify neuromyths (β = .564).</p></div><div><h3>Conclusion</h3><p>Neuroscience knowledge can help safeguard preservice teachers against neuromyths. Neuroscience training deserves a place in teacher education.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"21 ","pages":"Article 100144"},"PeriodicalIF":3.3,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.tine.2020.100144","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38359563","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: 18

The History of Writing Reflects the Effects of Education on Discourse Structure: Implications for Literacy, Orality, Psychosis and the Axial Age 《书写史》反映了教育对话语结构的影响:对读写、口头、精神和轴心时代的影响

IF 3.3

Trends in Neuroscience and Education Pub Date : 2020-12-01 DOI: 10.1016/j.tine.2020.100142

Sylvia Pinheiro , Natália Bezerra Mota , Mariano Sigman , Diego Fernández-Slezak , Antonio Guerreiro , Luís Fernando Tófoli , Guillermo Cecchi , Mauro Copelli , Sidarta Ribeiro

{"title":"The History of Writing Reflects the Effects of Education on Discourse Structure: Implications for Literacy, Orality, Psychosis and the Axial Age","authors":"Sylvia Pinheiro , Natália Bezerra Mota , Mariano Sigman , Diego Fernández-Slezak , Antonio Guerreiro , Luís Fernando Tófoli , Guillermo Cecchi , Mauro Copelli , Sidarta Ribeiro","doi":"10.1016/j.tine.2020.100142","DOIUrl":"10.1016/j.tine.2020.100142","url":null,"abstract":"<div><h3>Background</h3><p>Graph analysis detects psychosis and literacy acquisition. Bronze Age literature has been proposed to contain childish or psychotic features, which would only have matured during the Axial Age (∼800-200 BC), a putative boundary for contemporary mentality.</p></div><div><h3>Method</h3><p>Graph analysis of literary texts spanning ∼4,500 years shows remarkable asymptotic changes over time.</p></div><div><h3>Results</h3><p>While lexical diversity, long-range recurrence and graph length increase away from randomness, short-range recurrence declines towards random levels. Bronze Age texts are structurally similar to oral reports from literate typical children and literate psychotic adults, but distinct from poetry, and from narratives by preliterate preschoolers or Amerindians. Text structure reconstitutes the “arrow-of-time”, converging to educated adult levels at the Axial Age onset.</p></div><div><h3>Conclusion</h3><p>The educational pathways of oral and literate traditions are structurally divergent, with a decreasing range of recurrence in the former, and an increasing range of recurrence in the latter. Education is seemingly the driving force underlying discourse maturation.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"21 ","pages":"Article 100142"},"PeriodicalIF":3.3,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.tine.2020.100142","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38359561","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}

引用次数: 5

Why do teachers believe educational neuromyths? 为什么教师相信教育神经神话?

IF 3.3

Trends in Neuroscience and Education Pub Date : 2020-12-01 DOI: 10.1016/j.tine.2020.100145

Brenda Hughes , Karen A. Sullivan , Linda Gilmore

{"title":"Why do teachers believe educational neuromyths?","authors":"Brenda Hughes , Karen A. Sullivan , Linda Gilmore","doi":"10.1016/j.tine.2020.100145","DOIUrl":"10.1016/j.tine.2020.100145","url":null,"abstract":"<div><h3>Background</h3><p>It is not well understood whether qualified teachers believe neuromyths, and whether this affects their practice and learner outcomes.</p></div><div><h3>Method</h3><p>A standardised survey was administered to practising teachers (<em>N</em> <em>=</em> 228) to determine whether or not they believe <em>fictional</em> (neuromyth) or <em>factual</em> statements about the brain, the confidence in those beliefs, and their application.</p></div><div><h3>Results</h3><p>Although factual knowledge was high, seven neuromyths were believed by >50% of the sample. Participants who endorsed neuromyths were generally more confident in their answers than those who identified the myths. Key neuromyths appear to be incorporated into classrooms.</p></div><div><h3>Conclusion</h3><p><span>Australian teachers, like their overseas counterparts, have some neuroscience awareness but are susceptible to neuromyths. A stronger partnership with neuroscientists would addresss the complex problem of disentangling brain facts from fictions, and provide better support for teachers. This study uncovered </span>psychometric weaknesses in the commonly used neuromyth measure that future research should address.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"21 ","pages":"Article 100145"},"PeriodicalIF":3.3,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.tine.2020.100145","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38359562","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: 16