Trends in Neuroscience and Education最新文献_第2页

Where did pre-service teachers, teachers, and the general public learn neuromyths? Insights to support teacher training 职前教师、教师和公众从哪里学到神经迷思？支持教师培训的启示

IF 3.4

Trends in Neuroscience and Education Pub Date : 2024-06-29 DOI: 10.1016/j.tine.2024.100235

Letícia Sayuri Ribeiro Sazaka , Maria Julia Hermida , Roberta Ekuni

{"title":"Where did pre-service teachers, teachers, and the general public learn neuromyths? Insights to support teacher training","authors":"Letícia Sayuri Ribeiro Sazaka , Maria Julia Hermida , Roberta Ekuni","doi":"10.1016/j.tine.2024.100235","DOIUrl":"https://doi.org/10.1016/j.tine.2024.100235","url":null,"abstract":"<div><h3>Background</h3><p>Neuromyths may negatively influence teacher practice. Knowing where people learned misinformation can prevent its propagation and improve teacher training.</p></div><div><h3>Objective</h3><p>To investigate the prevalence of neuromyths, their sources, and whether they influence teacher practice.</p></div><div><h3>Method</h3><p>157 participants (teachers, pre-service teachers, and the general public), assessed four neuromyths statements on a 4-point Likert scale. They indicate their sources, and if they were educators, whether they influenced their teacher practice.</p></div><div><h3>Results</h3><p>Participants showed over 50 % agreement in neuromyths, and approximately 30 % of teachers reported using teaching strategies based on these misconceptions. Information sources included social media, instructional materials, books, as well as interactions with peers.</p></div><div><h3>Conclusion</h3><p>These results underscore the need to avoid the spread of neuromyths, especially the learning styles myth, targeting training courses and educational materials. Most teachers remember where they learned about neuromyths, which may help to identify the sources</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141595884","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

Eye-tracker and fNIRS: Using neuroscientific tools to assess the learning experience during children's educational robotics activities 眼动仪和 fNIRS：利用神经科学工具评估儿童教育机器人活动中的学习体验

IF 3.4

Trends in Neuroscience and Education Pub Date : 2024-06-27 DOI: 10.1016/j.tine.2024.100234

Eneyse Dayane Pinheiro , João Ricardo Sato , Raimundo da Silva Soares Junior , Candida Barreto , Amanda Yumi Ambriola Oku

{"title":"Eye-tracker and fNIRS: Using neuroscientific tools to assess the learning experience during children's educational robotics activities","authors":"Eneyse Dayane Pinheiro , João Ricardo Sato , Raimundo da Silva Soares Junior , Candida Barreto , Amanda Yumi Ambriola Oku","doi":"10.1016/j.tine.2024.100234","DOIUrl":"https://doi.org/10.1016/j.tine.2024.100234","url":null,"abstract":"<div><p>In technology education, there has been a paradigmatic shift towards student-centered approaches such as learning by doing, constructionism, and experiential learning. Educational robotics allows students to experiment with building and interacting with their creations while also fostering collaborative work. However, understanding the student's response to these approaches is crucial to adapting them during the teaching-learning process. In this sense, neuroscientific tools such as Functional Near-Infrared Spectroscopy and Eye-tracker could be useful, allowing the investigation of relevant states experienced by students. Although they have already been used in educational research, their practical relevance in the teaching-learning process has not been extensively investigated. In this perspective article expressing our position, we bring four examples of learning experiences in a robotics class with children, in which we illustrate the usefulness of these tools.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141595883","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

Why and how to collect representative study samples in educational neuroscience research 为什么以及如何在教育神经科学研究中收集具有代表性的研究样本

IF 3.3

Trends in Neuroscience and Education Pub Date : 2024-06-01 DOI: 10.1016/j.tine.2024.100231

Analia Marzoratti , Tanya M. Evans

{"title":"Why and how to collect representative study samples in educational neuroscience research","authors":"Analia Marzoratti , Tanya M. Evans","doi":"10.1016/j.tine.2024.100231","DOIUrl":"https://doi.org/10.1016/j.tine.2024.100231","url":null,"abstract":"<div><h3>Background</h3><p>Educational neuroscience research, which investigates the neurobiological mechanisms of learning, has historically incorporated samples drawn mostly from white, middle-class, and/or suburban populations. However, sampling in research without attending to representation can lead to biased interpretations and results that are less generalizable to an intended target population. Prior research revealing differences in neurocognitive outcomes both within- and across-groups further suggests that such practices may obscure significant effects with practical implications.</p></div><div><h3>Barriers</h3><p>Negative attitudes among historically marginalized communities, stemming from historical mistreatment, biased research outcomes, and implicit or explicit attitudes among research teams, can hinder diverse participation. Qualities of the research process including language requirements, study locations, and time demands create additional barriers.</p></div><div><h3>Solutions</h3><p>Flexible data collection approaches, community engaugement, and transparent reporting could build trust and enhance sampling diversity. Longer-term solutions include prioritizing research questions relevant to marginalized communities, increasing workforce diversity, and detailed reporting of sample demographics. Such concerted efforts are essential for robust educational neuroscience research to maximize positive impacts broadly across learners.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141241171","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

Co-creating with students to promote science of learning in higher education: An international pioneer collaborative effort for asynchronous teaching 与学生共同创造，促进高等教育中的科学学习：异步教学的国际先锋合作努力

IF 3.3

Trends in Neuroscience and Education Pub Date : 2024-05-09 DOI: 10.1016/j.tine.2024.100229

Astrid Schmied , Iro Ntonia , Man Kiu Jenny Ng , Yijie Zhu , Fontaine Gibbs , Hanqiao George Zou

{"title":"Co-creating with students to promote science of learning in higher education: An international pioneer collaborative effort for asynchronous teaching","authors":"Astrid Schmied , Iro Ntonia , Man Kiu Jenny Ng , Yijie Zhu , Fontaine Gibbs , Hanqiao George Zou","doi":"10.1016/j.tine.2024.100229","DOIUrl":"10.1016/j.tine.2024.100229","url":null,"abstract":"<div><p>Recent insights from Science of Learning (SoL) are informing instruction, training, and curriculum. Here, we present a project on promoting SoL-related content through co-creating online asynchronous learning resources. By building a 7-person cross-institution team, we strategically harnessed (1) student-faculty partnerships as a <em>mechanism</em> to promote training and professional development, (2) co-creation as a <em>model</em> to curricula development, (3) blended asynchronous learning as a <em>modality</em> for content delivery, and (4) <em>internationalization</em> as a strategy to embrace globalization. This co-creation of curricula project included three stages—literature review, design and production, and evaluation. The project evaluation deployed a mixed methods approach with 6 student evaluators across both participating institutions, who explored the effectiveness of the learning resources. In addition, student partners contributed reflective statements on their co-creation experience. This paper reports on the procedural pipeline to co-creation and the project evaluation, as well as on new insights emerging for curriculum development. We conclude that project's co-created learning resources may enhance effectiveness of instructional design and students’ learning experience. Further, we demonstrate that student partners acquire new knowledge and research, design and delivery skills, futureproofing their academic progression.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2211949324000103/pdfft?md5=26f77b1bcce505357b31289e8ed452c2&pid=1-s2.0-S2211949324000103-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141050732","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: 0

Neuroscience literacy and evidence-based practices in pre-service teachers: A pilot study 职前教师的神经科学素养和循证实践：试点研究

IF 3.3

Trends in Neuroscience and Education Pub Date : 2024-05-08 DOI: 10.1016/j.tine.2024.100228

Kristin Simmers, Ido Davidesco

{"title":"Neuroscience literacy and evidence-based practices in pre-service teachers: A pilot study","authors":"Kristin Simmers, Ido Davidesco","doi":"10.1016/j.tine.2024.100228","DOIUrl":"https://doi.org/10.1016/j.tine.2024.100228","url":null,"abstract":"<div><h3>Aim</h3><p>K-12 educators are susceptible to “neuromyths” or misconceptions about the brain and learning, yet how these beliefs relate to practice is not yet understood. This exploratory pilot study investigated how knowledge and beliefs about the brain and learning relate to knowledge of evidence-based teaching and learning principles.</p></div><div><h3>Methods</h3><p>Preservice teachers (<em>N</em> = 29) completed an online survey that measured their knowledge and beliefs about the brain and learning, including belief in neuromyths, and their knowledge of evidence-based teaching and learning principles.</p></div><div><h3>Results</h3><p>Pre-service teachers commonly endorsed several neuromyths, consistent with prior research. There was a strong positive correlation between participants’ knowledge and beliefs about the brain and learning, and knowledge of evidence-based teaching and learning principles.</p></div><div><h3>Discussion</h3><p>Our findings suggest that new teachers with better knowledge of the brain and learning may also have more knowledge of evidence-based principles, though more research is needed to determine their impact on teaching.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2211949324000097/pdfft?md5=11c13f8dddec7d743766715c39d95468&pid=1-s2.0-S2211949324000097-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140909884","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: 0

Bridging cognitive neuroscience and education: Insights from EEG recording during mathematical proof evaluation 连接认知神经科学与教育：数学证明评估过程中的脑电图记录带来的启示

IF 3.3

Trends in Neuroscience and Education Pub Date : 2024-05-07 DOI: 10.1016/j.tine.2024.100226

Venera Gashaj , Dragan Trninić , Cléa Formaz , Samuel Tobler , Juan Sebastián Gómez‑Cañón , Hanna Poikonen , Manu Kapur

{"title":"Bridging cognitive neuroscience and education: Insights from EEG recording during mathematical proof evaluation","authors":"Venera Gashaj , Dragan Trninić , Cléa Formaz , Samuel Tobler , Juan Sebastián Gómez‑Cañón , Hanna Poikonen , Manu Kapur","doi":"10.1016/j.tine.2024.100226","DOIUrl":"https://doi.org/10.1016/j.tine.2024.100226","url":null,"abstract":"<div><h3>Background</h3><p>Much of modern mathematics education prioritizes symbolic formalism even at the expense of non-symbolic intuition, we contextualize our study in the ongoing debates on the balance between symbolic and non-symbolic reasoning. We explore the dissociation of oscillatory dynamics between algebraic (symbolic) and geometric (non-symbolic) processing in advanced mathematical reasoning during a naturalistic design.</p></div><div><h3>Method</h3><p>Employing mobile EEG technology, we investigated students' beta and gamma wave patterns over frontal and parietal regions while they engaged with mathematical demonstrations in symbolic and non-symbolic formats within a tutor-student framework. We used extended, naturalistic stimuli to approximate an authentic educational setting.</p></div><div><h3>Conclusion</h3><p>Our findings reveal nuanced distinctions in neural processing, particularly in terms of gamma waves and activity in parietal regions. Furthermore, no clear overall format preference emerged from the neuroscientific perspective despite students rating symbolic demonstrations higher for understanding and familiarity.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2211949324000073/pdfft?md5=885be7731b945b589b60a6a7c0844fac&pid=1-s2.0-S2211949324000073-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140906085","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: 0

Intervention effects on low performing preschoolers' early mathematical skills: Adding fundamental motor skill practice as a supporting method 对成绩差的学龄前儿童早期数学技能的干预效果：将基本运动技能练习作为辅助方法

IF 3.3

Trends in Neuroscience and Education Pub Date : 2024-05-04 DOI: 10.1016/j.tine.2024.100227

Pinja Jylänki , Arja Sääkslahti , Pirjo Aunio

{"title":"Intervention effects on low performing preschoolers' early mathematical skills: Adding fundamental motor skill practice as a supporting method","authors":"Pinja Jylänki , Arja Sääkslahti , Pirjo Aunio","doi":"10.1016/j.tine.2024.100227","DOIUrl":"https://doi.org/10.1016/j.tine.2024.100227","url":null,"abstract":"<div><h3>Background</h3><p>This study examined the effects of (1) combined early numeracy and fundamental motor skills (MovEN), (2) early numeracy, and (3) fundamental motor skills intervention programs on children's early mathematical and fundamental motor skills, and how individual background variables affect the effectiveness of these interventions.</p></div><div><h3>Procedure</h3><p>Together 50 preschoolers participated in the interventions (16 × 45 min sessions). Children's early numeracy, mathematical problem-solving, and fundamental motor skills were measured once before and twice after the interventions.</p></div><div><h3>Main findings</h3><p>The results showed that the MovEN and early numeracy -interventions were effective in improving children's early numeracy, and mathematical problem-solving. Whereas the MovEN and fundamental motor skills interventions improved children's fundamental motor skills. From individual factors, only updating ability predicted the intervention's effectiveness over and above prior performance.</p></div><div><h3>Conclusion</h3><p>The results suggest that children's early mathematical and fundamental motor skills can be supported effectively at the same time with the MovEN -intervention.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2211949324000085/pdfft?md5=56670d8e9ef9493753ba33a5f87aaeae&pid=1-s2.0-S2211949324000085-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140894938","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: 0

Approaching lifelong learning: An integrated framework for explaining decision-making processes in personal and professional development 走近终身学习：解释个人和职业发展决策过程的综合框架

IF 3.3

Trends in Neuroscience and Education Pub Date : 2024-05-04 DOI: 10.1016/j.tine.2024.100230

Angélica Mendes, Samuel Greiff, Katarzyna Bobrowicz

{"title":"Approaching lifelong learning: An integrated framework for explaining decision-making processes in personal and professional development","authors":"Angélica Mendes, Samuel Greiff, Katarzyna Bobrowicz","doi":"10.1016/j.tine.2024.100230","DOIUrl":"https://doi.org/10.1016/j.tine.2024.100230","url":null,"abstract":"<div><p><em>Background</em>: Individual differences in commitment to lifelong learning, a process aimed at seizing opportunities for self-development, have not been extensively studied. <em>Objective</em>: Our aim is to provide a comprehensive understanding of the decision-making mechanisms involved in pursuing learning for self-development. <em>Method:</em> We conducted a literature review on the taxing nature of cognitive exertion and its impact on the inclination to engage in cognitively demanding tasks for learning, as well as individual differences in sensitivity to aversive or rewarding outcomes inherent in the learning process. <em>Results</em>: Our findings indicate that the Expected Value of Control (EVC) theory can elucidate the former, while research on approach-avoidance motivation can shed light on the latter. <em>Conclusion</em>: We propose and develop an integrated framework that incorporates both lines of research. This framework holds relevance for neuropsychology, experimental psychology, and education psychology, offering theoretical guidance for tailoring learning experiences to enhance engagement and commitment to self-development.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140948494","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

Seeing the teacher through my peers' eyes? A social network study on adolescents' teaching quality perceptions 通过同伴的眼睛看老师？关于青少年教学质量感知的社会网络研究

IF 3.3

Trends in Neuroscience and Education Pub Date : 2024-05-01 DOI: 10.1016/j.tine.2024.100224

Lisa Bardach , Zsofia Boda , Claudia Neuendorf , Wolfgang Wagner , Kyle Davison , Ulrich Trautwein

{"title":"Seeing the teacher through my peers' eyes? A social network study on adolescents' teaching quality perceptions","authors":"Lisa Bardach , Zsofia Boda , Claudia Neuendorf , Wolfgang Wagner , Kyle Davison , Ulrich Trautwein","doi":"10.1016/j.tine.2024.100224","DOIUrl":"https://doi.org/10.1016/j.tine.2024.100224","url":null,"abstract":"<div><h3>Background</h3><p>Prior research has documented the pervasive influence that peers can exert on adolescents’ lives. However, knowledge on whether adolescents’ perceptions of the quality of the teacher's instruction are also prone to peer influences is lacking.</p></div><div><h3>Method</h3><p>This study (<em>N</em> = 248 German adolescents) used longitudinal social network analysis to investigate whether (a) friends become more similar in their teaching quality perceptions (influence effects) and/or whether (b) students with initially more similar perceptions of teaching quality were more likely to become friends (selection effects). We also explored whether (c) students with more positive teaching quality perceptions were better integrated socially.</p></div><div><h3>Results</h3><p>We did not find support for influence or selection effects. However, students who rated their teacher's instruction more positively were better integrated socially.</p></div><div><h3>Conclusions</h3><p>Our work adds to research on the role of peers in adolescence and enhances our understanding of peer influences on students’ perceptions of instruction.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140909883","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

Difficulty sensitivity replaces reward sensitivity during adolescence: Task-related fMRI and functional connectivity during self-regulative learning choices 青春期对困难的敏感性取代了对奖励的敏感性自我调节学习选择过程中与任务相关的 fMRI 和功能连接

IF 3.3

Trends in Neuroscience and Education Pub Date : 2024-04-17 DOI: 10.1016/j.tine.2024.100223

Esther H.H. Keulers , Luciana Falbo , Anique de Bruin , Peter L.J. Stiers

{"title":"Difficulty sensitivity replaces reward sensitivity during adolescence: Task-related fMRI and functional connectivity during self-regulative learning choices","authors":"Esther H.H. Keulers , Luciana Falbo , Anique de Bruin , Peter L.J. Stiers","doi":"10.1016/j.tine.2024.100223","DOIUrl":"https://doi.org/10.1016/j.tine.2024.100223","url":null,"abstract":"<div><h3>Aim</h3><p>We examined age-related differences in valuation and cognitive control circuits during value-based decision-making.</p></div><div><h3>Methods</h3><p>13-year-olds (<em>N</em> = 25) and 17-year-olds (<em>N</em> = 22) made a metacognitive choice to be tested or not on an upcoming learning task, based on reward and difficulty associated with word-pairs. To investigate whether these determinants of subjective value are differently processed at different ages, we performed region-of-interest(ROI)-based analyses of task-related and functional connectivity data.</p><p>Results: We observed age-related differences in responsiveness of valuation structures (amygdala, ventral striatum, ventromedial prefrontal cortex) and caudate nucleus, with activity modulated by reward in 13-year-olds, while in 17-year-olds activity being responsive to difficulty. These accompanied age-related differences in functional connectivity between medial prefrontal and striatal/amygdala seeds.</p></div><div><h3>Discussion</h3><p>These results are in line with current views that sensitivity changes for reward and difficulty during adolescence are the result of a maturational switch in effort-related signalling in the cognitive control circuit, which increasingly regulates value-signalling structures.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2211949324000048/pdfft?md5=3532b8d65cce8b7223c281581d8bd9f3&pid=1-s2.0-S2211949324000048-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140638356","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: 0