Trends in Neuroscience and Education最新文献

{"title":"Authoritarian leaders and self-control by their population","authors":"Michael I. Posner","doi":"10.1016/j.tine.2026.100280","DOIUrl":"10.1016/j.tine.2026.100280","url":null,"abstract":"<div><div>Causal studies show that brain networks of self-control can be changed by various forms of learning and stimulation. One mechanism of these changes is improved connectivity in the brain networks related to control. Evidence suggests that authoritarian contriol is largely supported by people with regidity of thought, but whether rigidity is caused by authoritarianism is not known. In this paper we hypothesize that authoritarianism can reduce the opportunity for conflict resolution that is an important mechanism for improved connectivity in control networks. Evidence suggests that reduced connectivity results in impairment in cognitive and emotional control resulting in likely reduction in IQ, less ability to control emotions and to resolve conflict between competing thoughts and actions. To test our hypothesis of a causal link to authoritarianism one could provide evidence preferable before and after authoritarian governments are implemented that there is a predicted loss of of abilty to control conflict, educational attainment or IQ by the relevant population. Tests of education attainment or IQ would also have alternative reasons such as changes in the educational system or reduced income. This paper proved evidence of a possible mechanism by which the brain could change under authoritarian rule and a hypothesis that requires further tests that authoritarian leaders can cause a loss of self-control in brains of both developing individuals and adults living in their countries.</div></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"42 ","pages":"Article 100280"},"PeriodicalIF":3.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147398076","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":"Task-dependent neural effects of physical exercise: A systematic review and meta-analysis of functional magnetic resonance imaging studies","authors":"Geng Li ,&nbsp;Yang Liu ,&nbsp;Chenzhen Liu ,&nbsp;Huazhi Li ,&nbsp;Wenhua Tang ,&nbsp;Antao Chen","doi":"10.1016/j.tine.2025.100274","DOIUrl":"10.1016/j.tine.2025.100274","url":null,"abstract":"<div><h3>Background</h3><div>Physical exercise enhances cognition, likely through neuroplasticity. Whether exercise induces domain-specific brain changes according to cognitive task demands remains unclear.</div></div><div><h3>Method</h3><div>An Activation Likelihood Estimation (ALE) meta-analysis of 34 Functional Magnetic Resonance Imaging (fMRI) studies was conducted, categorizing studies by task type.</div></div><div><h3>Results</h3><div>Physical exercise increased precuneus activation, supporting a domain-general effect. Subgroup analyses revealed task-specific changes: executive tasks showed increased cingulate activation and decreased superior temporal and cerebellar activation, while low-control tasks showed increased precuneus, cuneus, and precentral activation with decreased fusiform and parahippocampal activation.</div></div><div><h3>Conclusion</h3><div>This meta-analysis demonstrates that physical exercise enhances task-related brain activation in domain-general hub regions such as the precuneus, while also exerting task-dependent effects in regions associated with motor and executive control. These findings suggest that physical exercise promotes both general and task-specific neural adaptations that may underlie its cognitive benefits.</div></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"41 ","pages":"Article 100274"},"PeriodicalIF":3.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145467057","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 role of resilient coping as a mediator between trait emotional intelligence and academic motivation in university students","authors":"Sara González-Yubero ,&nbsp;Raquel Palomera ,&nbsp;Marta Mauri ,&nbsp;Carolina Falcón","doi":"10.1016/j.tine.2025.100272","DOIUrl":"10.1016/j.tine.2025.100272","url":null,"abstract":"<div><h3>Introduction</h3><div>The lack of motivation among university students has become a key challenge in the current European Higher Education Area, reflected in high dropout rates and low academic performance. The aim of this study is to analyze the direct and indirect relationships between emotional intelligence, resilient coping, and academic motivation in university students. These three variables are relevant as they facilitate adaptation to academic and social challenges, enhancing students' performance and overall well-being.</div></div><div><h3>Method</h3><div>Questionnaires assessing EI, resilient coping, and academic motivation were administered to 693 education students with an average age of 19.65 years (SD = 2.8). Descriptive analyses, Pearson correlation analyses, and mediation models using structural equations were performed.</div></div><div><h3>Results</h3><div>The results suggest that resilient coping is a partial mediator in the relationship between EI and academic motivation, indicating that students with higher emotional skills tend to employ more effective coping strategies, which reinforces their intrinsic motivation toward learning. On the other hand, resilient coping was a partial mediator in the relationship between emotional repair and academic amotivation.</div></div><div><h3>Conclusions</h3><div>From a neuroscience perspective, emotional intelligence involves key processes such as self-regulation, attention, and executive control, which are fundamental for learning and academic performance. In this context, the findings of this study highlight the importance of integrating emotional intelligence development into curriculum design, not only to enhance well-being but also to promote resilient coping and strengthen academic motivation.</div></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"41 ","pages":"Article 100272"},"PeriodicalIF":3.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145242570","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":"Prevalence of educational myths among Ecuadorian teachers","authors":"Jimmy Zambrano R․ ,&nbsp;Johanna Chaguay ,&nbsp;José Mayorga ,&nbsp;Paul A. Kirschner ,&nbsp;Walter Parra ,&nbsp;Angélica Lazo","doi":"10.1016/j.tine.2025.100273","DOIUrl":"10.1016/j.tine.2025.100273","url":null,"abstract":"<div><h3>Background</h3><div>Neuromyths, misconceptions about the brain and learning, persist among educators worldwide and may negatively influence teaching practices. In Latin America, and specifically in Ecuador, empirical evidence on their prevalence among in-service teachers remains scarce.</div></div><div><h3>Objective</h3><div>This study examined the prevalence of neuromyths and instructional misconceptions among Ecuadorian in-service teachers and how these beliefs relate to their general brain knowledge.</div></div><div><h3>Methods</h3><div>A survey was administered to 2193 in-service teachers from Ecuador. It included 17 items on general brain knowledge, 12 neuromyths, and 10 myths about learning and instruction. Multiple linear regressions were conducted to identify demographic factors and other predictors of myth endorsement.</div></div><div><h3>Results</h3><div>On average, participants answered 59.60% of brain knowledge items correctly. However, they endorsed 61.94% of neuromyths and 60.69% of instructional myths. The most prevalent neuromyths included beliefs in multiple intelligences, enriched environments for preschool brain development, perceptual-motor coordination exercises, and left-/right-brain dominance. Instructional misconceptions such as discovery learning, digital natives, the learning pyramid, motivation-driven learning, and learning styles were also highly endorsed. Interestingly, greater brain knowledge predicted more belief in neuromyths, but less belief in instructional myths.</div></div><div><h3>Conclusions</h3><div>Despite widespread interest in neuroscience and its perceived relevance for teaching, a large proportion of Ecuadorian in-service teachers continue to endorse misconceptions. These findings reveal significant shortcomings in-service teacher education and underscore the need for explicitly structured professional development that incorporates core instructional theories, educational neuroscience, and targeted strategies to identify and refute common educational misconceptions.</div></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"41 ","pages":"Article 100273"},"PeriodicalIF":3.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145326829","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":"Beyond the page: Enriching storybooks with embodied activities to improve mathematics skills – A scoping review","authors":"Venera Gashaj ,&nbsp;Dragan Trninic ,&nbsp;Ouhao Chen ,&nbsp;Korbinian Moeller","doi":"10.1016/j.tine.2025.100259","DOIUrl":"10.1016/j.tine.2025.100259","url":null,"abstract":"<div><h3>Background</h3><div>This article explores approaches to enriching storybook reading experiences to facilitate mathematics learning in children.</div></div><div><h3>Method</h3><div>A scoping review of existing literature was conducted to identify approaches for enhancing mathematics storybooks.</div></div><div><h3>Results</h3><div>Two primary approaches were identified: hands-on physical experiences, such as gestures, enactment, and manipulatives; and technology-driven interventions, such as augmented reality and wearables. Hands-on experiences can promote numerical understanding through multisensory interactions. Technology-driven approaches may alleviate mathematics anxiety and increase motivation. Both approaches can foster numeracy by increasing engagement with the learning content.</div></div><div><h3>Conclusion</h3><div>Integrating enriched activities into mathematics storybook reading has the potential to support numeracy development.</div></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"40 ","pages":"Article 100259"},"PeriodicalIF":3.4,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144243206","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":"Effects of solving contextualized physics problems among men and women: A psychophysiological approach.","authors":"Isaac Bouhdana, Patrick Charland, Hugo G Lapierre, Lorie-Marlène Brault Foisy, Geneviève Allaire-Duquette, Patrice Potvin, Steve Masson, Martin Riopel, Pierre-Majorique Léger, Shang Lin Chen","doi":"10.1016/j.tine.2025.100268","DOIUrl":"https://doi.org/10.1016/j.tine.2025.100268","url":null,"abstract":"<p><strong>Introduction: </strong>This study investigates the psychophysiological effects of contextualized physics problems during the problem's solving stage, expanding upon earlier findings (Bouhdana et al., 2023) on the problem's reading stage.</p><p><strong>Methods: </strong>Participants (university students, both men and women) solved problems presented in three contexts - no context, technical, and humanistic - while measures of cognitive (pupillometry, EEG) and affective (electrodermal activity, valence) situational interest were collected.</p><p><strong>Results: </strong>Key findings revealed that context significantly influenced pupillometry (p = 0.035) and the context*gender interaction significantly affected valence (p = 0.037), though post-hoc comparisons were not significant. Men exhibited higher emotional valence when solving decontextualized problems compared to humanistic problems, aligning with trends observed during the reading stage, though significance was not maintained in the solving stage (p = 0.096). Notably, cognitive situational interest, as indicated by pupillometry, increased during the solving stage, suggesting a shift from affective to cognitive engagement. However, cognitive situational interest during the solving stage did not predict accuracy, contrasting with our prior findings where affective situational interest (electrodermal activity) during reading significantly predicted accuracy.</p><p><strong>Discussion: </strong>This shift may stem from the higher cognitive load associated with problem-solving tasks. These findings suggest that cognitive situational interest during the solving stage is a reflection of cognitive load rather than a predictor of success, while underscoring the importance of fostering affective situational interest during the reading stage to enhance performance and engagement. Future research should explore longitudinal effects, cultural influences on situational interest, and inclusive curriculum design.</p><p><strong>Conclusion: </strong>Our results highlight the need for balanced and context-sensitive approaches to curriculum development to optimize student motivation, performance, and long-term interest in physics.</p>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"40 ","pages":"100268"},"PeriodicalIF":3.0,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144973566","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":"It’s time to reconsider: the neuropsychology of belief change","authors":"Bobby Hoffman ,&nbsp;Aditi Subramaniam ,&nbsp;Kendall Hartley","doi":"10.1016/j.tine.2025.100261","DOIUrl":"10.1016/j.tine.2025.100261","url":null,"abstract":"<div><h3>Purpose</h3><div>The consequences of students harboring false beliefs that contradict scientific evidence include reasoning difficulties and applying inaccurate information to problem solving. Relying on unsupported beliefs undermines judgment, fosters irrational reasoning, and is detrimental to the best interests of society. However, many belief change initiatives fail, presumably because conventional approaches to belief change conflict with how the brain processes instrumental and valenced information.</div></div><div><h3>Method</h3><div>To provide a more reliable and objective explanation as to why some knowledge reconstruction efforts are transitory, fragmented, and superficial, neuropsychology evidence was investigated to supplement existing behavioral belief-change research. Neuroscience findings related to belief change were summarized by describing the biology of knowledge reconstruction and why some research-based practices (particularly refutational texts) may stand in direct contrast to neuropsychological interpretations of knowledge revision. Specific applied strategies were advanced.</div></div><div><h3>Findings</h3><div>The success of changing minds depends on effectively modifying false beliefs by focusing on the prospective gains from belief revision rather than emphasizing the risks associated with maintaining existing beliefs. Additionally, cognitive, not affective processing should be emphasized using refutations that employ information that generates positive perceptions, not forecasts of doom and debilitation. All recommendations align with neurological findings that suggest positive and rewarding information enhances the probability of adaptive neuromodulation leading to brain plasticity.</div></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"40 ","pages":"Article 100261"},"PeriodicalIF":3.4,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144469955","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":"Predicting neuromyths among counselors and counselor educators","authors":"So Rin Kim ,&nbsp;Eric T. Beeson ,&nbsp;Carlos P. Zalaquett ,&nbsp;Fí D. Fonseca ,&nbsp;L. Thomas Belcher","doi":"10.1016/j.tine.2025.100263","DOIUrl":"10.1016/j.tine.2025.100263","url":null,"abstract":"<div><h3>Background</h3><div>Neuromyths are prevalent in counseling and counselor education, potentially promoting harmful, unproven methods. This study examines the factors that predict the prevalence of neuromyths among counselors.</div></div><div><h3>Methods</h3><div>A cross-sectional survey was conducted with 415 participants, including counselors-in-training, practitioners, educators, and supervisors. The survey measured neuromyth endorsement using a 15-item questionnaire and assessed demographic characteristics, neuroscience knowledge, and the use of nine information sources. Hierarchical linear regression analysis was used to identify predictors of neuromyths.</div></div><div><h3>Results</h3><div>Predictors accounted for 9.0% of the variation in neuromyths (<em>F</em> = 4.775, <em>p</em> &lt; .001). Counselors with higher educational levels endorsed fewer neuromyths compared to those with bachelor’s degrees. The use of books was associated with fewer neuromyths (β = .144, <em>p</em> &lt; .01), whereas reliance on TV predicted higher neuromyth endorsement (β = -.187, <em>p</em> &lt; .001).</div></div><div><h3>Conclusion</h3><div>Promoting accurate neuroscience knowledge through credible sources can reduce neuromyths in the counseling profession.</div></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"40 ","pages":"Article 100263"},"PeriodicalIF":3.4,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144711440","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":"Aerobic fitness modulates arithmetic strategy use in college-aged young adults","authors":"Amanda L. McGowan ,&nbsp;Oksana K. Ellison ,&nbsp;Morgan S. Ham ,&nbsp;Madison C. Chandler ,&nbsp;Matthew B. Pontifex","doi":"10.1016/j.tine.2025.100258","DOIUrl":"10.1016/j.tine.2025.100258","url":null,"abstract":"<div><h3>Purpose</h3><div>The purpose of the present investigation was to determine the extent to which individuals at the extremes of the aerobic fitness continuum differed in their utilization of arithmetic strategies.</div></div><div><h3>Method</h3><div>Using a cross-sectional design, 37 higher aerobically fit and 37 lower aerobically fit participants completed a complex arithmetic task while neuroelectric measures were concurrently recorded. The arithmetic task had participants view a pair of sequentially presented two-digit operands and determine if the sum was greater than or &lt;100 which manipulated the utilization of exact and approximate arithmetic strategies.</div></div><div><h3>Results</h3><div>Individuals with higher aerobic fitness demonstrated a greater tendency to utilize more efficient approximate arithmetic strategies as the sums grew more distant from 100 in contrast to their lower aerobic fitness counterparts, indexed using a composite measure of behavioral and neuroelectric data.</div></div><div><h3>Conclusion</h3><div>Superior aerobic fitness relates to a greater ability to shift between procedural strategies for arithmetic problems.</div></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"40 ","pages":"Article 100258"},"PeriodicalIF":3.4,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144243207","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":"Pre-service teachers’ misconceptions about brain and mind–prevalence and predictors","authors":"Dana Opre ,&nbsp;Sebastian Pintea ,&nbsp;Romiță Iucu","doi":"10.1016/j.tine.2025.100260","DOIUrl":"10.1016/j.tine.2025.100260","url":null,"abstract":"<div><h3>Background</h3><div>The issue of educational misconceptions among teachers is examined through distinct lines of research including educational neuroscience and psychology, each offering different perspectives and drawing clear distinctions between neuromyths and psychological myths. In the present study, we investigate educational misconceptions through an interdisciplinary lens to gain a deeper understanding of the relationship between brain and mind myths and their prevalence among teachers. This framework also enables a more nuanced analysis of potential factors that may predict these misconceptions, aiding in understanding of how to address them effectively.</div></div><div><h3>Method</h3><div>An online survey was designed and administered to pre-service teachers (<em>N</em> = 258). Descriptive statistics, Pearson’s correlation and Stepwise regression were used to analyze the collected data.</div></div><div><h3>Results</h3><div>First, there is a high prevalence of educational myths among Romanian pre-service teachers. Second, neuromyths and psychological/mind myths are strongly correlated. Third, there are significant associations between the endorsement of neuromyths and psychological myths with various factors, experiential engagement being the most important.</div></div><div><h3>Conclusion</h3><div>An interdisciplinary approach reveals that valuable insights from integrating different research fields can be harnessed to enhance our understanding of the interplay between educational myths endorsement and different influencing factors. A comprehensive understanding of these relations enables the development of innovative and suitable interventions to debunk myths.</div></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"40 ","pages":"Article 100260"},"PeriodicalIF":3.4,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144263660","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}