Trends in Neuroscience and Education最新文献

{"title":"Executive functions and key competencies in secondary education students. Can we improve the teaching-learning process?","authors":"María Caballero-Cobos,&nbsp;Mariano Núñez-Flores,&nbsp;Vicente J. Llorent","doi":"10.1016/j.tine.2025.100265","DOIUrl":"10.1016/j.tine.2025.100265","url":null,"abstract":"<div><div>Executive functions play a crucial role in the social and academic development of students. This study aimed to examine the relations of students’ executive functions with their reading competence, mathematical competence, and social, emotional, and moral competencies. The sample was made up of 198 students (50.50 % girls, and 4 % did not report their sex) aged between 11 and 15 years (<em>M</em> = 12.53, <em>SD</em> = 1.08). This quantitative, cross-sectional ex-post-facto study was conducted using a self-report survey. Data were collected at the end of the 2018–2019 academic year. Bivariate Pearson correlations and linear regression analyses were performed. Students’ executive functions were positively related to their reading competence, mathematical competence, and social, emotional, and moral competencies. However, they only significantly predicted social and emotional competencies. The main conclusion of this study highlights the need to explicitly develop reading competence, mathematical competence, and social, emotional and moral competencies, considering the role of executive functions. Implications for the curriculum and school systems are debated.</div></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"40 ","pages":"Article 100265"},"PeriodicalIF":3.4,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144711439","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 componential nature of school mathematics and associative cognitive factors: The case of young children with mathematical learning disabilities","authors":"Sarit Ashkenazi ,&nbsp;Sonia Hasson","doi":"10.1016/j.tine.2025.100267","DOIUrl":"10.1016/j.tine.2025.100267","url":null,"abstract":"<div><div>The current understanding of mathematical and numerical processes indicates that mathematical abilities are not singular. Instead, they consist of multiple components that can be linked to various domain-general abilities. We used network analysis to test the componential nature of school mathematics and the effect of mathematical proficiency on the relations between mathematical tasks. Two groups of typically developing children (TD, <em>N</em> = 64, 40 females, mean age = 9.87) and children with mathematical learning disabilities (MD, <em>N</em> = 64, 47 females, mean age = 9.87) were tested.</div><div>Most of the mathematical subjects were closely related. These results suggest that most school mathematical tasks are strongly associated, especially in TD children. Among MDs, we found a more diverse network, with comparison and number line estimation partly separate from other mathematical topics, and negatively associated with reading, thus indicating that number comparison and number line estimation is a focus of weakness in children suffering from MD. These results suggest that most of the school mathematical tasks are strongly associated, especially in TD children. Across groups, it was also discovered that verbal working memory was strongly linked to reading and non-numerical fluency, hence, the connections between mathematical subject matters and reading or non-numerical fluency could be explain by the shared correlation with verbal working memory. Hence, among all the domain-general factors, only verbal working memory was directly associated with mathematics.</div></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"40 ","pages":"Article 100267"},"PeriodicalIF":3.0,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144779714","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":"Autonomic stress responses in oral examination simulations: Neuroscientific insights from comparing peer-led and lecturer-led approaches","authors":"Morris Gellisch ,&nbsp;Martin Bablok ,&nbsp;Gabriela Morosan-Puopolo ,&nbsp;Thorsten Schäfer ,&nbsp;Beate Brand-Saberi","doi":"10.1016/j.tine.2025.100270","DOIUrl":"10.1016/j.tine.2025.100270","url":null,"abstract":"<div><div>It is well established in cognitive psychology that stress impairs the retrieval of stored information, often leading to the phenomenon commonly known as a 'blackout' during high-stakes oral examinations. Thus, this mixed-methods study investigated how peer-led and lecturer-led oral examination simulations impact physiological stress responses and students’ self-perceptions. Using heart rate variability (HRV) markers (RMSSD, pNN50, SDNN, LF/HF), we assessed autonomic activation during the simulations. Linear Mixed Models (LMMs) revealed a significant effect of the exam condition on HRV parameters (RMSSD: β = -14.16, p &lt; .001; LF/HF: β = 19.52, p &lt; .001), indicating reduced parasympathetic activation in both simulation types. However, lecturer-led simulations elicited a stronger sympathetic shift (LF/HF interaction: β = -19.33, p &lt; .001), suggesting a higher stress response than peer-led simulations.</div><div>Students' competence and confidence significantly improved post-simulation (lecturer-led: t = -8.41, p &lt; .001; student-led: t = -5.82, p &lt; .001), while test anxiety significantly decreased after participating in the simulation (p &lt; .05). Qualitative follow-up data supported the perceived value of simulations for exam preparation and provided insights into the underlying emotional dynamics.</div><div>These findings suggest that peer-led simulations may offer a scalable, resource-efficient alternative to lecturer-led training. The positive results highlight the potential of integrating peer-led simulations longitudinally and encourage further research on their cumulative effects over multiple exam cycles.</div></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"40 ","pages":"Article 100270"},"PeriodicalIF":3.0,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144828827","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":"Belief in neuromyths among primary school teachers: A cross-national study of 11 countries","authors":"Oktay Cem Adiguzel ,&nbsp;Patrice Potvin ,&nbsp;Jérémie Blanchette Sarrasin ,&nbsp;Cédric Vanhoolandt ,&nbsp;Anaïs Corfdir ,&nbsp;Nursultan Japashov ,&nbsp;Aizhan Mansurova ,&nbsp;Chin-Chung Tsai ,&nbsp;Ching-Lin Wu ,&nbsp;Ridvan Elmas ,&nbsp;Derya Atik-Kara ,&nbsp;Sibel Kucukkayhan ,&nbsp;Abdel-Karim Zaid ,&nbsp;Ihsane Kouchou ,&nbsp;Alexandra Voulgari ,&nbsp;Ousmane Sy ,&nbsp;Ibrahima Sakho ,&nbsp;Soo Boon Ng ,&nbsp;Patrick Charland ,&nbsp;Angélique Létourneau","doi":"10.1016/j.tine.2025.100264","DOIUrl":"10.1016/j.tine.2025.100264","url":null,"abstract":"<div><h3>Background</h3><div>This study compares primary school teachers' beliefs in neuromyths related to brain function and learning across different cultural and linguistic contexts. Two main research questions are explored and analyzed: “Which neuromyths are believed by primary school teachers?” And “What are the formal and informal sources of these neuromyths among primary school teachers?”</div></div><div><h3>Methods</h3><div>Data were collected from 1257 primary school teachers in 11 countries using the Multilingual Neuromyths Identification Questionnaire, available in eight languages. The descriptive survey design explored the prevalence of neuromyths and the sources that shape teachers' understanding of learning and intelligence.</div></div><div><h3>Results</h3><div>The findings indicate that 13 out of 21 neuromyths are prevalent in all of the countries that were surveyed. Notably, over 90 % of participants agreed with the theories of multiple intelligences and learning styles. These misconceptions are primarily acquired through formal sources, such as teacher training programmes and professional seminars, as well as through professional experience and personal intuition. In contrast, informal sources, such as the media and popular culture, appear to play a minor role in developing these beliefs.</div></div><div><h3>Conclusions</h3><div>The persistence of neuromyths among teachers underscores a critical need for evidence-based neuroscience and cognitive psychology content in teacher education. This study underscores the urgent need to integrate evidence-based neuroscience and cognitive psychology into teacher education programs. The widespread belief in neuromyths highlights serious gaps in current educational policy and practice. To address this, coordinated national and international strategies are needed to inform ministries of education and policy makers about the prevalence and impact of these misconceptions.</div></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"40 ","pages":"Article 100264"},"PeriodicalIF":3.4,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144703635","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 teaching neuroplasticity on motivation, inhibitory control and task performance, and the role of mindset theory","authors":"Jérémie Blanchette Sarrasin ,&nbsp;Martin Riopel ,&nbsp;Geneviève Allaire-Duquette ,&nbsp;Sophie McMullin ,&nbsp;Élisabeth Bélanger ,&nbsp;Lorie-Marlène Brault Foisy ,&nbsp;Steve Masson","doi":"10.1016/j.tine.2025.100257","DOIUrl":"10.1016/j.tine.2025.100257","url":null,"abstract":"<div><h3>Background</h3><div>Frequent and persistent errors resist teaching, partly due to difficulties in mobilizing inhibitory control. A promising strategy to address this challenge involves teaching students about neuroplasticity. Such instruction may indeed foster motivational beliefs (often referred to as <em>growth mindset</em>), which in turn could positively influence the mobilization of inhibitory control. This study investigated the effects of a neuroplasticity-based intervention on motivation (including constructs from mindset theory), inhibitory control and task performance.</div></div><div><h3>Method</h3><div>The final sample included 44 10–12 y/o students recruited from French-speaking elementary schools in the Montreal area (Québec, Canada), primarily through an online advertisement posted on social media. They were assigned to either the experimental group (neuroplasticity intervention) or the control group. They completed a motivational questionnaire at both pretest and posttest and performed a fraction comparison task while undergoing fMRI scanning.</div></div><div><h3>Results</h3><div>Results indicated that students who learned about neuroplasticity demonstrated significant improvements in motivation and greater activation of the ventrolateral prefrontal cortex (VLPFC), a brain region associated with inhibitory control. However, task performance did not significantly differ between groups. Notably, the change in perceived competence was the only motivational variable significantly associated with brain activity related to inhibitory control.</div></div><div><h3>Conclusions</h3><div>These findings suggest that teaching neuroplasticity can both foster motivation and neural engagement, with perceived competence emerging as a central variable in this relationship. While the intervention did not produce direct effects on academic performance, it remains a promising cost-effective strategy to support students with inhibitory control difficulties and offers valuable insights for future educational interventions.</div></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"40 ","pages":"Article 100257"},"PeriodicalIF":3.4,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144169198","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":"Do neuroscience knowledge and attitudes differ across pre-service and in-service teacher groups? Evidence from teacher education programs in China","authors":"Lisha Liu ,&nbsp;Saidi Yu ,&nbsp;Mengyuan Liu ,&nbsp;Chunjiang Li ,&nbsp;Xiaodan Feng ,&nbsp;Xintong Lin","doi":"10.1016/j.tine.2025.100269","DOIUrl":"10.1016/j.tine.2025.100269","url":null,"abstract":"<div><div>Teacher neuroscience knowledge has gained global attention. This study comparatively examined the neuroscience knowledge and attitudes of diverse pre-service and in-service teacher groups among 436 Chinese educators (180 pre-service and 256 in-service teachers) participating in diverse teacher education programs across China. Key findings indicate that: (1) Chinese teachers generally hold positive attitudes towards neuroscience and its educational applications, but had limited neuroscience knowledge, with in-service teachers showing more pronounced limitations. (2) In-service teachers critically lacked systematic opportunities to acquire neuroscience knowledge, primarily relying on informal media channels which posed risks. (3) Higher general brain knowledge positively predicted stronger neuromyth beliefs among pre-service teachers. Other influencing factors on knowledge and attitudes varied distinctly between the groups. These findings suggest the more structured neuroscience education in teacher training programs.</div></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"40 ","pages":"Article 100269"},"PeriodicalIF":3.0,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144826419","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":"Is mindset related to functional connectivity in motivation-related brain networks: A resting-state fMRI study in adolescents","authors":"S. Nieuwenhuis ,&nbsp;M. van Buuren ,&nbsp;T.W.P. Janssen ,&nbsp;S. Altikulaç ,&nbsp;M. Hollarek ,&nbsp;H. Sijtsma ,&nbsp;R. Walsh ,&nbsp;N.C. Lee ,&nbsp;N.M. van Atteveldt","doi":"10.1016/j.tine.2025.100262","DOIUrl":"10.1016/j.tine.2025.100262","url":null,"abstract":"<div><h3>Introduction</h3><div>the aim of this study was to investigate whole-brain functional connectivity patterns of the reward circuitry and executive control network, and their associations with growth mindset of intelligence in adolescents</div></div><div><h3>Methods</h3><div>we investigated seed-based functional connectivity of three pre-defined seeds, the caudate and putamen (reward circuitry), and dorsal anterior cingulate cortex (dACC; executive control region) in 59 adolescents between 13–16 years old. Growth mindset was used as covariate in the seed-based analysis</div></div><div><h3>Results</h3><div>our findings revealed the expected whole-brain functional connectivity patterns of the three pre-defined seeds. In contrast to the literature, none of these functional connectivity patterns between the seeds and all other voxels of the brain were related to growth mindset</div></div><div><h3>Conclusion</h3><div>the current study suggests that the neural representation of a growth mindset is not consistently observed in resting-state neural connectivity and might depend on contextual or cultural differences.</div></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"40 ","pages":"Article 100262"},"PeriodicalIF":3.4,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144366240","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":"Learning with erroneous visualizations modulates retention depending on perceptual richness and test type","authors":"Theresa Dechamps,&nbsp;Alexander Skulmowski","doi":"10.1016/j.tine.2025.100256","DOIUrl":"10.1016/j.tine.2025.100256","url":null,"abstract":"<div><h3>Background</h3><div>Learners are increasingly subjected to inaccurate visualizations generated using artificial intelligence. Coincidentally, some learning strategies purposely let learners engage with erroneous content. Instructional visualizations can be created in varying levels of perceptual richness (or realism). We conducted the present experiment to assess whether testing using erroneous examples can be a viable strategy for learning tasks depending on their perceptual richness.</div></div><div><h3>Methods</h3><div>The two factors of testing (with an error-spotting task vs. without) and realism (schematic vs. realistic) were assessed using two retention tests.</div></div><div><h3>Results</h3><div>Testing with erroneous examples was detrimental when combined with schematic visualizations, but helpful when applied to realistic imagery in one of the tests.</div></div><div><h3>Conclusion</h3><div>Studying with erroneous examples appears to require a certain level of realism to be an effective method. Exposing learners to inaccurate visualizations such as those generated by artificial intelligence tools may not be problematic as long as this fact is disclosed.</div></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"40 ","pages":"Article 100256"},"PeriodicalIF":3.4,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144194923","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":"Physiological correlates of math ability in higher education","authors":"Maristella Lunardon ,&nbsp;Tania Cerni ,&nbsp;Marco Zanon ,&nbsp;Raffaella Ida Rumiati","doi":"10.1016/j.tine.2025.100266","DOIUrl":"10.1016/j.tine.2025.100266","url":null,"abstract":"<div><h3>Background</h3><div>Physiological responses offer a promising avenue for investigating emotional states associated with task performance. Yet, studies examining the physiological correlates of mathematical performance remain limited and conflicting.</div></div><div><h3>Method</h3><div>Here we investigated the relationship between math ability and three measures of physiological arousal (salivary cortisol, skin conductance, and heart rate variability) among 130 university students. We aimed to determine whether these associations varied across different levels of trait math anxiety and neuroticism.</div></div><div><h3>Results</h3><div>Results reveal that enhanced math ability was linked to an increase in cortisol overall and to either increase or decrease in skin conductance in students with low neuroticism depending on their field of study. Furthermore, distinct profiles of math anxiety, neuroticism, and physiological response emerged, displaying different math ability. No modulation by math anxiety and gender was found.</div></div><div><h3>Conclusions</h3><div>These findings emphasise the importance of incorporating neuroticism and students’ field of study for a comprehensive interpretation of physiological arousal in relation to math ability.</div></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"40 ","pages":"Article 100266"},"PeriodicalIF":3.0,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144770640","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":"Large language models outperform humans in identifying neuromyths but show sycophantic behavior in applied contexts","authors":"Eileen Richter ,&nbsp;Markus Wolfgang Hermann Spitzer ,&nbsp;Annabelle Morgan ,&nbsp;Luisa Frede ,&nbsp;Joshua Weidlich ,&nbsp;Korbinian Moeller","doi":"10.1016/j.tine.2025.100255","DOIUrl":"10.1016/j.tine.2025.100255","url":null,"abstract":"<div><div><strong>Background</strong>: Neuromyths are widespread among educators, which raises concerns about misconceptions regarding the (neural) principles underlying learning in the educator population. With the increasing use of large language models (LLMs) in education, educators are increasingly relying on these for lesson planning and professional development. Therefore, if LLMs correctly identify neuromyths, they may help to dispute related misconceptions.</div><div><strong>Method</strong>: We evaluated whether LLMs can correctly identify neuromyths and whether they may hint educators to neuromyths in applied contexts when users ask questions comprising related misconceptions. Additionally, we examined whether explicitly prompting LLMs to base their answer on scientific evidence or to correct unsupported assumptions would decrease errors in identifying neuromyths.</div><div><strong>Results</strong>: LLMs outperformed humans in identifying neuromyth statements as used in previous studies. However, when presented with applied user-like questions comprising misconceptions, they struggled to highlight or dispute these. Interestingly, explicitly asking LLMs to correct unsupported assumptions increased the likelihood that misconceptions were flagged considerably, while prompting the models to rely on scientific evidence had only little effects.</div><div><strong>Conclusion</strong>: While LLMs outperformed humans at identifying isolated neuromyth statements, they struggled to hint users towards the same misconception when they were included in more applied user-like questions—presumably due to LLMs’ tendency toward sycophantic responses. This limitation suggests that, despite their potential, LLMs are not yet a reliable safeguard against the spread of neuromyths in educational settings. However, when users explicitly prompt LLMs to correct unsupported assumptions—an approach that may initially seem counterintuitive–this effectively reduced sycophantic responses.</div></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"39 ","pages":"Article 100255"},"PeriodicalIF":3.4,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143927632","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}