Trends in Neuroscience and Education最新文献

{"title":"The interplay between math performances, spatial abilities, and affective factors: The role of task","authors":"Sarit Ashkenazi,&nbsp;Hagar Velner","doi":"10.1016/j.tine.2023.100211","DOIUrl":"https://doi.org/10.1016/j.tine.2023.100211","url":null,"abstract":"<div><p>Many studies have suggested that cognitive and affective abilities (such as math anxiety- MA and math self-efficacy) explain individual differences in math.</p></div><div><h3>Purpose</h3><p>The present study explores the interplay between MA, math self-efficacy, spatial anxiety and spatial abilities in explaining individual differences on two complex math tasks.</p></div><div><h3>Procedures</h3><p>Ninety-three college students took part in the experiment and completed 3 emotional questionnaires, in addition to 2 math tasks and a mental rotation task.</p></div><div><h3>Findings</h3><p>The interplay between math performances and cognitive and affective factors is related to task demand. MA and spatial abilities affected math performances directly, regardless of task. Spatial anxiety had only an indirect effect on math performances via MA, regardless of task.</p></div><div><h3>Conclusions</h3><p>These finding suggest that for math performances, contrary to MA, real spatial abilities rather than perceived spatial anxiety play a significant role in explaining individual differences.  Hence, the present result dissociates cognitive and emotional factors.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"33 ","pages":"Article 100211"},"PeriodicalIF":3.3,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49737569","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":"Balancing academics and athletics: School-level athletes’ results are positively associated with their academic performance","authors":"Yuta Kuroda ,&nbsp;Toru Ishihara ,&nbsp;Keita Kamijo","doi":"10.1016/j.tine.2023.100210","DOIUrl":"https://doi.org/10.1016/j.tine.2023.100210","url":null,"abstract":"<div><h3>Background</h3><p>Using data from a nationwide high-school sample, the present study aimed to examine whether school-level athletes’ sporting results are positively or negatively associated with their academic performance.</p></div><div><h3>Methods</h3><p>Athletic performance was assessed using the results of spring and summer regional qualifying interschool tennis tournaments in Japan among both male and female tournaments across all prefectures in Japan. Academic performance was assessed using the standardized rank scores for academic performance at the school level, with higher scores denoting superior academic levels; this is the most common measure of academic performance in Japanese high schools. Linear mixed models were conducted to compare the academic performance of high schools with winning and losing records, respectively, for all games together and for the spring and summer tournaments separately. The results of a total of 4,870 games were analyzed.</p></div><div><h3>Results</h3><p>High schools with winning records showed a significantly higher academic-performance score than those with losing records, and this association was stronger among boys than girls. The observed difference in academic-performance scores between the schools with winning and losing records, respectively, was replicated in both tournament settings (i.e., spring and summer).</p></div><div><h3>Conclusions</h3><p>Athletic results are positively associated with academic performance at the school level. Given the cross-sectional nature of the present study, the present results do not necessarily imply that sports participation can improve academic performance; rather, the present study suggests that balancing academic and athletic commitments is feasible.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"33 ","pages":"Article 100210"},"PeriodicalIF":3.3,"publicationDate":"2023-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49751679","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":"A rationale for promoting cognitive science in teacher education: Deconstructing prevailing learning myths and advancing research-based practices","authors":"Joshua A. Cuevas ,&nbsp;Gina Childers ,&nbsp;Bryan L. Dawson","doi":"10.1016/j.tine.2023.100209","DOIUrl":"https://doi.org/10.1016/j.tine.2023.100209","url":null,"abstract":"<div><h3>Purpose</h3><p>Cognitive science is essential to designing, implementing, and evaluating instruction for enhancing student learning. However, there may not be sufficient focus on the principles of cognitive science, as some educators hold learning beliefs that may be considered cognitive myths.</p></div><div><h3>Procedures</h3><p>This review article analyzes examples of five <em>learning myths</em> (learning styles, pure discovery learning, digital natives, extrinsic motivation, multitasking) and five <em>research-based learning strategies</em> (dual coding, direct instruction, summarization, retrieval practice, spacing). It details the research evidence for each to explain those misconceptions of learning and also those underutilized or misunderstood but effective strategies shown to benefit student learning.</p></div><div><h3>Conclusion</h3><p>Educational practices related to learning myths are widespread in education with potentially detrimental effects on student learning. We recommend that colleges of education be restructured to ensure greater emphasis on cognitive science in educator preparation programs to better promote research-based instructional strategies to meet students’ learning needs.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"33 ","pages":"Article 100209"},"PeriodicalIF":3.3,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49751688","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":"Decoding of spatial proportions using somatosensory feedback in sighted and visually impaired children","authors":"Christian Leukel ,&nbsp;Timo Leuders ,&nbsp;Juliane Leuders","doi":"10.1016/j.tine.2023.100207","DOIUrl":"10.1016/j.tine.2023.100207","url":null,"abstract":"<div><h3>Background and purpose</h3><p>Humans can naturally operate with ratios of continuous magnitudes (proportions). We asked if sighted children (S) and visually impaired children (VI) can discriminate proportions via somatosensory feedback.</p></div><div><h3>Procedures</h3><p>Children formed a proportion by tracing a pair of straight lines with their finger, and compared this proportion with a second proportion resulting from the tracing of another pair of lines.</p></div><div><h3>Main findings</h3><p>Performance was 68% in S, thus significantly lower (<em>p</em> &lt; 0.001) compared to VI (75%). Tracing velocity (<em>p</em> &lt; 0.01) and trial-to-trial variability of tracing velocity (<em>p</em> &lt; 0.05) was higher in S compared to VI.</p></div><div><h3>Conclusions</h3><p>Operating with proportions solely from somatosensory feedback is possible, thus tracing lines might support learning in mathematics education. Kinematic variables point to the reason for the difference between S and VI, in that higher trial-to-trial variability in velocity in S leads to biased estimation of absolute line lengths.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"32 ","pages":"Article 100207"},"PeriodicalIF":3.3,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10221012","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-based attentional and default mode connectivity associated with science and math anxiety profiles among university physics students","authors":"Donisha D. Smith ,&nbsp;Alan Meca ,&nbsp;Katherine L. Bottenhorn ,&nbsp;Jessica E. Bartley ,&nbsp;Michael C. Riedel ,&nbsp;Taylor Salo ,&nbsp;Julio A. Peraza ,&nbsp;Robert W. Laird ,&nbsp;Shannon M. Pruden ,&nbsp;Matthew T. Sutherland ,&nbsp;Eric Brewe ,&nbsp;Angela R. Laird","doi":"10.1016/j.tine.2023.100204","DOIUrl":"10.1016/j.tine.2023.100204","url":null,"abstract":"<div><h3>Purpose</h3><p>Attentional control theory (ACT) posits that elevated anxiety increases the probability of re-allocating cognitive resources needed to complete a task to processing anxiety-related stimuli. This process impairs processing efficiency and can lead to reduced performance effectiveness. Science, technology, engineering, and math (STEM) students frequently experience anxiety about their coursework, which can interfere with learning and performance and negatively impact student retention and graduation rates. The objective of this study was to extend the ACT framework to investigate the neurobiological associations between science and math anxiety and cognitive performance among 123 physics undergraduate students.</p></div><div><h3>Procedures</h3><p>Latent profile analysis (LPA) identified four profiles of science and math anxiety among STEM students, including two profiles that represented the majority of the sample (Low Science and Math Anxiety; 59.3% and High Math Anxiety; 21.9%) and two additional profiles that were not well represented (High Science and Math Anxiety; 6.5% and High Science Anxiety; 4.1%). Students underwent a functional magnetic resonance imaging (fMRI) session in which they performed two tasks involving physics cognition: the Force Concept Inventory (FCI) task and the Physics Knowledge (PK) task.</p></div><div><h3>Findings</h3><p>No significant differences were observed in FCI or PK task performance between High Math Anxiety and Low Science and Math Anxiety students. During the three phases of the FCI task, we found no significant brain connectivity differences during scenario and question presentation, yet we observed significant differences during answer selection within and between the dorsal attention network (DAN), ventral attention network (VAN), and default mode network (DMN). Further, we found significant group differences during the PK task were limited to the DAN, including DAN-VAN and within-DAN connectivity.</p></div><div><h3>Conclusions</h3><p>These results highlight the different cognitive processes required for physics conceptual reasoning compared to physics knowledge retrieval, provide new insight into the underlying brain dynamics associated with anxiety and physics cognition, and confirm the relevance of ACT theory for science and math anxiety.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"32 ","pages":"Article 100204"},"PeriodicalIF":3.3,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10501206/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10625399","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}

{"title":"Neuroelectric indices of attention are related to academic skills in preschool-aged children","authors":"Shelby A. Keye ,&nbsp;Diana Morales ,&nbsp;Anne M. Walk ,&nbsp;Corinne N. Cannavale ,&nbsp;Naiman A. Khan","doi":"10.1016/j.tine.2023.100205","DOIUrl":"10.1016/j.tine.2023.100205","url":null,"abstract":"<div><h3>Purpose</h3><p>This study assessed the relationship between neuroelectric indices of attention and inhibition and academic skills in children 4–6 years-old. We hypothesized that modulation of the P3 and N2 components would be related to academic skills.</p></div><div><h3>Methods</h3><p>Participants (<em>N</em> = 27, 16 female) completed The Woodcock Johnson Early Cognitive and Academic Development Test to assess general intellectual abilities (GIA) and early academic skills (EAS). Electroencephalography was recorded during an auditory oddball task to elicit P3 and N2 components. Two-step linear regressions including age, sex, income, and GIA assessed relationships between P3 and N2 modulations and EAS.</p></div><div><h3>Results</h3><p>P3 peak amplitude (<em>R</em>²=0.765, β=0.379, <em>p</em> = 0.030) and N2 mean (<em>R</em>²=0.759, β=0.302, <em>p</em> = 0.039) and peak (<em>R</em>²=0.759, β=0.303, <em>p</em> = 0.038) amplitude modulation were positively related to EAS.</p></div><div><h3>Conclusion</h3><p>Upregulation of P3 and N2 components was associated with EAS independent of GIA. Therefore, neuroelectric assessments of attention and inhibition may a biomarker of academic achievement in early childhood.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"32 ","pages":"Article 100205"},"PeriodicalIF":3.3,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10221015","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":"Defining the Science of Learning: A scoping review","authors":"A.J. Privitera ,&nbsp;S.H.S. Ng ,&nbsp;S.H.A. Chen","doi":"10.1016/j.tine.2023.100206","DOIUrl":"10.1016/j.tine.2023.100206","url":null,"abstract":"<div><h3>Background</h3><p>Interest in research on the Science of Learning continues to grow. However, ambiguity about what this field is can negatively impact communication and collaboration and may inadequately inform educational training programs or funding initiatives that are not sufficiently inclusive in focus.</p></div><div><h3>Methods</h3><p>The present scoping review aimed to synthesize a working definition of the Science of Learning using Web of Science and ProQuest database searches.</p></div><div><h3>Results</h3><p>In total, 43 unique definitions were identified across 50 documents including journal articles, theses, conference papers, and book chapters. Definitions of the Science of Learning differed considerably when describing the fields thought to contribute to research on this topic.</p></div><div><h3>Conclusions</h3><p>Based on findings, we propose a working definition of the Science of Learning for discussion and further refinement: the scientific study of the underlying bases of learning with the goal of describing, understanding, or improving learning across developmental stages and diverse contexts.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"32 ","pages":"Article 100206"},"PeriodicalIF":3.3,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10221016","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":"Performance increases in mathematics during COVID-19 pandemic distance learning in Austria: Evidence from an intelligent tutoring system for mathematics","authors":"Markus Wolfgang Hermann Spitzer ,&nbsp;Korbinian Moeller","doi":"10.1016/j.tine.2023.100203","DOIUrl":"10.1016/j.tine.2023.100203","url":null,"abstract":"<div><h3>Background</h3><p>In 2020, school closures during the COVID-19 pandemic forced students all over the world to promptly alter their learning routines from in-person to distance learning. However, so far, only a limited number of studies from a few countries investigated whether school closures affected students’ performance within intelligent tutoring system—such as intelligent tutoring systems.</p></div><div><h3>Method</h3><p>In this study, we investigated the effect of school closures in Austria by evaluating data (<em>n</em> = 168 students) derived from an intelligent tutoring system for learning mathematics, which students used before and during the first period of school closures.</p></div><div><h3>Results</h3><p>We found that students’ performance increased in mathematics in the intelligent tutoring system during the period of school closures compared to the same period in previous years.</p></div><div><h3>Conclusion</h3><p>Our results indicate that intelligent tutoring systems were a valuable tool for continuing education and maintaining student learning during school closures in Austria.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"31 ","pages":"Article 100203"},"PeriodicalIF":3.3,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10154054/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9679657","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}

{"title":"A potential dissociation between perception and production version for bounded but not unbounded number line estimation","authors":"Regina Miriam Reinert ,&nbsp;Venera Gashaj ,&nbsp;Matthias Hartmann ,&nbsp;Korbinian Moeller","doi":"10.1016/j.tine.2023.100202","DOIUrl":"10.1016/j.tine.2023.100202","url":null,"abstract":"<div><h3>Background</h3><p>What, exactly, do number line estimation (NLE) tasks measure? Different versions of the task were observed to have different effects on performance.</p></div><div><h3>Method</h3><p>We investigated associations between the production (indicating the location) and perception version (indicating the number) of the bounded and unbounded NLE task and their relationship to arithmetic.</p></div><div><h3>Results</h3><p>A stronger correlation was observed between the production and perception version of the unbounded than the bounded NLE task, indicating that both versions of the unbounded—but not the bounded—NLE task measure the same construct. Moreover, overall low but significant associations between NLE performance and arithmetic were only observed for the production version of the bounded NLE task.</p></div><div><h3>Conclusion</h3><p>These results substantiate that the production version of bounded NLE seems to rely on proportion judgment strategies, whereas both unbounded versions and the perception version of the bounded NLE task may rely more on magnitude estimation.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"31 ","pages":"Article 100202"},"PeriodicalIF":3.3,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9686006","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":"Executive functions and play","authors":"Janina Eberhart ,&nbsp;Tanya M. Paes ,&nbsp;Michelle R. Ellefson ,&nbsp;Stuart Marcovitch","doi":"10.1016/j.tine.2023.100198","DOIUrl":"10.1016/j.tine.2023.100198","url":null,"abstract":"<div><p>Executive functions and play have been researched separately over the last few decades. Only recently has the association between the two constructs received more attention. Thus, a Special Issue on this association is timely. The six empirical studies of the Special Issue applied various types of play (e.g., dramatic play or physical play) in their research. Children's executive functions were also measured with a variety of tasks. The wide variability of the studies was a learning point, especially given the cultural connotation of executive function measures. All the studies of the Special Issue were conducted in WEIRD (Western, Educated, Industrialized, Rich, and Democratic) countries raising the issue of generalizability. We discuss future directions of the research on executive functions and play hoping for longitudinal studies on the association between these constructs in the future.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"30 ","pages":"Article 100198"},"PeriodicalIF":3.3,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9317437","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}