Trends in Neuroscience and Education最新文献_第9页

Executive function of the brain and its influences on understanding of physics concept 脑的执行功能及其对物理概念理解的影响

IF 3.3

Trends in Neuroscience and Education Pub Date : 2021-09-01 DOI: 10.1016/j.tine.2021.100159

Mohd Nor Syahrir Abdullah , Mageswary Karpudewan , Bala Murali Tanimale

{"title":"Executive function of the brain and its influences on understanding of physics concept","authors":"Mohd Nor Syahrir Abdullah , Mageswary Karpudewan , Bala Murali Tanimale","doi":"10.1016/j.tine.2021.100159","DOIUrl":"10.1016/j.tine.2021.100159","url":null,"abstract":"<div><p>Advances in neuroscience studies have brought new insights into the development of Executive Functions (EFs) of the brain and its influence on understanding science concepts. This study was conducted to examine the relationships between three main components of EF: working memory, inhibition, set-shifting and understanding of Force concepts among adolescents. This study also investigated how gender mediates the relationships between the components of EF and understanding. Cambridge Neuropsychological Test Automated Battery was used to assess students' level of working memory, inhibition, and set-shifting. The Force Concept Test measured students understanding. Smart-PLS analysis was employed to examine the relationships between the three components of EF and understanding; and how gender mediates the relationships. The result reveals that working memory significantly relates to students’ understanding of Force concepts in a positive direction. On the contrary, both set-shifting and inhibition exhibit non-significant relationships. The findings also demonstrate that gender does not significantly mediate the relationships. The findings are useful for Physics teachers to guide them through designing the curriculum and opting for an appropriate pedagogical strategy considering the role of the components of EF for teaching the lessons on Force.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"24 ","pages":"Article 100159"},"PeriodicalIF":3.3,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.tine.2021.100159","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39328133","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

A scoping review of research on neuroscience training for teachers 教师神经科学培训研究的范围综述

IF 3.3

Trends in Neuroscience and Education Pub Date : 2021-09-01 DOI: 10.1016/j.tine.2021.100157

Adam John Privitera

引用次数: 17

Self-directed dramatic and music play programs enhance executive function in Japanese children 自我指导的戏剧和音乐节目提高了日本儿童的执行功能

IF 3.3

Trends in Neuroscience and Education Pub Date : 2021-09-01 DOI: 10.1016/j.tine.2021.100158

Taku Kosokabe , Makoto Mizusaki , Wakako Nagaoka , Miwa Honda , Noriyuki Suzuki , Reiko Naoi , Yusuke Moriguchi

{"title":"Self-directed dramatic and music play programs enhance executive function in Japanese children","authors":"Taku Kosokabe , Makoto Mizusaki , Wakako Nagaoka , Miwa Honda , Noriyuki Suzuki , Reiko Naoi , Yusuke Moriguchi","doi":"10.1016/j.tine.2021.100158","DOIUrl":"10.1016/j.tine.2021.100158","url":null,"abstract":"<div><h3>Background</h3><p>Young children<span> can be trained in executive function (EF) using specific educational programs, but it is unclear whether play-based programs enhance EF.</span></p></div><div><h3>Method</h3><p>This study investigated the effectiveness of play programs on EF development in Japanese preschool children. Specifically, we used a dramatic play program and a music play program focused on the development of children's self-directedness, and compared to a control group who received an educational program without self-directedness. Children received a 30-minute lesson for over six weeks (a total of 30 lessons). Pre- and post-test measures of EF performance (working memory, inhibitory control, cognitive shifting) were administered to all children.</p></div><div><h3>Results</h3><p>We found that children who received the dramatic play and music play programs showed significant improvements in performances of working memory and inhibitory control compared to those in a control group.</p></div><div><h3>Conclusion</h3><p>Daily play programs that focus on children's self-directedness can promote children's EF development.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"24 ","pages":"Article 100158"},"PeriodicalIF":3.3,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.tine.2021.100158","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39328134","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: 4

Aerobic fitness relates to superior exact and approximate arithmetic processing in college-aged adults 大学生有氧适能与优秀的精确和近似算术处理能力有关

IF 3.3

Trends in Neuroscience and Education Pub Date : 2021-06-01 DOI: 10.1016/j.tine.2021.100154

Amanda L. McGowan, Madison C. Chandler, Matthew B. Pontifex

{"title":"Aerobic fitness relates to superior exact and approximate arithmetic processing in college-aged adults","authors":"Amanda L. McGowan, Madison C. Chandler, Matthew B. Pontifex","doi":"10.1016/j.tine.2021.100154","DOIUrl":"10.1016/j.tine.2021.100154","url":null,"abstract":"<div><h3>Background</h3><p>Aerobic fitness relates to superior math achievement, but the underlying reasons remain unclear. This study tested how more efficient processing (efficiency hypothesis) or enhanced allocation of cognitive resources (resources hypothesis) underly fitness-related differences in arithmetic cognition in a sample of 138 college-aged adults.</p></div><div><h3>Method</h3><p>Participants completed an arithmetic task while pupillary measures were recorded prior to an aerobic fitness test.</p></div><div><h3>Results</h3><p>Higher aerobic fitness was associated with shorter reaction time for all problems and greater pupillary reactivity for problems requiring approximate and exact arithmetic.</p></div><div><h3>Conclusions</h3><p>Superior aerobic fitness relates to greater cognitive resources available to execute exact and approximate arithmetic faster. Fitness-related differences in math achievement may be driven by the cognitive resources underlying arithmetic strategy. These differences may extend beyond educational achievement and affect the motivation to engage in health behaviors based on quantitative information. Thus, improving cardiovascular fitness has the potential to also ameliorate health numeracy.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"23 ","pages":"Article 100154"},"PeriodicalIF":3.3,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.tine.2021.100154","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38994193","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

A cross-sectional study of neuromyths among teachers in a Caribbean nation 加勒比海国家教师神经神话的横断面研究

IF 3.3

Trends in Neuroscience and Education Pub Date : 2021-06-01 DOI: 10.1016/j.tine.2021.100155

Satyavi Bissessar, Farid F Youssef

{"title":"A cross-sectional study of neuromyths among teachers in a Caribbean nation","authors":"Satyavi Bissessar, Farid F Youssef","doi":"10.1016/j.tine.2021.100155","DOIUrl":"10.1016/j.tine.2021.100155","url":null,"abstract":"<div><h3>Background</h3><p>The current COVID-19 pandemic and proliferation of misinformation regarding science highlights the importance of improving general science literacy. The continued preponderance of neuromyths among educators is of concern, especially in lower- and middle-income countries.</p></div><div><h3>Method</h3><p>Using an adapted questionnaire, a cross-sectional survey was conducted among teachers in a small island developing state in the Caribbean.</p></div><div><h3>Results</h3><p>Two-thirds of the sample were unable to recognise at least 50% of the myths. Regression analysis<span> demonstrated that higher scores in brain knowledge and exposure to prior teacher-training increased belief in neuromyths. On the other hand, specific in-service training pertaining to educational neuroscience improved scores.</span></p></div><div><h3>Conclusion</h3><p>Neuromyths are prevalent among teachers and appear to inform their teaching practice. Further research needs to be conducted to explore not just the prevalence of these myths but in what ways they may be impacting teaching and learning outcomes in the classroom.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"23 ","pages":"Article 100155"},"PeriodicalIF":3.3,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.tine.2021.100155","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38994191","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 9

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

IF 3.3

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

Joanne Eaves , Camilla Gilmore , Nina Attridge

引用次数: 2

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

IF 3.3

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

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

{"title":"Does reasoning training improve fluid reasoning and academic achievement for children and adolescents? A systematic review","authors":"Julia M. Guerin , Shari L. Wade , Quintino R. Mano","doi":"10.1016/j.tine.2021.100153","DOIUrl":"10.1016/j.tine.2021.100153","url":null,"abstract":"<div><h3>BACKGROUND</h3><p>Studies of children and adolescents suggest that reasoning training may improve both reasoning and academic achievement, but evidence and systematic evaluation of this research is limited. Accordingly, this paper provides a systematic review of the literature on reasoning training in order to describe current methods and evaluate their efficacy.</p></div><div><h3>METHOD</h3><p>A systematic search identified eleven articles—published between 1996 and 2016—that reported findings from thirteen separate studies of reasoning training effects on fluid reasoning (G<em>f</em>) and academic achievement in children and adolescents. Specific G<em>f</em><span> outcomes examined were analogical, deductive, inductive, nonverbal, and/or relational reasoning ability. Specific academic achievement outcomes examined were math and reading achievement. This paper reviewed studies utilizing both computerized and non-computerized methods of G</span><em>f</em> training.</p></div><div><h3>FINDINGS</h3><p>Findings from the review show that reasoning training improves G<em>f</em> (near transfer effects). Although less conclusive, when considered on balance, evidence suggests that reasoning training also improves academic achievement (far transfer effects).</p></div><div><h3>CONCLUSIONS</h3><p>Research is needed to parameterize the effects of G<em>f</em> training on academic achievement, and in particular to identify moderators of training efficacy on academic outcomes. Limitations and directions for future research are discussed.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"23 ","pages":"Article 100153"},"PeriodicalIF":3.3,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.tine.2021.100153","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38995689","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 9

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

IF 3.3

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

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

{"title":"Physically active learning in preschoolers: Improved self-regulation, comparable quantity estimation","authors":"Amanda L. McGowan , Hope K. Gerde , Karin A. Pfeiffer , Matthew B. Pontifex","doi":"10.1016/j.tine.2021.100150","DOIUrl":"10.1016/j.tine.2021.100150","url":null,"abstract":"<div><h3>Background</h3><p>Providing physical activity during the school day may mitigate increasingly sedentary lifestyles among children. Young children may be susceptible to interference during learning and consolidation when performing physical activity concurrently with academic instruction.</p></div><div><h3>Methods</h3><p>Preschoolers <em>(N</em> = 72, mean age 5.1 ± 0.8 years, 50% female) completed a quantity estimation task before, following, and one week after engaging in either a 20-min physically active or sedentary lesson. Physical activity intensity and volume were measured using heart rate and pedometer step counts, respectively. Off-task behavior was recorded prior to and following the lesson.</p></div><div><h3>Results</h3><p>Children exhibited similar learning and retention, but an added benefit of physically active lessons was a 1900% step increase and a 58% reduction in off-task behavior.</p></div><div><h3>Conclusion</h3><p>Providing physically active lessons instead of sitting for extended periods of time in early childhood classrooms reduces sedentary behavior and improves self-regulation while not interfering with educational outcomes.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"22 ","pages":"Article 100150"},"PeriodicalIF":3.3,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.tine.2021.100150","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"25583655","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

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

IF 3.3

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

引用次数: 0

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

IF 3.3

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

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

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

引用次数: 0