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Feature versus object in interpreting working memory capacity. 解释工作记忆容量时的特征与对象。
IF 3.6 1区 心理学
npj Science of Learning Pub Date : 2024-11-15 DOI: 10.1038/s41539-024-00279-x
Wuji Lin, Chenxi Lv, Jiejie Liao, Yuan Hu, Yutong Liu, Jingyuan Lin
{"title":"Feature versus object in interpreting working memory capacity.","authors":"Wuji Lin, Chenxi Lv, Jiejie Liao, Yuan Hu, Yutong Liu, Jingyuan Lin","doi":"10.1038/s41539-024-00279-x","DOIUrl":"10.1038/s41539-024-00279-x","url":null,"abstract":"<p><p>The debate about whether the capacity of working memory (WM) varies with the complexity of memory items continues. This study employed novel experimental materials to investigate the role of complexity in WM capacity. Across seven experiments, we explored the relationship between complexity and WM capacity. The results indicated that the complexity of memory items significantly affects WM capacity. However, given the non-linear relationship between complexity and WM capacity, we propose that WM may not allocate resources directly to each individual item. Instead, it might integrate these items to some extent before storage.</p>","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"9 1","pages":"67"},"PeriodicalIF":3.6,"publicationDate":"2024-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11568228/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142639895","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Mathematics interest, self-efficacy, and anxiety predict STEM career choice in emerging adulthood. 数学兴趣、自我效能感和焦虑可预测新兴成人的 STEM 职业选择。
IF 3.6 1区 心理学
npj Science of Learning Pub Date : 2024-11-13 DOI: 10.1038/s41539-024-00275-1
Rebecca Ferdinand, Margherita Malanchini, Kaili Rimfeld
{"title":"Mathematics interest, self-efficacy, and anxiety predict STEM career choice in emerging adulthood.","authors":"Rebecca Ferdinand, Margherita Malanchini, Kaili Rimfeld","doi":"10.1038/s41539-024-00275-1","DOIUrl":"10.1038/s41539-024-00275-1","url":null,"abstract":"<p><p>To examine the combined effects of maths anxiety (MA), maths self-efficacy (MSE), and maths interest (MI) on STEM career choice, we analysed self-report data from 7908 Twins Early Development Study participants, collected at ages 16 (MSE, MI), 18 (MA) and 21 (STEM career choice). When analysed in the same model, MSE did not independently predict STEM career choice. MI (OR = 1.75) was a stronger predictor than MA (OR = 0.79), which was not significant after controlling for maths achievement. MI was a significant positive predictor of STEM career choices for both males (OR = 1.88) and females (OR = 1.77). However, MA was only predictive for males (OR = 0.62), and MSE was only predictive for females in the unadjusted model (OR = 1.77). These results highlight the importance of nurturing maths interest to bridge the STEM skills gap, regardless of sex. Future research should consider the co-development of maths-related psychological constructs to further understand their influence on STEM career paths.</p>","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"9 1","pages":"66"},"PeriodicalIF":3.6,"publicationDate":"2024-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11561120/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142630574","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Enhancing mathematical learning outcomes through a low-cost single-channel BCI system. 通过低成本单通道BCI系统提高数学学习成果。
IF 3.6 1区 心理学
npj Science of Learning Pub Date : 2024-11-11 DOI: 10.1038/s41539-024-00277-z
Zhe Hou, Xiang Li, Jiawen Yang, Shi Yang Xu
{"title":"Enhancing mathematical learning outcomes through a low-cost single-channel BCI system.","authors":"Zhe Hou, Xiang Li, Jiawen Yang, Shi Yang Xu","doi":"10.1038/s41539-024-00277-z","DOIUrl":"10.1038/s41539-024-00277-z","url":null,"abstract":"<p><p>This study investigates the effectiveness of a Low-Cost Single-Channel BCI system in improving mathematical learning outcomes, self-efficacy, and alpha power in university students. Eighty participants were randomly assigned to either a BCI group receiving real-time neurofeedback based on alpha rhythms or a sham feedback group. Results showed that the BCI group had significantly higher mathematical performance, self-efficacy, and alpha power compared to the sham feedback group. Mathematics performance, alpha wave intensity, and self-efficacy showed significant positive correlations after training, indicating that neurofeedback training may have promoted their interaction and integration. These findings demonstrate the potential of BCI technology in enhancing mathematical learning outcomes and highlight the importance of considering pre-test performance and self-efficacy in predicting learning outcomes, with implications for personalized learning interventions and the integration of BCI technology in educational settings.</p>","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"9 1","pages":"65"},"PeriodicalIF":3.6,"publicationDate":"2024-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11555232/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142630571","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Targeted memory reactivation with sleep disruption does not weaken week-old memories. 干扰睡眠的定向记忆再激活不会削弱一周前的记忆。
IF 3.6 1区 心理学
npj Science of Learning Pub Date : 2024-11-05 DOI: 10.1038/s41539-024-00276-0
Nathan W Whitmore, Erika M Yamazaki, Ken A Paller
{"title":"Targeted memory reactivation with sleep disruption does not weaken week-old memories.","authors":"Nathan W Whitmore, Erika M Yamazaki, Ken A Paller","doi":"10.1038/s41539-024-00276-0","DOIUrl":"10.1038/s41539-024-00276-0","url":null,"abstract":"<p><p>When memories are reactivated during sleep, they are potentially transformed and strengthened. However, disturbed sleep may make this process ineffective. In a prior study, memories formed shortly before sleep were weakened by auditory stimulation when that stimulation provoked memory reactivation while also disrupting sleep - a procedure known as targeted memory reactivation with sleep disruption (TMR-SD). Here we used TMR-SD to test whether memory weakening occurs for less-fragile memories. Participants first learned locations of 74 objects on a monitor. One week later, TMR-SD auditory cues linked with 50% of the previously learned object locations were presented during sleep. Even though the cues disturbed sleep, memories were not weakened when reactivated in this way, compared to when not reactivated. Whereas memory storage is vulnerable to disruption shortly after learning, this new evidence supports the notion that memory storage gradually gains resistance to the harm caused by reactivation combined with sleep disruption.</p>","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"9 1","pages":"64"},"PeriodicalIF":3.6,"publicationDate":"2024-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11538536/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142584453","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A transient memory lapse in humans 1-3 h after training. 人类在训练后 1-3 小时会出现短暂的记忆衰退。
IF 3.6 1区 心理学
npj Science of Learning Pub Date : 2024-10-16 DOI: 10.1038/s41539-024-00272-4
Beverly A Wright, Ruijing Ning
{"title":"A transient memory lapse in humans 1-3 h after training.","authors":"Beverly A Wright, Ruijing Ning","doi":"10.1038/s41539-024-00272-4","DOIUrl":"https://doi.org/10.1038/s41539-024-00272-4","url":null,"abstract":"<p><p>In many non-human species, learning retention decreases temporarily following training. This has led to the suggestion that these lapses reflect a fundamental component of memory formation. If so, transient memory lapses should also be prevalent in humans, and should occur for all types of learning. In line with these predictions, we report two cases of transient memory lapses in humans that occur 1-3 h after training on a perceptual-discrimination task. The results indicate that the occurrence of transient memory lapses extends to perceptual learning, a form of skill learning, and suggest that transient memory lapses may be a common but overlooked facet of memory formation in humans.</p>","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"9 1","pages":"63"},"PeriodicalIF":3.6,"publicationDate":"2024-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11484814/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142478062","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Sex differences in motivational biases over instrumental actions. 工具性行动动机偏差的性别差异。
IF 3.6 1区 心理学
npj Science of Learning Pub Date : 2024-10-08 DOI: 10.1038/s41539-024-00246-6
Luigi A E Degni, Sara Garofalo, Gianluca Finotti, Francesca Starita, Trevor W Robbins, Giuseppe di Pellegrino
{"title":"Sex differences in motivational biases over instrumental actions.","authors":"Luigi A E Degni, Sara Garofalo, Gianluca Finotti, Francesca Starita, Trevor W Robbins, Giuseppe di Pellegrino","doi":"10.1038/s41539-024-00246-6","DOIUrl":"10.1038/s41539-024-00246-6","url":null,"abstract":"<p><p>Motivational (i.e., appetitive or aversive) cues can bias value-based decisions by affecting either direction and intensity of instrumental actions. Despite several findings describing important interindividual differences in these biases, whether biological sex can also play a role is still up to debate. By comparing females and males in both appetitive and aversive Pavlovian-to-Instrumental Transfer paradigms we found that, while motivational cues similarly bias the direction of instrumental actions in both sexes, the intensity of such actions is increased by the cue in male participants only. The present results constitute compelling evidence that a crucial motivational bias of daily actions directed to obtaining rewards or avoiding punishments is modulated by biological sex. This evidence sheds new light on the role of sex in motivational processes that underlie decision-making, highlighting the importance of considering sex as a crucial factor in future research on this topic.</p>","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"9 1","pages":"62"},"PeriodicalIF":3.6,"publicationDate":"2024-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11461879/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142394360","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A systematic review of observational practice for adaptation of reaching movements. 对伸手动作适应性观察实践的系统回顾。
IF 3.6 1区 心理学
npj Science of Learning Pub Date : 2024-10-03 DOI: 10.1038/s41539-024-00271-5
Julian Rudisch, Luis K H Holzhauer, Karmen Kravanja, Fred H Hamker, Claudia Voelcker-Rehage
{"title":"A systematic review of observational practice for adaptation of reaching movements.","authors":"Julian Rudisch, Luis K H Holzhauer, Karmen Kravanja, Fred H Hamker, Claudia Voelcker-Rehage","doi":"10.1038/s41539-024-00271-5","DOIUrl":"10.1038/s41539-024-00271-5","url":null,"abstract":"<p><p>Observational practice is discussed as a substitute for physical practice for motor learning and adaptation. We systematically reviewed the literature on observational practice in reaching and aiming tasks. Our objectives were to identify (i) performance differences between observational and physical practice; (ii) factors that contribute to adaptation following observational practice; and (iii) the neural correlates of observational practice. We found 18 studies, all investigated adaptation of reaching in visuomotor rotations or force-field perturbations. Results of the studies showed that observational practice led to adaptation in both, visuomotor rotation and force-field paradigms (d = -2.16 as compared to no practice). However, direct effects were considerably smaller as compared to physical practice (d = 4.38) and aftereffects were absent, suggesting that observational practice informed inverse, but not forward modes. Contrarily, neurophysiological evidence in this review showed that observational and physical practice involved similar brain regions.</p>","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"9 1","pages":"61"},"PeriodicalIF":3.6,"publicationDate":"2024-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11449917/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142373274","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Evaluating large language models in analysing classroom dialogue. 评估分析课堂对话的大型语言模型。
IF 3.6 1区 心理学
npj Science of Learning Pub Date : 2024-10-03 DOI: 10.1038/s41539-024-00273-3
Yun Long, Haifeng Luo, Yu Zhang
{"title":"Evaluating large language models in analysing classroom dialogue.","authors":"Yun Long, Haifeng Luo, Yu Zhang","doi":"10.1038/s41539-024-00273-3","DOIUrl":"10.1038/s41539-024-00273-3","url":null,"abstract":"<p><p>This study explores the use of Large Language Models (LLMs), specifically GPT-4, in analysing classroom dialogue-a key task for teaching diagnosis and quality improvement. Traditional qualitative methods are both knowledge- and labour-intensive. This research investigates the potential of LLMs to streamline and enhance this process. Using datasets from middle school mathematics and Chinese classes, classroom dialogues were manually coded by experts and then analysed with a customised GPT-4 model. The study compares manual annotations with GPT-4 outputs to evaluate efficacy. Metrics include time efficiency, inter-coder agreement, and reliability between human coders and GPT-4. Results show significant time savings and high coding consistency between the model and human coders, with minor discrepancies. These findings highlight the strong potential of LLMs in teaching evaluation and facilitation.</p>","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"9 1","pages":"60"},"PeriodicalIF":3.6,"publicationDate":"2024-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11447259/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142367048","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Dynamic brain networks in spontaneous gestural communication. 自发手势交流中的动态大脑网络
IF 3.6 1区 心理学
npj Science of Learning Pub Date : 2024-10-01 DOI: 10.1038/s41539-024-00274-2
Xinyue Wang, Kelong Lu, Yingyao He, Xinuo Qiao, Zhenni Gao, Yu Zhang, Ning Hao
{"title":"Dynamic brain networks in spontaneous gestural communication.","authors":"Xinyue Wang, Kelong Lu, Yingyao He, Xinuo Qiao, Zhenni Gao, Yu Zhang, Ning Hao","doi":"10.1038/s41539-024-00274-2","DOIUrl":"10.1038/s41539-024-00274-2","url":null,"abstract":"<p><p>Gestures accent and illustrate our communication. Although previous studies have uncovered the positive effects of gestures on communication, little is known about the specific cognitive functions of different types of gestures, or the instantaneous multi-brain dynamics. Here we used the fNIRS-based hyperscanning technique to track the brain activity of two communicators, examining regions such as the PFC and rTPJ, which are part of the mirroring and mentalizing systems. When participants collaboratively solved open-ended realistic problems, we characterised the dynamic multi-brain states linked with specific social behaviours. Results demonstrated that gestures are associated with enhanced team performance, and different gestures serve distinct cognitive functions: interactive gestures are accompanied by better team originality and a more efficient inter-brain network, while fluid gestures correlate with individual cognitive fluency and efficient intra-brain states. These findings reveal a close association between social behaviours and multi-brain networks, providing a new way to explore the brain-behaviour relationship.</p>","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"9 1","pages":"59"},"PeriodicalIF":3.6,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11445455/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142362327","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Structural and transcriptional signatures of arithmetic abilities in children. 儿童算术能力的结构和转录特征
IF 3.6 1区 心理学
npj Science of Learning Pub Date : 2024-09-30 DOI: 10.1038/s41539-024-00270-6
Dai Zhang, Yanghui Xie, Longsheng Wang, Ke Zhou
{"title":"Structural and transcriptional signatures of arithmetic abilities in children.","authors":"Dai Zhang, Yanghui Xie, Longsheng Wang, Ke Zhou","doi":"10.1038/s41539-024-00270-6","DOIUrl":"10.1038/s41539-024-00270-6","url":null,"abstract":"<p><p>Arithmetic ability is critical for daily life, academic achievement, career development, and future economic success. Individual differences in arithmetic skills among children and adolescents are related to variations in brain structures. Most existing studies have used hypothesis-driven region of interest analysis. To identify distributed brain regions related to arithmetic ability, we used data-driven cross-validated predictive models to analyze cross-sectional behavioral and structural MRI data in children and adolescents. The gray matter volume (GMV) of widespread brain regions reliably predicted arithmetic abilities measured by the Comprehensive Mathematical Abilities Test. Furthermore, we applied neuroimaging-transcriptome association analysis to explore transcriptional signatures associated with structural patterns of arithmetic ability. Structural patterns of arithmetic ability primarily correlated with transcriptional profiles enriched for genes involved in transmembrane transport and synaptic signaling. Our findings enhance our understanding of the neural and genetic mechanisms underlying children's arithmetic ability and offer a practical predictor for arithmetic skills during development.</p>","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"9 1","pages":"58"},"PeriodicalIF":3.6,"publicationDate":"2024-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11442576/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142337208","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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