npj Science of Learning最新文献

The representational instability in the generalization of fear learning.

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2024-12-19 DOI: 10.1038/s41539-024-00287-x

Kenny Yu, Wolf Vanpaemel, Francis Tuerlinckx, Jonas Zaman

{"title":"The representational instability in the generalization of fear learning.","authors":"Kenny Yu, Wolf Vanpaemel, Francis Tuerlinckx, Jonas Zaman","doi":"10.1038/s41539-024-00287-x","DOIUrl":"https://doi.org/10.1038/s41539-024-00287-x","url":null,"abstract":"Perception and perceptual memory play crucial roles in fear generalization, yet their dynamic interaction remains understudied. This research (N = 80) explored their relationship through a classical differential conditioning experiment. Results revealed that while fear context perception fluctuates over time with a drift effect, perceptual memory remains stable, creating a disjunction between the two systems. Surprisingly, this disjunction does not significantly impact fear generalization behavior. Although most participants demonstrated generalization aligned with perceptual rather than physical stimulus distances, incorporating perceptual memory data into perceptual distance calculations did not enhance model performance. This suggests a potential shift in the mapping of the perceptual memory component of fear context, occurring alongside perceptual dynamics. Overall, this work provides evidence for understanding fear generalization behavior through different stimulus representational processes. Such mechanistic investigations can enhance our understanding of how individuals behave when facing threats and potentially aid in developing mechanism-specific diagnoses and treatments.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"9 1","pages":"78"},"PeriodicalIF":3.6,"publicationDate":"2024-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142865570","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

M1 recruitment during interleaved practice is important for encoding, not just consolidation, of skill memory.

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2024-12-18 DOI: 10.1038/s41539-024-00290-2

Taewon Kim, Hakjoo Kim, Benjamin A Philip, David L Wright

引用次数: 0

Realizing the potential of mobile interventions for education. 实现移动干预教育的潜力。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2024-12-12 DOI: 10.1038/s41539-024-00289-9

Jasmin Breitwieser, Andreas B Neubauer, Florian Schmiedek, Garvin Brod

引用次数: 0

Transcranial direct current stimulation targeting the bilateral IFG alters cognitive processes during creative ideation.

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2024-12-04 DOI: 10.1038/s41539-024-00285-z

Cong Xie, Shuangfei Zhang, Xinuo Qiao, Ning Hao

{"title":"Transcranial direct current stimulation targeting the bilateral IFG alters cognitive processes during creative ideation.","authors":"Cong Xie, Shuangfei Zhang, Xinuo Qiao, Ning Hao","doi":"10.1038/s41539-024-00285-z","DOIUrl":"10.1038/s41539-024-00285-z","url":null,"abstract":"This study investigated whether transcranial direct current stimulation (tDCS) targeting the inferior frontal gyrus (IFG) can alter the thinking process and neural basis of creativity. Participants' performance on the compound remote associates (CRA) task was analyzed considering the semantic features of each trial after receiving different tDCS protocols (left cathodal and right anodal, L + R-; right cathodal and left anodal, L-R+; and Sham). Moreover, we constructed and compared 80 prediction models of CRA performance for each group based on task-related functional connectivity. Results showed that L + R- stimulation improved performance in semantically bundled CRA trials, while L-R+ stimulation enhanced performance in trials with greater semantic distance. Furthermore, alpha-band task connectivity models for the L + R- group showed inferior performance and greater left frontal lateralization than other two groups. These findings suggest that tDCS targeting the bilateral IFG alters cognitive processes during creative ideation rather than enhancing or impairing an established thinking process.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"9 1","pages":"75"},"PeriodicalIF":3.6,"publicationDate":"2024-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11618385/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142781490","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

Three mechanisms of language comprehension are revealed through cluster analysis of individuals with language deficits.

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2024-12-03 DOI: 10.1038/s41539-024-00284-0

Andrey Vyshedskiy, Rohan Venkatesh, Edward Khokhlovich, Deniz Satik

{"title":"Three mechanisms of language comprehension are revealed through cluster analysis of individuals with language deficits.","authors":"Andrey Vyshedskiy, Rohan Venkatesh, Edward Khokhlovich, Deniz Satik","doi":"10.1038/s41539-024-00284-0","DOIUrl":"10.1038/s41539-024-00284-0","url":null,"abstract":"Analysis of linguistic abilities that are concurrently impaired in individuals with language deficits allows identification of a shared underlying mechanism. If any two linguistic abilities are mediated by the same underlying mechanism, then both abilities will be absent if this mechanism is broken. Clustering techniques automatically arrange these abilities according to their co-occurrence and therefore group together abilities mediated by the same mechanism. This study builds upon the discovery of three distinct mechanisms of language comprehension in 31,845 autistic individuals1. The current clustering analysis of a more diverse group of individuals with language impairments resulted in the three mechanisms identical to those found previously: (1) the most-basic command-language-comprehension-mechanism; (2) the intermediate modifier-language-comprehension-mechanism mediating comprehension of color, size, and number modifiers; and (3) the most-advanced syntactic-language-comprehension-mechanism. This discovery calls for mapping of the three empirically-defined language-comprehension-mechanisms in the context of cognitive neuroscience, which is the main goal of this study.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"9 1","pages":"74"},"PeriodicalIF":3.6,"publicationDate":"2024-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11612420/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142773861","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

Structured interaction between teacher and student in the flipped classroom enhances learning and interbrain synchrony.

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2024-12-03 DOI: 10.1038/s41539-024-00286-y

Qi Li, Die Wang, Weilong Xiao, Yingying Tang, Qi Sun, Binghai Sun, Zhishan Hu

{"title":"Structured interaction between teacher and student in the flipped classroom enhances learning and interbrain synchrony.","authors":"Qi Li, Die Wang, Weilong Xiao, Yingying Tang, Qi Sun, Binghai Sun, Zhishan Hu","doi":"10.1038/s41539-024-00286-y","DOIUrl":"10.1038/s41539-024-00286-y","url":null,"abstract":"Studies have found that flipped classroom teaching (FT) improves learning compared to lecture-based teaching (LT). However, whether the structured teacher-student interaction-the key feature of FT-plays an essential role in enhancing learning remains unclear, as do its neural underpinnings. Here, we compared three teaching conditions: FT with a video lecture and structured interaction, LT with a face-to-face lecture and spontaneous interaction, and control teaching (CT) with a video lecture and spontaneous interaction. The fNIRS-based hyperscanning technique was used to assess the interbrain synchrony (IBS) from teacher-student dyads. Results showed that the learning was significantly improved in FT than in LT and CT, and FT significantly increased teacher-student IBS in left DLPFC. Moreover, the IBS and learning improvements were positively correlated. Therefore, these findings indicate that the structured teacher-student interaction is crucial for enhancing learning in FT, and IBS serves as its neural foundation.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"9 1","pages":"73"},"PeriodicalIF":3.6,"publicationDate":"2024-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11612419/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142773858","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

Longitudinal markers of cognitive procedural learning in fronto-striatal circuits and putative effects of a BDNF plasticity-related variant. 前额纹状体回路中认知程序学习的纵向标记以及 BDNF 可塑性相关变体的推定效应。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2024-11-28 DOI: 10.1038/s41539-024-00282-2

Lena S Geiger, Torsten Wüstenberg, Zhenxiang Zang, Mirjam Melzer, Stephanie H Witt, Marcella Rietschel, Markus M Nöthen, Stefan Herms, Franziska Degenhardt, Andreas Meyer-Lindenberg, Carolin Moessnang

{"title":"Longitudinal markers of cognitive procedural learning in fronto-striatal circuits and putative effects of a BDNF plasticity-related variant.","authors":"Lena S Geiger, Torsten Wüstenberg, Zhenxiang Zang, Mirjam Melzer, Stephanie H Witt, Marcella Rietschel, Markus M Nöthen, Stefan Herms, Franziska Degenhardt, Andreas Meyer-Lindenberg, Carolin Moessnang","doi":"10.1038/s41539-024-00282-2","DOIUrl":"10.1038/s41539-024-00282-2","url":null,"abstract":"Procedural learning and automatization have widely been studied in behavioral psychology and typically involves a rapid improvement, followed by a plateau in performance throughout repeated training. More recently, brain imaging studies have implicated frontal-striatal brain circuits in skill learning. However, it is largely unknown whether frontal-striatal activation during skill learning and behavioral changes follow a similar learning curve pattern. To address this gap in knowledge, we performed a longitudinal brain imaging study using a procedural working memory (pWM) task with repeated measurements across two weeks to map the temporal dynamics of skill learning. We additionally explored the effect of the BDNF Val66Met polymorphism, a common genetic polymorphism impacting neural plasticity, to further inform the relevance of the identified neural markers. We used linear and exponential modeling to characterize procedural learning by means of learning curves on the behavioral and brain functional level. We show that repeated training led to an exponential decay in a distributed set of brain regions including fronto-striatal circuits, which paralleled the exponential improvement in task performance. In addition, we show that both behavioral and neurofunctional readouts were sensitive to the BDNF Val66Met polymorphism, suggesting less efficient learning in 66Met-allele carriers along with protracted signal decay in frontal and striatal brain regions. Our results extend existing literature by showing the temporal relationship between procedural learning and frontal-striatal brain function and suggest a role of BDNF in mediating neural plasticity for establishing automatized behavior.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"9 1","pages":"72"},"PeriodicalIF":3.6,"publicationDate":"2024-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11603174/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142740995","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

Native learning ability and not age determines the effects of brain stimulation. 决定大脑刺激效果的是本土学习能力，而不是年龄。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2024-11-27 DOI: 10.1038/s41539-024-00278-y

Pablo Maceira-Elvira, Traian Popa, Anne-Christine Schmid, Andéol Cadic-Melchior, Henning Müller, Roger Schaer, Leonardo G Cohen, Friedhelm C Hummel

{"title":"Native learning ability and not age determines the effects of brain stimulation.","authors":"Pablo Maceira-Elvira, Traian Popa, Anne-Christine Schmid, Andéol Cadic-Melchior, Henning Müller, Roger Schaer, Leonardo G Cohen, Friedhelm C Hummel","doi":"10.1038/s41539-024-00278-y","DOIUrl":"10.1038/s41539-024-00278-y","url":null,"abstract":"Healthy aging often entails a decline in cognitive and motor functions, affecting independence and quality of life in older adults. Brain stimulation shows potential to enhance these functions, but studies show variable effects. Previous studies have tried to identify responders and non-responders through correlations between behavioral change and baseline parameters, but results lack generalization to independent cohorts. We propose a method to predict an individual's likelihood of benefiting from stimulation, based on baseline performance of a sequential motor task. Our results show that individuals with less efficient learning mechanisms benefit from stimulation, while those with optimal learning strategies experience none or even detrimental effects. This differential effect, first identified in a public dataset and replicated here in an independent cohort, was linked to one's ability to integrate task-relevant information and not age. This study constitutes a further step towards personalized clinical-translational interventions based on brain stimulation.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"9 1","pages":"69"},"PeriodicalIF":3.6,"publicationDate":"2024-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11603171/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142740997","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

Inequality in pandemic effects on school track placement and the role of social and academic embeddedness. 大流行病对学业安排的不平等影响以及社会和学业嵌入性的作用。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2024-11-27 DOI: 10.1038/s41539-024-00283-1

Herman G van de Werfhorst, Dieuwke Zwier, Sara Geven, Thijs Bol, Carla Haelermans

{"title":"Inequality in pandemic effects on school track placement and the role of social and academic embeddedness.","authors":"Herman G van de Werfhorst, Dieuwke Zwier, Sara Geven, Thijs Bol, Carla Haelermans","doi":"10.1038/s41539-024-00283-1","DOIUrl":"10.1038/s41539-024-00283-1","url":null,"abstract":"Using register data and linked student-level sociometric survey data from the Netherlands, this study examines whether the impact of the COVID-19 pandemic on schooling outcomes (track recommendation and track enrollment in the seventh and ninth grades) is conditional on students' academic and social embeddedness in the school setting. We estimated the counterfactual outcomes for the cohort that went through the school transition during the pandemic based on the outcomes of the pre-pandemic cohort, with similar earlier achievements, schools, and social backgrounds. Results show that the pandemic's effect on tracking outcomes is weaker than its effect on student test scores elsewhere reported. Nevertheless, the pandemic has had stronger adverse impact on disadvantaged students. Moreover, student self-efficacy, academic motivation, and parental involvement are related to more negligible negative pandemic effects on schooling outcomes. We find no evidence for an association between student grit or parental network centrality and the magnitude of estimated pandemic effects.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"9 1","pages":"71"},"PeriodicalIF":3.6,"publicationDate":"2024-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11603330/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142740994","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

Spatiotemporal predictions guide attention throughout the adult lifespan. 时空预测会在成人的一生中引导注意力。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2024-11-21 DOI: 10.1038/s41539-024-00281-3

Nir Shalev, Sage Boettcher, Anna C Nobre

{"title":"Spatiotemporal predictions guide attention throughout the adult lifespan.","authors":"Nir Shalev, Sage Boettcher, Anna C Nobre","doi":"10.1038/s41539-024-00281-3","DOIUrl":"10.1038/s41539-024-00281-3","url":null,"abstract":"Older adults struggle with tasks requiring selective attention amidst distractions. Experimental observations about age-related decline have relied on visual search designs using static displays. However, natural environments often embed dynamic structures that afford proactive anticipation of task-relevant information. We investigate the capacity to benefit from spatiotemporal predictions across the adult lifespan. Participants (N = 300, aged 20-80) searched for multiple targets that faded in and out of displays among distractors. Half of the targets appeared at a fixed time and approximate location, whereas others appeared unpredictably. Overall search performance was reduced with age. Nevertheless, prediction-led behaviour, reflected in a higher detection of predictable targets, remained resistant to aging. Predictions were most pronounced when targets appeared in quick succession. When evaluating response speed, predictions were also significant but reduced with progressing age. While our findings confirm an age-related decline, we identified clear indications for proactive attentional guidance throughout adulthood.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"9 1","pages":"70"},"PeriodicalIF":3.6,"publicationDate":"2024-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11582576/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142689306","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