npj Science of Learning最新文献

Short naps improve subsequent learning in a high school setting.

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2025-03-22 DOI: 10.1038/s41539-025-00307-4

Vanessa Vidal, Matias R Pretel, Lucila Capurro, Leonela M Tassone, Malen D Moyano, Romina G Malacari, Luis I Brusco, Fabricio M Ballarini, Cecilia Forcato

{"title":"Short naps improve subsequent learning in a high school setting.","authors":"Vanessa Vidal, Matias R Pretel, Lucila Capurro, Leonela M Tassone, Malen D Moyano, Romina G Malacari, Luis I Brusco, Fabricio M Ballarini, Cecilia Forcato","doi":"10.1038/s41539-025-00307-4","DOIUrl":"10.1038/s41539-025-00307-4","url":null,"abstract":"Neuroscience findings offer promising ways to enhance performance in educational settings. Adolescents often experience sleep deprivation, impacting memory processes crucial for learning. The synaptic homeostasis hypothesis (SHY) posits that non-rapid eye movement (NREM) sleep, particularly slow wave activity (0.5-4 Hz), downscales synapses potentiated during wakefulness, facilitating post-sleep encoding. Here, we evaluate the impact of a short nap on memory encoding of a biology lesson in a classroom setting. High school students were randomly assigned to a Nap group allowed to sleep (35-min sleep opportunity) or a Control group engaging in calm activities. Afterwards, they received the lesson and were immediately tested. The Nap group showed better memory encoding, but this was not explained by NREM sleep. Instead, longer periods of NREM sleep showed a negative correlation with performance, possibly due to sleep inertia. Thus, while short naps can enhance academic performance, careful timing may help mitigate potential sleep inertia effects.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"10 1","pages":"15"},"PeriodicalIF":3.6,"publicationDate":"2025-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11929774/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143693713","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

Using virtual reality to study spatial mapping and threat learning.

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2025-03-15 DOI: 10.1038/s41539-025-00305-6

Claire E Marino, Pavel Rjabtsenkov, Caitlin Sharp, Zonia Ali, Evelyn Pineda, Shreya Y Bavdekar, Tanya Garg, Kendal Jordan, Mary Halvorsen, Carlos Aponte, Julie Blue, Xi Zhu, Benjamin Suarez-Jimenez

{"title":"Using virtual reality to study spatial mapping and threat learning.","authors":"Claire E Marino, Pavel Rjabtsenkov, Caitlin Sharp, Zonia Ali, Evelyn Pineda, Shreya Y Bavdekar, Tanya Garg, Kendal Jordan, Mary Halvorsen, Carlos Aponte, Julie Blue, Xi Zhu, Benjamin Suarez-Jimenez","doi":"10.1038/s41539-025-00305-6","DOIUrl":"10.1038/s41539-025-00305-6","url":null,"abstract":"Using spatial mapping processes to discriminate between threat and safety is crucial for survival. Little is known why some fail to discriminate during contextual conditioning. We used a virtual reality (VR) contextual conditioning paradigm to elucidate the effects of state and trait anxiety on contextual threat learning. Participants (n = 70) \"picked\" flowers in a VR environment. Dangerous zone flowers predicted an electric shock, while safe zone flowers did not. Between trials, participants completed a spatial memory task. Galvanic skin response (GSR) and State Trait Anxiety Inventory scores were recorded. Participants were considered learners for correctly identifying both zones. Non-learners, compared to learners, performed worse during the spatial memory task and demonstrated higher state anxiety scores and GSR. Learners showed higher skin conductance response (SCR) in the dangerous compared to the safe zone, while non-learners showed no SCR differences between zones. Results indicate state anxiety may impair spatial mapping, disrupting contextual threat learning.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"10 1","pages":"14"},"PeriodicalIF":3.6,"publicationDate":"2025-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11910644/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143634713","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

The control of movement gradually transitions from feedback control to feedforward adaptation throughout childhood.

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2025-03-11 DOI: 10.1038/s41539-025-00304-7

Laura A Malone, Nayo M Hill, Haley Tripp, Vadim Zipunnikov, Daniel M Wolpert, Amy J Bastian

{"title":"The control of movement gradually transitions from feedback control to feedforward adaptation throughout childhood.","authors":"Laura A Malone, Nayo M Hill, Haley Tripp, Vadim Zipunnikov, Daniel M Wolpert, Amy J Bastian","doi":"10.1038/s41539-025-00304-7","DOIUrl":"10.1038/s41539-025-00304-7","url":null,"abstract":"The ability to adjust movements in response to perturbations is key for an efficient and mature nervous system, which relies on two complementary mechanisms - feedforward adaptation and feedback control. We examined the developmental trajectory of how children employ these two mechanisms using a previously validated visuomotor rotation task, conducted remotely in a large cross-sectional cohort of children aged 3-17 years and adults (n = 656; 353 males & 303 females). Results revealed a protracted developmental trajectory, with children up to ~13-14 years showing immature adaptation. Younger children relied more on feedback control to succeed. When adaptation was the only option, they struggled to succeed, highlighting a limited ability to adapt. Our results show a gradual shift from feedback control to adaptation learning throughout childhood. We also generated percentile curves for adaptation and overall performance, providing a reference for understanding the development of motor adaptation and its trade-off with feedback control.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"10 1","pages":"13"},"PeriodicalIF":3.6,"publicationDate":"2025-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11897242/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143606670","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

Immersive auditory-cognitive training improves speech-in-noise perception in older adults with varying hearing and working memory.

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2025-03-07 DOI: 10.1038/s41539-025-00306-5

Vanessa Frei, Nathalie Giroud

{"title":"Immersive auditory-cognitive training improves speech-in-noise perception in older adults with varying hearing and working memory.","authors":"Vanessa Frei, Nathalie Giroud","doi":"10.1038/s41539-025-00306-5","DOIUrl":"10.1038/s41539-025-00306-5","url":null,"abstract":"Ageing is associated with elevated pure-tone thresholds, accompanied by increased difficulties in understanding speech-in-noise. While amplification provides important, but insufficient support, auditory-cognitive training (ACT) might propose a solution. However, generalized effects have been scarce, highlighting the necessity of training designs targeting naturalistic listening situations. We addressed this issue by designing a short-term ACT in a purely auditory- and a virtual multisensory environment, targeting both, sensory and cognitive processing of natural speech. 40 healthy older participants with varying hearing- and cognitive capacities were exposed to both trainings (cross-over design), while speech-in-noise perception was measured before and after each session. Immersive ACT exposure resulted in increased speech-in-noise perception, particularly for individuals with more pronounced hearing loss or reduced auditory working memory capacity. These results demonstrate that combining sensory and cognitive training elements, particularly in a multisensory environment, has the potential to improve speech in noise perception.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"10 1","pages":"12"},"PeriodicalIF":3.6,"publicationDate":"2025-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11889142/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143587618","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

On opportunities and challenges of large multimodal foundation models in education.

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2025-02-26 DOI: 10.1038/s41539-025-00301-w

Stefan Küchemann, Karina E Avila, Yavuz Dinc, Chiara Hortmann, Natalia Revenga, Verena Ruf, Niklas Stausberg, Steffen Steinert, Frank Fischer, Martin Fischer, Enkelejda Kasneci, Gjergji Kasneci, Thomas Kuhr, Gitta Kutyniok, Sarah Malone, Michael Sailer, Albrecht Schmidt, Matthias Stadler, Jochen Weller, Jochen Kuhn

引用次数: 0

The influence of task and interpersonal interdependence on cooperative behavior and its neural mechanisms.

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2025-02-23 DOI: 10.1038/s41539-025-00303-8

Zijun Yin, Bin Xuan, Chengchi Liu, Jingchao Yi, Xiaoyan Zheng, Mingming Zhang

{"title":"The influence of task and interpersonal interdependence on cooperative behavior and its neural mechanisms.","authors":"Zijun Yin, Bin Xuan, Chengchi Liu, Jingchao Yi, Xiaoyan Zheng, Mingming Zhang","doi":"10.1038/s41539-025-00303-8","DOIUrl":"10.1038/s41539-025-00303-8","url":null,"abstract":"Previous studies have insufficiently explored the influence of task and interpersonal interdependence on synchronous cooperation behavior. To address this gap, this study utilized fNIRS hyperscanning technique to investigate the behavioral and neural mechanisms within both friend and stranger dyads engaging in various levels of interdependent cooperation tasks. Our findings revealed that high interdependent cooperation task can improve the behavioral performance of both friend and stranger dyads, enhancing the intra-brain functional connectivity (FC) of right dorsolateral prefrontal cortex (DLPFC.R) and right supramarginal gyrus (SMG.R) in stranger dyads, as well as the inter-brain synchrony (IBS) of SMG.R. Additionally, high interdependent interpersonal relationship can strengthen the intra-brain FC of DLPFC.R and SMG.R, as well as the IBS of SMG.R, during low interdependent cooperation task. These insights underscore the critical importance of both task and interpersonal interdependences in shaping cooperative behavior and neural synchrony.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"10 1","pages":"9"},"PeriodicalIF":3.6,"publicationDate":"2025-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11847934/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143484188","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

Level of M1 GABAB predicts micro offline consolidation of motor learning during wakefulness.

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2025-02-23 DOI: 10.1038/s41539-025-00299-1

Pasquale Cardellicchio, Sara Borgomaneri

{"title":"Level of M1 GABAB predicts micro offline consolidation of motor learning during wakefulness.","authors":"Pasquale Cardellicchio, Sara Borgomaneri","doi":"10.1038/s41539-025-00299-1","DOIUrl":"10.1038/s41539-025-00299-1","url":null,"abstract":"The consolidation process stabilizes a new initially labile memory. This consolidation could operate on a shorter timescale during wakefulness after initial motor learning. Within micro-offline learning states, sequences of simple individual actions learned through interleaved practice are condensed into a unified skill through a time-dependent consolidation process occurring during wakeful periods. While emerging evidence links Glutamate and GABA modulations in the primary motor cortex (M1) to motor learning, its relationship with micro-offline consolidation processes in brief resting states during motor learning is unclear. To investigate this issue, we employed Transcranial magnetic stimulation (TMS) to evaluate whether interindividual variation of different neurotransmitters at rest influences motor learning consolidation in humans. Our results point to the role of GABAB in micro-offline motor consolidation processes during motor learning in M1. This finding could have an important impact on planning neuropharmacology or non-invasive brain stimulation approaches in clinical domains, such as post-stroke rehabilitation.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"10 1","pages":"10"},"PeriodicalIF":3.6,"publicationDate":"2025-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11847931/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143484224","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 children's numeracy and executive functions via their explicit integration.

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2025-02-18 DOI: 10.1038/s41539-025-00302-9

Gaia Scerif, Jelena Sučević, Hannah Andrews, Emma Blakey, Sylvia U Gattas, Amy Godfrey, Zachary Hawes, Steven J Howard, Liberty Kent, Rebecca Merkley, Rosemary O'Connor, Fionnuala O'Reilly, Victoria Simms

{"title":"Enhancing children's numeracy and executive functions via their explicit integration.","authors":"Gaia Scerif, Jelena Sučević, Hannah Andrews, Emma Blakey, Sylvia U Gattas, Amy Godfrey, Zachary Hawes, Steven J Howard, Liberty Kent, Rebecca Merkley, Rosemary O'Connor, Fionnuala O'Reilly, Victoria Simms","doi":"10.1038/s41539-025-00302-9","DOIUrl":"10.1038/s41539-025-00302-9","url":null,"abstract":"Executive functions (EF) are crucial to regulating learning and are predictors of emerging mathematics. However, interventions that leverage EF to improve mathematics remain poorly understood. 193 four-year-olds (mean age = 3 years; 11 months pre-intervention; 111 female, 69% White) were assessed 5 months apart, with 103 children randomised to an integrated EF and mathematics intervention. Our pre-registered hypotheses proposed that the intervention would improve mathematics more than practice as usual. Multi-level modelling and network analyses were applied to the data. The intervention group improved more than the control group in overall numeracy, even when controlling for differences across settings in EF and mathematics-enhancing practices. EF and mathematics measures showed greater interconnectedness post-intervention. In addition, disadvantaged children in the intervention group made greater gains than in the control group. Our findings emphasise the need to consider EFs in their integration with co-developing functions, and in their educational and socio-economic context.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"10 1","pages":"8"},"PeriodicalIF":3.6,"publicationDate":"2025-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11836118/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143450492","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

Exploring the potential of LLM to enhance teaching plans through teaching simulation.

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2025-02-06 DOI: 10.1038/s41539-025-00300-x

Bihao Hu, Jiayi Zhu, Yiying Pei, Xiaoqing Gu

引用次数: 0

Non-linear development in statistical learning of visual orthographic regularities.

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2025-01-27 DOI: 10.1038/s41539-025-00298-2

Rujun Duan, Qi Sun, Xiuhong Tong

{"title":"Non-linear development in statistical learning of visual orthographic regularities.","authors":"Rujun Duan, Qi Sun, Xiuhong Tong","doi":"10.1038/s41539-025-00298-2","DOIUrl":"10.1038/s41539-025-00298-2","url":null,"abstract":"Statistical learning is a core ability for individuals in extracting and integrating regularities and patterns from linguistic input. Yet, the developmental trajectory of visual statistical learning has not been fully examined in the orthographic learning domain. Employing an artificial orthographic learning task, we manipulated three levels of positional consistency of radicals, i.e., high (100%), moderate (80%), and low (60%), embedded in pseudocharacters to investigate visual statistical learning across a wide age range between 4-12-year-olds and adults. The non-linear power-function models indicated that the rates of improvement in acquiring varying positional consistencies increased with age, particularly for high and moderate levels. Specifically, we observed a significant enhancement in statistical learning abilities between the ages of 4-5 years and 5-6 years, followed by a stabilization of performance after 8-9 years. Our findings support the age-dependent perspective that individuals' visual statistical learning ability improves significantly in early childhood and then decelerates its improvement progressively until adulthood.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"10 1","pages":"6"},"PeriodicalIF":3.6,"publicationDate":"2025-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11772868/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143053914","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