npj Science of Learning最新文献

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":"https://doi.org/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":"","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":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

COVID-19, school closures, and student learning outcomes. New global evidence from PISA.

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2025-01-22 DOI: 10.1038/s41539-025-00297-3

Maciej Jakubowski, Tomasz Gajderowicz, Harry Anthony Patrinos

引用次数: 0

Effects of described demonstrator ability on brain and behavior when learning from others. 描述示范能力对向他人学习时大脑和行为的影响。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2025-01-16 DOI: 10.1038/s41539-024-00292-0

Ida Selbing, Nina Becker, Yafeng Pan, Björn Lindström, Andreas Olsson

引用次数: 0

Faster implicit motor sequence learning of new sequences compatible in terms of movement transitions. 更快的内隐运动序列学习新序列在运动转换方面兼容。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2025-01-16 DOI: 10.1038/s41539-025-00296-4

Susanne Dyck, Christian Klaes

引用次数: 0

Publisher Correction: The representational instability in the generalization of fear learning. 恐惧学习泛化中的表征不稳定性。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2025-01-13 DOI: 10.1038/s41539-025-00295-5

Kenny Yu, Wolf Vanpaemel, Francis Tuerlinckx, Jonas Zaman

引用次数: 0

Physical embodiment and anthropomorphism of AI tutors and their role in student enjoyment and performance. 人工智能导师的物理体现和拟人化及其在学生享受和表现中的作用。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2025-01-08 DOI: 10.1038/s41539-024-00293-z

Helene Ackermann, Anja Henke, Johann Chevalère, Hae Seon Yun, Verena V Hafner, Niels Pinkwart, Rebecca Lazarides

{"title":"Physical embodiment and anthropomorphism of AI tutors and their role in student enjoyment and performance.","authors":"Helene Ackermann, Anja Henke, Johann Chevalère, Hae Seon Yun, Verena V Hafner, Niels Pinkwart, Rebecca Lazarides","doi":"10.1038/s41539-024-00293-z","DOIUrl":"10.1038/s41539-024-00293-z","url":null,"abstract":"Rising interest in artificial intelligence in education reinforces the demand for evidence-based implementation. This study investigates how tutor agents' physical embodiment and anthropomorphism (student-reported sociability, animacy, agency, and disturbance) relate to affective (on-task enjoyment) and cognitive (task performance) learning within an intelligent tutoring system (ITS). Data from 56 students (M = 17.75 years, SD = 2.63 years; 30.4% female), working with an emotionally-adaptive version of the ITS \"Betty's Brain\", were analyzed. The ITS' agents were either depicted as on-screen robots (condition A) or as both on-screen avatars and physical robots (condition B). Physical presence of the tutor agent was not significantly related to task performance or anthropomorphism, but to higher initial on-task enjoyment. Student-reported disturbance was negatively related to initial on-task enjoyment, and student-reported sociability was negatively related to task performance. While physical robots may increase initial on-task enjoyment, students' perception of certain characteristics may hinder learning, providing implications for designing social robots for education.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"10 1","pages":"1"},"PeriodicalIF":3.6,"publicationDate":"2025-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11711547/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142956919","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 for criterion-based grading from agreement to consistency. 从一致性到一致性，评估基于标准分级的大型语言模型。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2024-12-30 DOI: 10.1038/s41539-024-00291-1

Da-Wei Zhang, Melissa Boey, Yan Yu Tan, Alexis Hoh Sheng Jia

引用次数: 0

An fMRI study on the generalization of motor learning after brain actuated supernumerary robot training. 关于脑驱动编外机器人训练后运动学习泛化的 fMRI 研究。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2024-12-30 DOI: 10.1038/s41539-024-00294-y

Yuan Liu, Shuaifei Huang, Weiguo Xu, Zhuang Wang, Dong Ming

{"title":"An fMRI study on the generalization of motor learning after brain actuated supernumerary robot training.","authors":"Yuan Liu, Shuaifei Huang, Weiguo Xu, Zhuang Wang, Dong Ming","doi":"10.1038/s41539-024-00294-y","DOIUrl":"10.1038/s41539-024-00294-y","url":null,"abstract":"Generalization is central to motor learning. However, few studies are on the learning generalization of BCI-actuated supernumerary robotic finger (BCI-SRF) for human-machine interaction training, and no studies have explored its longitudinal neuroplasticity mechanisms. Here, 20 healthy right-handed participants were recruited and randomly assigned to BCI-SRF group or inborn finger group (Finger) for 4-week training and measured by novel SRF-finger opposition sequences and multimodal MRI. After training, the BCI-SRF group showed 350% times compared to the Finger group in the improvement of sequence opposition accuracy before and after training, and accompanied by significant functional connectivity increases in the sensorimotor region and prefrontal cortex, as well as in the intra- and inter-hemisphere of the sensorimotor network. Moreover, Granger Causality Analysis identified causal effect main transfer within the sensorimotor cortex-cerebellar-thalamus loop and frontal-parietal loop. The findings suggest that BCI-SRF training enhances motor sequence learning ability by influencing the functional reorganization of sensorimotor network.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"9 1","pages":"80"},"PeriodicalIF":3.6,"publicationDate":"2024-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11685389/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142907861","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 representational instability in the generalization of fear learning. 恐惧学习泛化中的表征不稳定性。

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":"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":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11659557/pdf/","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":"OA","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. 交错练习中的M1招募对技能记忆的编码很重要，而不仅仅是巩固。

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