npj Science of Learning最新文献_第10页

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":"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.","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

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":"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.","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":"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.","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

Grit and academic resilience during the COVID-19 pandemic COVID-19 大流行期间的勇气和学术应变能力

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2024-09-13 DOI: 10.1038/s41539-024-00265-3

Daniel L. Chen, Seda Ertac, Theodoros Evgeniou, Xin Miao, Ali Nadaf, Emrah Yilmaz

{"title":"Grit and academic resilience during the COVID-19 pandemic","authors":"Daniel L. Chen, Seda Ertac, Theodoros Evgeniou, Xin Miao, Ali Nadaf, Emrah Yilmaz","doi":"10.1038/s41539-024-00265-3","DOIUrl":"https://doi.org/10.1038/s41539-024-00265-3","url":null,"abstract":"Grit, a non-cognitive skill that indicates perseverance and passion for long-term goals, has been shown to predict academic achievement. This paper provides evidence that grit also predicts student outcomes during the challenging period of the Covid-19 pandemic. We use a unique dataset from a digital learning platform in the United Arab Emirates to construct a behavioral measure of grit. We find that controlling for baseline achievement, students who were grittier according to this measure before the pandemic, register lower declines in math and science scores during the coronavirus period. Using machine learning, behavioral data obtained from the platform prior to the pandemic can explain 77% of the variance in academic resilience. A survey measure of grit coming from the same students, on the other hand, does not have significant predictive power over performance changes. Our findings have implications for interventions on non-cognitive skills, as well as how data from digital learning platforms can be used to predict student behavior and outcomes, which we expect will be increasingly relevant as AI-based learning technologies become more common.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"4 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142248723","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

A working memory dependent dual process model of the testing effect 测试效应的工作记忆双过程模型

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2024-09-09 DOI: 10.1038/s41539-024-00268-0

Yicong Zheng, Aike Shi, Xiaonan L. Liu

引用次数: 0

Anticipated variability increases generalization of predictive learning. 预期的可变性提高了预测学习的普遍性。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2024-09-07 DOI: 10.1038/s41539-024-00269-z

Hadar Ram, Guy Grinfeld, Nira Liberman

引用次数: 0

An ecological approach to understanding transitions and tensions in complex learning contexts. 以生态学方法理解复杂学习环境中的过渡和紧张关系。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2024-09-06 DOI: 10.1038/s41539-024-00267-1

Luke McCrone, Martyn Kingsbury

{"title":"An ecological approach to understanding transitions and tensions in complex learning contexts.","authors":"Luke McCrone, Martyn Kingsbury","doi":"10.1038/s41539-024-00267-1","DOIUrl":"10.1038/s41539-024-00267-1","url":null,"abstract":"The move away from transmission-based lecturing toward a more student-centred active learning approach is well evidenced in STEM higher education. However, the examination of active learning has generally remained confined to formal timetabled contexts, with assumptions made that students independently manage the transition between timetabled and non-timetabled learning. This paper introduces research findings from a mixed methods study that used an ecological approach when investigating student transitions between a formal lecture theatre and adjacent informal breakout space in a UK STEM university. Using quantitative occupancy monitoring data to analyse usage patterns of both spaces, in combination with qualitative ethnographic observations and field interviews, permitted a purposeful exploration of student engagement with transitions within and between the two learning spaces. The ecological approach aided the discovery of spatial, pedagogic and agentic transitions and tensions, which subsequently informed strategic modification of space across the institution to facilitate the adoption of active learning pedagogy.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"9 1","pages":"54"},"PeriodicalIF":3.6,"publicationDate":"2024-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11379705/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142146570","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

Abnormal brain activation during speech perception and production in children and adults with reading difficulty. 有阅读困难的儿童和成人在语言感知和生成过程中的异常大脑激活。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2024-08-24 DOI: 10.1038/s41539-024-00266-2

Yang Fu, Xiaohui Yan, Jiaqi Mao, Haibin Su, Fan Cao

引用次数: 0

Integrating stereotypes and factual evidence in interpersonal communication. 在人际沟通中整合定型观念和事实证据。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2024-08-22 DOI: 10.1038/s41539-024-00262-6

Saskia B J Koch, Anna Tyborowska, Hannah C M Niermann, Antonius H N Cillessen, Karin Roelofs, Jana Bašnáková, Ivan Toni, Arjen Stolk

{"title":"Integrating stereotypes and factual evidence in interpersonal communication.","authors":"Saskia B J Koch, Anna Tyborowska, Hannah C M Niermann, Antonius H N Cillessen, Karin Roelofs, Jana Bašnáková, Ivan Toni, Arjen Stolk","doi":"10.1038/s41539-024-00262-6","DOIUrl":"10.1038/s41539-024-00262-6","url":null,"abstract":"Stereotypes can exert a powerful influence on our interactions with others, potentially leading to prejudice when factual evidence is ignored. Here, we identify neuroanatomical and developmental factors that influence the real-time integration of stereotypes and factual evidence during live social interactions. The study uses precisely quantified communicative exchanges in a longitudinal cohort of seventeen-year-olds followed since infancy, testing their ability to moderate stereotype tendencies toward children as contrary evidence accumulates. Our results indicate that the impact of stereotypes on communicative behavior is linked to individual variations in gray matter density and cortical thickness in the right anterior cingulate gyrus. In contrast, the ability to moderate stereotype tendencies is influenced by developmental exposure to social interactions during the initial years of life, beyond the effects of familial environment and later experiences. These findings pinpoint a key brain structure underlying stereotype tendencies and suggest that early-life social experiences have lasting consequences on how individuals integrate factual evidence in interpersonal communication.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"9 1","pages":"52"},"PeriodicalIF":3.6,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11341559/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142037379","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