npj Science of Learning最新文献_第10页

Nudging parents and teachers to improve learning and reduce child labor in Cote d'Ivoire. 推动科特迪瓦的家长和教师改善学习，减少童工现象。

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2023-09-13 DOI: 10.1038/s41539-023-00180-z

Sharon Wolf, Guilherme Lichand

{"title":"Nudging parents and teachers to improve learning and reduce child labor in Cote d'Ivoire.","authors":"Sharon Wolf, Guilherme Lichand","doi":"10.1038/s41539-023-00180-z","DOIUrl":"10.1038/s41539-023-00180-z","url":null,"abstract":"Whether SMS-based nudge interventions can increase parent engagement and improve child learning outcomes across diverse contexts such as rural West Africa is unknown. We conducted a school-randomized trial to test the impacts of an audio or text-message intervention (two messages per week for one school year) to parents and teachers of second and fourth grade students (N = 100 schools, 2246 students) in Cote d'Ivoire. Schools were randomly assigned to have messages sent to (i) parents only, (ii) teachers only, (iii) parents and teachers together, or (iv) control. There were statistically non-significant impacts of the parents-only treatment on learning, although with typical effect sizes (d = 0.08, p = 0.158), and marginally statistically significant increases in child labor (d = 0.11, p < 0.10). We find no impacts of the other treatment conditions. Subgroup analyses based on pre-registered subgroups show significantly larger improvements in learning for children with below-median baseline learning levels for the parents-only arm and negative impacts on learning for girls for the teachers-only arm, suggesting different conclusions regarding impacts on equity for vulnerable children.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"8 1","pages":"37"},"PeriodicalIF":4.2,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10499780/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10260035","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: 1

Publisher Correction: Retrieval practice is costly and is beneficial only when working memory capacity is abundant. 出版商更正:检索练习是昂贵的，只有当工作记忆容量充足时才有益。

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2023-09-07 DOI: 10.1038/s41539-023-00185-8

Yicong Zheng, Pengyuan Sun, Xiaonan L Liu

引用次数: 0

Applying the science of learning to EdTech evidence evaluations using the EdTech Evidence Evaluation Routine (EVER). 使用教育技术证据评估程序（EVER）将学习科学应用于教育技术证据评价。

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2023-09-06 DOI: 10.1038/s41539-023-00186-7

Natalia Kucirkova, Garvin Brod, Nadine Gaab

引用次数: 0

The association between parental internalizing disorders and child school performance. 父母内化障碍与儿童学业成绩之间的关系。

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2023-09-05 DOI: 10.1038/s41539-023-00182-x

Magnus Nordmo, Thomas Kleppestø, Hans Fredrik Sunde, Martin Flatø, Perline Demange, Fartein Ask Torvik

{"title":"The association between parental internalizing disorders and child school performance.","authors":"Magnus Nordmo, Thomas Kleppestø, Hans Fredrik Sunde, Martin Flatø, Perline Demange, Fartein Ask Torvik","doi":"10.1038/s41539-023-00182-x","DOIUrl":"10.1038/s41539-023-00182-x","url":null,"abstract":"Parents play a crucial role in children's lives. Despite high prevalences of anxiety and depression, we do not know how these disorders among parents associate with child school performance in Norway. We use regression models to estimate associations between parental mental disorders and child school performance, while adjusting for some social and genetic confounders. Parental anxiety and depression were assessed from administrative registers of government funded health service consultations for all individuals in Norway with children born between 1992 and 2002. School performance was assessed as standardized grade point average at the end of compulsory education when children are 16 years old. Associations were also considered in samples of adoptees and among differentially affected siblings. We find that 18.8% of children have a parent with an anxiety or depression diagnosis from primary care during the last three years of compulsory education (yearly prevalence: 11.5%). There is a negative association between these parental mental disorders and child school outcomes (z = 0.43). This association was weakened, but statistically significant among differentially exposed siblings (z = 0.04), while disappearing in adoptee children. Many children experience that their parents have anxiety or depression and receive a diagnosis from primary care. On average, these children have lower school performance. The association is attenuated when comparing differentially exposed siblings and disappears in adoptee children. These results have a poor fit with the hypothesis that parental internalizing is an influential causal factor in determining children's educational success.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"8 1","pages":"34"},"PeriodicalIF":4.2,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10480151/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10178817","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: 1

Improvements in naturalistic speech-in-noise comprehension in middle-aged and older adults after 3 weeks of computer-based speechreading training. 中老年人经过三周的计算机语音阅读训练后对自然噪音语音理解的改善。

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2023-09-04 DOI: 10.1038/s41539-023-00179-6

Raffael Schmitt, Martin Meyer, Nathalie Giroud

{"title":"Improvements in naturalistic speech-in-noise comprehension in middle-aged and older adults after 3 weeks of computer-based speechreading training.","authors":"Raffael Schmitt, Martin Meyer, Nathalie Giroud","doi":"10.1038/s41539-023-00179-6","DOIUrl":"10.1038/s41539-023-00179-6","url":null,"abstract":"Problems in understanding speech in noisy environments are characteristic for age-related hearing loss. Since hearing aids do not mitigate these communication problems in every case, potential alternatives in a clinical rehabilitation plan need to be explored. This study investigates whether a computer-based speechreading training improves audiovisual speech perception in noise in a sample of middle-aged and older adults (N = 62, 47-83 years) with 32 participants completing a speechreading training and 30 participants of an active control group completing a foreign language training. Before and after training participants performed a speech-in-noise task mimicking real-life communication settings with participants being required to answer a speaker's questions. Using generalized linear mixed-effects models we found a significant improvement in audiovisual speech perception in noise in the speechreading training group. This is of great relevance as these results highlight the potential of a low-cost and easy-to-implement intervention for a profound and widespread problem as speech-in-noise comprehension impairment.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"8 1","pages":"32"},"PeriodicalIF":4.2,"publicationDate":"2023-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10477252/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10165949","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

Shared and distinct neural correlates of first and second language morphological processing in bilingual brain. 双语大脑中第一语言和第二语言形态加工的共享和不同的神经关联。

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2023-09-04 DOI: 10.1038/s41539-023-00184-9

Fei Gao, Lin Hua, Paulo Armada-da-Silva, Juan Zhang, Defeng Li, Zhiyi Chen, Chengwen Wang, Meng Du, Zhen Yuan

{"title":"Shared and distinct neural correlates of first and second language morphological processing in bilingual brain.","authors":"Fei Gao, Lin Hua, Paulo Armada-da-Silva, Juan Zhang, Defeng Li, Zhiyi Chen, Chengwen Wang, Meng Du, Zhen Yuan","doi":"10.1038/s41539-023-00184-9","DOIUrl":"10.1038/s41539-023-00184-9","url":null,"abstract":"While morphology constitutes a crucial component of the human language system, the neural bases of morphological processing in the human brain remains to be elucidated. The current study aims at exploring the extent to which the second language (L2) morphological processing would resemble or differ from that of their first language (L1) in adult Chinese-English bilinguals. Bilingual participants were asked to complete a morphological priming lexical decision task drawing on derivational morphology, which is present for both Chinese and English, when their electrophysiological and optical responses were recorded concurrently. Functional near-infrared spectroscopy (fNIRS) revealed a neural dissociation between morphological and semantic priming effects in the left fronto-temporal network, while L1 Chinese engaged enhanced activation in the left prefrontal cortex for morphological parsing relative to L2 English. In the early stage of lexical processing, cross-language morphological processing manifested a difference in degree, not in kind, as revealed by the early left anterior negativity (ELAN) effect. In addition, L1 and L2 shared both early and late structural parsing processes (P250 and 300 ~ 500 ms negativity, respectively). Therefore, the current results support a unified competition model for bilingual development, where bilinguals would primarily employ L1 neural resources for L2 morphological representation and processing.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"8 1","pages":"33"},"PeriodicalIF":4.2,"publicationDate":"2023-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10477180/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10167872","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

"You did incredibly well!": teachers' inflated praise can make children from low-SES backgrounds seem less smart (but more hardworking). “你做得非常好!”老师夸大的表扬会让来自低社会经济地位背景的孩子看起来不那么聪明(但更努力)。

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2023-09-01 DOI: 10.1038/s41539-023-00183-w

Emiel Schoneveld, Eddie Brummelman

{"title":"\"You did incredibly well!\": teachers' inflated praise can make children from low-SES backgrounds seem less smart (but more hardworking).","authors":"Emiel Schoneveld, Eddie Brummelman","doi":"10.1038/s41539-023-00183-w","DOIUrl":"10.1038/s41539-023-00183-w","url":null,"abstract":"Can teachers' inflated praise make children from low socioeconomic status (SES) backgrounds seem less smart? We conducted two preregistered experiments to address this question. We used hypothetical scenarios to ensure experimental control. An experiment with primary school teachers (N = 106, ages 21-63) showed that when a child from a low-SES (vs. high-SES) background succeeded in school, teachers attributed this success more to hard work and delivered more inflated praise (e.g., \"You did incredibly well!\") but less modest praise (e.g., \"You did well!\"). An experiment with primary school children (N = 63, ages 10-13) showed that when children learned that another child received inflated praise (while an equally performing classmate received modest praise or no praise), they perceived this child as less smart but more hardworking. These studies provide converging evidence that teachers' inflated praise, although well-intentioned, can make children from low-SES backgrounds seem less smart, thereby reinforcing negative stereotypes about these children's academic abilities.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"8 1","pages":"31"},"PeriodicalIF":4.2,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10474104/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10514621","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

Time of day and sleep effects on motor acquisition and consolidation. 时间和睡眠对运动习得和巩固的影响。

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2023-09-01 DOI: 10.1038/s41539-023-00176-9

Charlène Truong, Célia Ruffino, Jérémie Gaveau, Olivier White, Pauline M Hilt, Charalambos Papaxanthis

{"title":"Time of day and sleep effects on motor acquisition and consolidation.","authors":"Charlène Truong, Célia Ruffino, Jérémie Gaveau, Olivier White, Pauline M Hilt, Charalambos Papaxanthis","doi":"10.1038/s41539-023-00176-9","DOIUrl":"10.1038/s41539-023-00176-9","url":null,"abstract":"We investigated the influence of the time-of-day and sleep on skill acquisition (i.e., skill improvement immediately after a training-session) and consolidation (i.e., skill retention after a time interval including sleep). Three groups were trained at 10 a.m. (G10am), 3 p.m. (G3pm), or 8 p.m. (G8pm) on a finger-tapping task. We recorded the skill (i.e., the ratio between movement duration and accuracy) before and immediately after the training to evaluate acquisition, and after 24 h to measure consolidation. We did not observe any difference in acquisition according to the time of the day. Interestingly, we found a performance improvement 24 h after the evening training (G8pm), while the morning (G10am) and the afternoon (G3pm) groups deteriorated and stabilized their performance, respectively. Furthermore, two control experiments (G8awake and G8sleep) supported the idea that a night of sleep contributes to the skill consolidation of the evening group. These results show a consolidation when the training is carried out in the evening, close to sleep, and forgetting when the training is carried out in the morning, away from sleep. This finding may have an important impact on the planning of training programs in sports, clinical, or experimental domains.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"8 1","pages":"30"},"PeriodicalIF":4.2,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10474136/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10532801","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: 1

Shifting the mindset culture to address global educational disparities. 转变思维文化，解决全球教育差距问题。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2023-08-29 DOI: 10.1038/s41539-023-00181-y

Cameron A Hecht, Mary C Murphy, Carol S Dweck, Christopher J Bryan, Kali H Trzesniewski, Fortunato N Medrano, Matt Giani, Pratik Mhatre, David S Yeager

{"title":"Shifting the mindset culture to address global educational disparities.","authors":"Cameron A Hecht, Mary C Murphy, Carol S Dweck, Christopher J Bryan, Kali H Trzesniewski, Fortunato N Medrano, Matt Giani, Pratik Mhatre, David S Yeager","doi":"10.1038/s41539-023-00181-y","DOIUrl":"10.1038/s41539-023-00181-y","url":null,"abstract":"Educational outcomes remain highly unequal within and across nations. Students' mindsets-their beliefs about whether intellectual abilities can be developed-have been identified as a potential lever for making adolescents' academic outcomes more equitable. Recent research, however, suggests that intervention programs aimed at changing students' mindsets should be supplemented by programs aimed at the changing the mindset culture, which is defined as the shared set of beliefs about learning in a school or classroom. This paper reviews the theoretical and empirical origin of the mindset culture and examines its potential to reduce group-based inequalities in education. In particular, experiments have identified two broad ways the mindset culture is communicated by teachers: via informal messages about growth (e.g., that all students will be helped to learn and succeed), and formal opportunities to improve (e.g., learning-focused grading policies and opportunities to revise and earn credit). New field experiments, applying techniques from behavioral science, have also revealed effective ways to influence teachers' culture-creating behaviors. This paper describes recent breakthroughs in the U.S. educational context and discusses how lessons from these studies might be applied in future, global collaborations with researchers and practitioners.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"8 1","pages":"29"},"PeriodicalIF":3.6,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10465593/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10126953","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

Effects of positive and negative social feedback on motivation, evaluative learning, and socio-emotional processing. 积极和消极社会反馈对动机、评价性学习和社会情绪加工的影响。

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2023-08-16 DOI: 10.1038/s41539-023-00178-7

Alexandra Sobczak, Nico Bunzeck

{"title":"Effects of positive and negative social feedback on motivation, evaluative learning, and socio-emotional processing.","authors":"Alexandra Sobczak, Nico Bunzeck","doi":"10.1038/s41539-023-00178-7","DOIUrl":"10.1038/s41539-023-00178-7","url":null,"abstract":"Social rewards and punishments are strong motivators. Since experimental work has focused on young adults using simplistic feedback, the effects of more naturalistic stimuli on motivation, evaluative learning, and socio-emotional processing with advanced age remain unclear. Therefore, we compared the effects of static (photos) vs dynamic (videos) social feedback in a social incentive delay (SID) task in young (18-35 years) and older adults (50-84 years) with neutral, positive, and negative feedback, on response times (RTs), and assessed the emotional valence of feedback cues and feedback videos. We found that anticipating positive and negative social feedback accelerated RTs regardless of age and without additional effects of video feedback. Furthermore, the results suggest a valence transfer from positive feedback videos to predictive cues in both groups (i.e., evaluative learning). Finally, older adults reported less pronounced negative affect for negative feedback videos, indicating age differences in socio-emotional processing. As such, our findings foster our understanding of the underlying cognitive and emotional aspects involved in the processing of social rewards and punishments.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"8 1","pages":"28"},"PeriodicalIF":4.2,"publicationDate":"2023-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10432544/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10027988","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