npj Science of Learning最新文献_第2页

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

Alpha sensory stimulation modulates theta phase during speech-print associative learning. 阿尔法感觉刺激会调节语音-指纹联想学习过程中的θ相位。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2024-08-09 DOI: 10.1038/s41539-024-00263-5

Zhijun Liao, Xiya Ao, Yulu Sun, Manli Zhang, Xiangzhi Meng

引用次数: 0

A systematic review of AI literacy scales. 人工智能扫盲量表的系统回顾。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2024-08-06 DOI: 10.1038/s41539-024-00264-4

Tomáš Lintner

引用次数: 0

Gender Inequality is negatively associated with academic achievement for both boys and girls. 性别不平等与男孩和女孩的学业成绩都呈负相关。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2024-07-26 DOI: 10.1038/s41539-024-00261-7

Li Zhang, Baolige Chao, Yan Gao, Wenjing Wang, Yingzi Yuan, Chuangsheng Chen, Ziqiang Xin

{"title":"Gender Inequality is negatively associated with academic achievement for both boys and girls.","authors":"Li Zhang, Baolige Chao, Yan Gao, Wenjing Wang, Yingzi Yuan, Chuangsheng Chen, Ziqiang Xin","doi":"10.1038/s41539-024-00261-7","DOIUrl":"10.1038/s41539-024-00261-7","url":null,"abstract":"To examine the role of inequality in academic achievement, we analyse a cross-national dataset including data from three cycles from 2012 to 2018 from the PISA, an international assessment of 15-year-old students' math, reading, and science performance. The Gini coefficient and gender inequality index (GII) were used as metrics for a country's economic inequality and gender inequality, respectively. The results show that gender inequality has a negative association with academic achievement for both boys and girls. Moreover, gender inequality has a stronger association with academic achievement than does economic inequality. We also find that gender inequality in reproductive health may contribute substantially to the association between gender inequality and academic achievement. Despite substantial advances in gender equality worldwide, multisectoral and multilevel approaches from the community to the country level are needed to ensure substantial long-term reductions in economic, gender, and educational inequalities.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"9 1","pages":"49"},"PeriodicalIF":3.6,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11282183/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141767674","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

Understanding mechanisms of generalization following locomotor adaptation. 了解运动适应后的泛化机制。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2024-07-23 DOI: 10.1038/s41539-024-00258-2

Cristina Rossi, Ryan T Roemmich, Amy J Bastian

{"title":"Understanding mechanisms of generalization following locomotor adaptation.","authors":"Cristina Rossi, Ryan T Roemmich, Amy J Bastian","doi":"10.1038/s41539-024-00258-2","DOIUrl":"10.1038/s41539-024-00258-2","url":null,"abstract":"Our nervous system has the remarkable ability to adapt our gait to accommodate changes in our body or surroundings. However, our adapted walking patterns often generalize only partially (or not at all) between different contexts. Here, we sought to understand how the nervous system generalizes adapted gait patterns from one context to another. Through a series of split-belt treadmill walking experiments, we evaluated different mechanistic hypotheses to explain the partial generalization of adapted gait patterns from split-belt treadmill to overground walking. In support of the credit assignment hypothesis, our experiments revealed the central finding that adaptation involves recalibration of two distinct forward models. Recalibration of the first model generalizes to overground walking, suggesting that the model represents the general movement dynamics of our body. On the other hand, recalibration of the second model does not generalize to overground walking, suggesting the model represents dynamics specific to treadmill walking. These findings reveal that there is a predefined portion of forward model recalibration that generalizes across context, leading to overall partial generalization of walking adaptation.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"9 1","pages":"48"},"PeriodicalIF":3.6,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11266392/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141753055","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