npj Science of Learning最新文献_第2页

High-intensity cardiovascular exercise facilitates online motor skill learning, with no effect of BDNF genotype. 高强度心血管运动有助于在线运动技能学习，对BDNF基因型没有影响。

IF 4.3 1区心理学

npj Science of Learning Pub Date : 2026-06-26 DOI: 10.1038/s41539-026-00432-8

Emily Brooks, Ziarih Hawi, Juliet Hosler, Jessica Kwee, Nermin Aljehany, Winston Byblow, Joshua Hendrikse, James Coxon

{"title":"High-intensity cardiovascular exercise facilitates online motor skill learning, with no effect of BDNF genotype.","authors":"Emily Brooks, Ziarih Hawi, Juliet Hosler, Jessica Kwee, Nermin Aljehany, Winston Byblow, Joshua Hendrikse, James Coxon","doi":"10.1038/s41539-026-00432-8","DOIUrl":"https://doi.org/10.1038/s41539-026-00432-8","url":null,"abstract":"Previous studies have demonstrated that exercise can influence motor skill learning. However, the specific components of learning primed by exercise remain unclear. This study examined the effect of a preceding bout of high intensity interval training (HIIT) on the acquisition of a novel motor skill. The investigation focused on whether improvement in skill across the session was attributable to online gains during active practice or offline rest periods between practice blocks. Whether common polymorphisms of the BDNF and DRD2/ANKK1 genes that regulate plasticity, learning, and memory, influenced the relationship between exercise and motor learning was also investigated. HIIT enhanced skill acquisition, but the effects of HIIT priming were not specifically attributable to within-session online or offline learning processes. Contrary to research on overnight consolidation, there was no interaction between BDNF, nor DRD2/ANKK1 genotype, with exercise primed skill learning. This builds our understanding of how exercise benefits skill leaning over a single session.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":" ","pages":""},"PeriodicalIF":4.3,"publicationDate":"2026-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148340506","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

Development and validation of a multidimensional scale for AI tutoring acceptance in higher education. 高等教育人工智能辅导接受度多维尺度的开发与验证。

IF 4.3 1区心理学

npj Science of Learning Pub Date : 2026-06-24 DOI: 10.1038/s41539-026-00431-9

Zhuoran Zhang, Mehdinezhadnouri Katayoun, Lihuan Tan, Guannan Wei

{"title":"Development and validation of a multidimensional scale for AI tutoring acceptance in higher education.","authors":"Zhuoran Zhang, Mehdinezhadnouri Katayoun, Lihuan Tan, Guannan Wei","doi":"10.1038/s41539-026-00431-9","DOIUrl":"https://doi.org/10.1038/s41539-026-00431-9","url":null,"abstract":"Artificial intelligence (AI) is being increasingly applied in higher education. This has given rise to the issue that, within the published literature, there is still a lack of widely established and psychometrically validated tools for assessing the actual perceived acceptance quality of AI tutoring systems in a comprehensive manner. Although previous studies have examined cognitive patterns in educational technology, few have adequately captured the multidimensional nature of learners' experiences with AI tutoring systems. Existing evaluation models mainly emphasize cognitive outcomes, with less attention given to motivation, relational experience, and trust in AI-assisted teaching contexts. This study aimed to develop and validate a learner-centered scale of AI tutoring acceptance quality. The scale was constructed through literature review, expert consultation, and pre-testing, and comprised four theoretically grounded dimensions: Feedback Quality, Instructional Effectiveness, Interaction Experience, and User Trust. Data were collected from undergraduate students at five universities in Shanxi Province, China. ESEM, bifactor modeling, and reliability analysis indicated a robust bifactor structure, good internal consistency, and acceptable construct validity. The validated scale may serve as a practical tool for AI-supported educational design and future intervention research.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":" ","pages":""},"PeriodicalIF":4.3,"publicationDate":"2026-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148320009","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 practical implementation science framework for education. 一个实用的教育实施科学框架。

IF 4.3 1区心理学

npj Science of Learning Pub Date : 2026-06-18 DOI: 10.1038/s41539-026-00430-w

Scott E Allen, Lisa Bardach, Jamie Jirout, Allyson Mackey, Dana McCoy, Luca Maria Pesando, René F Kizilcec

引用次数: 0

Uncovering subgroup heterogeneity in dyslexia intervention outcomes using explainable machine learning. 使用可解释的机器学习揭示阅读障碍干预结果的亚组异质性。

IF 4.3 1区心理学

npj Science of Learning Pub Date : 2026-05-25 DOI: 10.1038/s41539-026-00429-3

Amanda Swee-Ching Tan, Farhan Ali

{"title":"Uncovering subgroup heterogeneity in dyslexia intervention outcomes using explainable machine learning.","authors":"Amanda Swee-Ching Tan, Farhan Ali","doi":"10.1038/s41539-026-00429-3","DOIUrl":"10.1038/s41539-026-00429-3","url":null,"abstract":"Identifying heterogeneity within literacy intervention outcomes can inform more targeted strategies for dyslexia remediation. Based on prior work that used machine learning to predict literacy intervention responders and non-responders at baseline, this study uncovered 2 subgroups of responders and 4 subgroups of non-responders based on feature importance profiles of 132 students who were diagnosed with dyslexia. Their average age was 8.2 years at baseline (98.08 months). They received literacy intervention for an average of 33.62 months. Intervention subgroup membership predicted long-term literacy development of a subsample of 41 students 68.2 months post intervention. The baseline scores, top predictors and long-term literacy outcomes were profiled for each subgroup. 'High Baseline Responders' and 'Low Baseline Responders' characterized the two responder subgroups. 'Total Regression Non-Responders', 'Self-Taught Non-Responders', 'Phonics-Receptive Non-Responders' and 'Lowest Baseline Non-Responders' characterized the four non-responder subgroups. Overall, our research found that clustering could identify subgroup profiles and demonstrates the predictive potential of longitudinal literacy development.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":" ","pages":""},"PeriodicalIF":4.3,"publicationDate":"2026-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13482360/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148018293","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

Lab perceptual training and robot-assisted training in improving speech prosody of autistic children. 实验室知觉训练和机器人辅助训练对自闭症儿童语音韵律的改善。

IF 4.3 1区心理学

npj Science of Learning Pub Date : 2026-05-06 DOI: 10.1038/s41539-026-00425-7

Si Chen, Bruce Xiao Wang, James Chung-Wai Cheung, Fang Zhou, Yitian Hong, Bei Li, Angel Chan, Tempo Po Yi Tang, Bin Li, Zhuoming Chen, Chunyi Wen

{"title":"Lab perceptual training and robot-assisted training in improving speech prosody of autistic children.","authors":"Si Chen, Bruce Xiao Wang, James Chung-Wai Cheung, Fang Zhou, Yitian Hong, Bei Li, Angel Chan, Tempo Po Yi Tang, Bin Li, Zhuoming Chen, Chunyi Wen","doi":"10.1038/s41539-026-00425-7","DOIUrl":"10.1038/s41539-026-00425-7","url":null,"abstract":"Children with autism spectrum disorder are known to exhibit both social and language difficulties. Speech prosody is known to be easily noticeable, which has been shown to have far-reaching influences in the academic and social life of autistic individuals. This study examined two training programs on the speech prosody of autistic children, who tend to avoid social speech signals. The first program is a lab perceptual training program without social interaction, while the second utilizes a social robot to provide training with controlled, simulated social interaction. Ninety-two children in total were recruited with sixty-nine participants formally diagnosed with ASD and twenty-three children were typically developing children without any language or speech disorder. Our results showed that both lab perceptual training and robot-assisted training with simulated social interactions led to improvement in the use of speech prosody by autistic children. Although social interaction is considered critical in language acquisition for typical population, autistic individuals tend not to prefer social speech signals, which is hypothesized to lead to their social and language deficits. This study hence proposes two successful alternative ways to facilitate their learning of language through lab perceptual training and simulated human-robot interaction.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":" ","pages":""},"PeriodicalIF":4.3,"publicationDate":"2026-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13350709/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147844829","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

Hypothesis testing governs strategic motor learning. 假设检验管理策略性动作学习。

IF 4.3 1区心理学

npj Science of Learning Pub Date : 2026-05-05 DOI: 10.1038/s41539-026-00428-4

Wei Ding, Anjuli Niyogi, Jordan A Taylor, Jonathan S Tsay

{"title":"Hypothesis testing governs strategic motor learning.","authors":"Wei Ding, Anjuli Niyogi, Jordan A Taylor, Jonathan S Tsay","doi":"10.1038/s41539-026-00428-4","DOIUrl":"10.1038/s41539-026-00428-4","url":null,"abstract":"How do people discover an effective movement strategy when the environment abruptly changes-such as when using the trackpad on an unfamiliar laptop? Strategic adaptation is often described as a reinforcement learning process characterized by two key features: random exploration followed by gradual error reduction. We propose a different view in which strategic adaptation operates through hypothesis testing: learners generate specific action-outcome hypotheses about the environmental change, discount those that conflict with feedback, and continue testing alternatives until they discover the correct rule. To adjudicate between these accounts, we conducted two large-scale experiments using a visuomotor rotation task designed to isolate strategic adaptation under different target arrangements (N = 560). Individual learning trajectories showed pronounced exploration but were far from random, exhibiting structured, multimodal error distributions. Moreover, participants did not converge on the solution gradually; instead, they discovered it abruptly. Critically, strategic adaptation depended on target arrangement: some configurations steered participants toward the correct rotational hypothesis, whereas others led them to alternate between rotational and translational hypotheses. Together, these findings position hypothesis testing as a core mechanism governing strategic motor learning.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":" ","pages":""},"PeriodicalIF":4.3,"publicationDate":"2026-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13346944/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147844760","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

Benefits of classroom remote microphone technology for inattentive children. 教室远程麦克风技术对注意力不集中的孩子的好处。

IF 4.3 1区心理学

npj Science of Learning Pub Date : 2026-05-02 DOI: 10.1038/s41539-026-00427-5

Lucy Shiels, Dani Tomlin, Jonathan M Payne, Gary Rance

{"title":"Benefits of classroom remote microphone technology for inattentive children.","authors":"Lucy Shiels, Dani Tomlin, Jonathan M Payne, Gary Rance","doi":"10.1038/s41539-026-00427-5","DOIUrl":"10.1038/s41539-026-00427-5","url":null,"abstract":"This study investigated the effectiveness of remote microphone technology (RMT) for children with inattention and associated listening difficulties. A two-phase trial was conducted. Phase one was a 4-week randomized controlled crossover trial (n = 35), assessing listening and attention in noise with and without RMT. Phase two was a 30-week extension trial following participants continuing with RMT (n = 20) and controls (n = 17). Auditory processing, attention, memory and reading fluency were assessed before and after the extension. Questionnaires were administered throughout to monitor progress. In phase one, RMT use significantly improved speech intelligibility, listening comprehension, and auditory attention (P < 0.05). Participants reported improved classroom listening and ADHD symptoms (P < 0.05). In phase two, the experimental group showed greater improvement in reading fluency and self-reported quality of life (P < 0.01) compared to controls, with no significant differences in auditory processing or cognitive skills. These findings support RMT as an effective intervention for inattentive children with listening difficulties in educational settings. Clinical Trial Registration: Australia New Zealand Clinical Trials Registry. Registration date: 18/05/2023. Clinical Trial Numbers: ACTRN12623000512628. ACTRN12623000511639. Web links to study: https://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=385642&isReview=true . https://anzctr.org.au/Trial/Registration/TrialReview.aspx?id=385560&isReview=true .","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":" ","pages":""},"PeriodicalIF":4.3,"publicationDate":"2026-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13342559/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147822067","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

Recover or discover: How outcome feedback shapes response patterns within game spaces. 恢复或发现：结果反馈如何影响游戏空间中的反应模式。

IF 4.3 1区心理学

npj Science of Learning Pub Date : 2026-04-23 DOI: 10.1038/s41539-026-00414-w

Yajing Zhang, Benjamin James Dyson

{"title":"Recover or discover: How outcome feedback shapes response patterns within game spaces.","authors":"Yajing Zhang, Benjamin James Dyson","doi":"10.1038/s41539-026-00414-w","DOIUrl":"10.1038/s41539-026-00414-w","url":null,"abstract":"Effective decision-making requires adapting behaviour to changing outcomes. Across three experiments (n = 218), participants played a competitive number-selection game against computerized opponents with exploitable patterns in Pre and Post phases. In the intermediate During phase, win rate was fixed (low = punishment; high = reinforcement), disrupting or promoting the patterns learned in Pre. We indexed performance (win rate) and response-rule expression (optimal behaviour rate, OBR) across phases. Participants who aligned their behaviour with During feedback (facilitating under reinforcement, suppressing under punishment) were most likely to reuse the earlier pattern when it again became advantageous in Post. In contrast, stronger suppression of the prior pattern in During, irrespective of feedback valence, predicted better learning of a new pattern later. Negative outcomes selectively impaired learning-new but spared relearning-old information, consistent with inertia in reused patterns and greater flexibility after wins than losses. These findings outline feedback-based reuse versus change in strategic behaviour.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":" ","pages":""},"PeriodicalIF":4.3,"publicationDate":"2026-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13315270/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147786030","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 Tai Chi on attentional bias in men with methamphetamine use disorder. 太极对甲基苯丙胺使用障碍患者注意偏倚的影响。

IF 4.3 1区心理学

npj Science of Learning Pub Date : 2026-04-18 DOI: 10.1038/s41539-026-00426-6

Ling Zhang, Youjia Li, Liang Wang, Xinhui Zhang, Yuliang Sun, Shaokai He, Wenfei Zhu

{"title":"Effects of Tai Chi on attentional bias in men with methamphetamine use disorder.","authors":"Ling Zhang, Youjia Li, Liang Wang, Xinhui Zhang, Yuliang Sun, Shaokai He, Wenfei Zhu","doi":"10.1038/s41539-026-00426-6","DOIUrl":"10.1038/s41539-026-00426-6","url":null,"abstract":"This study investigated the rehabilitative effects of a 12-week Tai Chi intervention on attentional bias and prefrontal cortex (PFC) activation in men with methamphetamine use disorder (MUD). Forty-eight male participants were randomized into a Tai Chi group or a moderate-intensity treadmill-running control group, of whom 44 completed the study and were included in the final analysis. Attentional bias scores and synchronous PFC activation via functional near-infrared spectroscopy (fNIRS) were assessed using a visual dot-probe paradigm. Compared to the control group, the Tai Chi group exhibited a significant reduction in attentional bias scores. Furthermore, oxy-hemoglobin (oxy-Hb) beta values in the dorsolateral prefrontal cortex (DLPFC), ventrolateral prefrontal cortex (VLPFC), and frontopolar area (FPA) were significantly better maintained (p < 0.05). These findings suggest that 12 weeks of moderate-intensity Tai Chi is associated with reduced methamphetamine-related attentional bias and better maintained PFC oxy-Hb beta values, which may reflect improved attentional regulation in men during drug rehabilitation. Trial registration: Chinese Clinical Trial Registry (ChiCTR2400083490); URL: https://www.chictr.org.cn/showproj.html?proj=228812 ; Registered 26 April 2024.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":" ","pages":""},"PeriodicalIF":4.3,"publicationDate":"2026-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13276401/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147718451","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

Executive functions as mediators of early educational disparities by SES, gender and birth month. 社会经济地位、性别和出生月份对早期教育差异的中介作用。

IF 4.3 1区心理学

npj Science of Learning Pub Date : 2026-04-16 DOI: 10.1038/s41539-026-00422-w

Margot Rémeau, Philippe Schmitt, Grégoire Borst

引用次数: 0