npj Science of Learning最新文献_第2页

Learning to adaptively cooperate through social interactions during childhood and adolescence. 在儿童和青少年时期通过社会互动学习适应性合作。

IF 3 1区心理学

npj Science of Learning Pub Date : 2026-04-04 DOI: 10.1038/s41539-026-00423-9

Rong Zhang, Lei Zhang, Xin-Min Hao, Jean-Claude Dreher, Chen Qu

引用次数: 0

Home numeracy experiences are associated with number-related brain activity and connectivity in early childhood. 家庭计算经验与儿童早期与数字相关的大脑活动和连通性有关。

IF 3 1区心理学

npj Science of Learning Pub Date : 2026-04-03 DOI: 10.1038/s41539-026-00419-5

Cléa Girard, Léa Longo, Hannah Chesnokova, Justine Epinat-Duclos, Jérôme Prado

{"title":"Home numeracy experiences are associated with number-related brain activity and connectivity in early childhood.","authors":"Cléa Girard, Léa Longo, Hannah Chesnokova, Justine Epinat-Duclos, Jérôme Prado","doi":"10.1038/s41539-026-00419-5","DOIUrl":"https://doi.org/10.1038/s41539-026-00419-5","url":null,"abstract":"Children vary widely in numerical knowledge before school entry, and these early differences predict later achievement. Although home numeracy experiences relate to young children's skills, it remains unclear how early experiences shape neural systems supporting number processing at the start of formal schooling. Using fMRI, we measured brain activity during passive perception of digits (vs. letters) in 37 five-year-olds. Parents reported the frequency of home numeracy practices and engaged in a free play session allowing us to quantify number talk. Children showed digit-specific activity in the left intraparietal sulcus (IPS). Across families, higher home numeracy experiences were associated with lower digit-related activity in several regions, including the IPS, but with stronger functional connectivity between the left IPS and other regions. Our results suggest that home numeracy experiences may support early number-related brain networks by enhancing connectivity and reducing local processing demands, illustrating how home experiences influence the developing learning brain.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2026-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147616991","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

Neurocognitive academic training to improve symptoms executive functions and Chinese handwriting in children with ADHD. 神经认知学术训练改善ADHD儿童症状、执行功能和汉字书写。

IF 3 1区心理学

npj Science of Learning Pub Date : 2026-04-03 DOI: 10.1038/s41539-026-00415-9

Han Jiang, Stuart J Johnstone, Yingxin Li, Jinjin Lu, Bo-Bei Mao

{"title":"Neurocognitive academic training to improve symptoms executive functions and Chinese handwriting in children with ADHD.","authors":"Han Jiang, Stuart J Johnstone, Yingxin Li, Jinjin Lu, Bo-Bei Mao","doi":"10.1038/s41539-026-00415-9","DOIUrl":"https://doi.org/10.1038/s41539-026-00415-9","url":null,"abstract":"This study examined the efficacy of Neurocognitive-Academic Training (NAT) which is an integrating computerized neurocognitive training, teacher positive feedback, and handwriting practice for children with ADHD. Fifty-six children (5-9 years) were assigned to NAT or a control group. Significant Time × Group interactions revealed that NAT yielded large-effect improvements in inhibitory control, on-task behavior, handwriting construction and accuracy, and parent/homeroom teacher-rated inattention and hyperactivity. While working memory also showed significant improvement in the NAT group, its progression differed, reflected in significant main effects rather than an interaction. No effects emerged for handwriting directionality. Domain-specific efficacy gradients were observed, with maximal benefits for handwriting construction (η²p = 0.68) and accuracy (η²p = 0.45), and parent-rated inattention (η²p = 0.46). The findings demonstrate that a low-frequency NAT protocol can simultaneously enhance behavioral, cognitive, and academic outcomes, highlighting the value of embedding neurocognitive training within ecologically valid academic contexts.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2026-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147616956","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

Student teacher inter brain coupling forecast cross semester academic fluctuation in real world classrooms. 师生脑间耦合预测现实课堂跨学期学术波动。

IF 3 1区心理学

npj Science of Learning Pub Date : 2026-04-03 DOI: 10.1038/s41539-026-00421-x

Xiaomeng Xu, Dan Zhang, Yu Zhang

{"title":"Student teacher inter brain coupling forecast cross semester academic fluctuation in real world classrooms.","authors":"Xiaomeng Xu, Dan Zhang, Yu Zhang","doi":"10.1038/s41539-026-00421-x","DOIUrl":"https://doi.org/10.1038/s41539-026-00421-x","url":null,"abstract":"Student performance fluctuates across learning, raising questions about what drives these changes and whether instruction equitably supports diverse learners. Although teachers likely shape these trajectories, the pathways linking student-teacher interaction to individual performance variation remain unclear. The present study investigates student-teacher inter-brain coupling in authentic classroom through three-semester longitudinal hyperscanning. Using wearable hyperscanning technology, a total of 4,175 longitudinal EEG recordings were collected from 107 junior and senior students across 393 regular Chinese and math classes. While static models revealed a negative association between student-teacher inter-brain coupling and math performance, which likely reflects teacher selection effects, dynamic analyses showed that increases in coupling, especially in the high-beta band, predicted subsequent improvement in both subjects. These findings highlight the functional significance of inter-brain coupling in real-world classroom learning, providing robust ecological validity and supporting its potential as a measurable marker of effective pedagogy.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2026-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147616949","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

Multilingualism educational attainment and cognitive development in UK adolescents. 英国青少年的多语教育成就与认知发展。

IF 3 1区心理学

npj Science of Learning Pub Date : 2026-04-01 DOI: 10.1038/s41539-026-00411-z

Roisin C Perry, Roberto Filippi, Mireille B Toledano, Iroise Dumontheil, Chen Shen, Michael S C Thomas

引用次数: 0

Enhanced word learning and neural synchrony during children's storytelling. 在儿童讲故事过程中增强单词学习和神经同步性。

IF 3 1区心理学

npj Science of Learning Pub Date : 2026-03-28 DOI: 10.1038/s41539-026-00417-7

Nina Besser Ilan, Hadas Shavit, Nofar Zohar, Sagi Jaffe-Dax

{"title":"Enhanced word learning and neural synchrony during children's storytelling.","authors":"Nina Besser Ilan, Hadas Shavit, Nofar Zohar, Sagi Jaffe-Dax","doi":"10.1038/s41539-026-00417-7","DOIUrl":"https://doi.org/10.1038/s41539-026-00417-7","url":null,"abstract":"Children learn better through shared social experiences like storytelling, where they benefit as both listeners and tellers. Encouraging children to tell stories is a form of scaffolding, an instructional strategy in which learners and instructors are actively engaged. While the educational benefits of storytelling and scaffolding are well-documented, their underlying neural processes remain underexplored. Shared experiences are generally reflected in neural synchrony, which is often linked to comprehension. This study examined learning outcomes and neural synchrony in young school-aged children engaged in storytelling through either scaffolding or passive listening. Results showed that scaffolding improved learning outcomes and was associated with higher synchrony between teacher and young learner. However, these learning benefits disappeared in remote learning environments, highlighting the importance of face-to-face interaction for active learning strategies. Taken together, the heightened cortical synchrony between teacher and learner in face-to-face settings points to the benefits of active interaction as a learning strategy.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2026-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147575969","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

Dynamic behavioral and neural correlates of letter-speech sound learning in typical and dyslexic readers. 典型和诵读困难读者的字母语音学习的动态行为和神经关联。

IF 3 1区心理学

npj Science of Learning Pub Date : 2026-03-26 DOI: 10.1038/s41539-026-00410-0

Yuewei Cao, Manli Zhang, Francesco Gentile, Milene Bonte

{"title":"Dynamic behavioral and neural correlates of letter-speech sound learning in typical and dyslexic readers.","authors":"Yuewei Cao, Manli Zhang, Francesco Gentile, Milene Bonte","doi":"10.1038/s41539-026-00410-0","DOIUrl":"https://doi.org/10.1038/s41539-026-00410-0","url":null,"abstract":"Difficulties in forming letter-speech sound associations may constitute a challenge for individuals with dyslexia. However, the learning trajectories of these associations remain poorly understood. This EEG study examined behavioral and neural changes while 31 typical and 31 dyslexic adult readers learned to map six novel symbols to Dutch spoken syllables with either high or low phonological similarity. Both groups demonstrated successful learning with learning-related ERP changes over frontotemporal, temporoparietal, and occipitoparietal regions. Phonologically similar vs. dissimilar pairs showed lower accuracy, slower reaction times, and reduced ERP responses, with earlier frontotemporal effects in dyslexic vs. typical readers (block 2 vs. blocks 3-4). As for learning outcomes, both groups showed temporoparietal (mis)matching responses in the last block. Dyslexic readers had lower post-training symbol reading scores, which correlated with their reading and phonological skills. Our findings indicate comparable learning during initial symbol-sound association in dyslexic readers, but difficulties applying novel associations during reading.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2026-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147522501","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

Toward a unified vocabulary for embodiment research challenges and solutions. 面向统一词汇的具体化研究挑战与解决方案。

IF 3 1区心理学

npj Science of Learning Pub Date : 2026-03-20 DOI: 10.1038/s41539-026-00413-x

Peng Wang, Jingming Li, Qian Yu, Liye Zou, Xia Xu, Myrto Mavilidi, Ryan S Falck, Fabian Herold, Robert J Schinke, Markus Raab, Fred Paas

引用次数: 0

Motor sequences resist automatization as attentional demands increase with sequence learning. 当注意需求随着序列学习的增加而增加时，运动序列抵抗自动化。

IF 3 1区心理学

npj Science of Learning Pub Date : 2026-03-17 DOI: 10.1038/s41539-026-00412-y

Stephan Frederic Dahm, Veit Kraft, Markus Martini, Daniel Krause, Joachim Hermsdoerfer

{"title":"Motor sequences resist automatization as attentional demands increase with sequence learning.","authors":"Stephan Frederic Dahm, Veit Kraft, Markus Martini, Daniel Krause, Joachim Hermsdoerfer","doi":"10.1038/s41539-026-00412-y","DOIUrl":"10.1038/s41539-026-00412-y","url":null,"abstract":"Automatization of motor sequences involves a shift from effortful, attention-dependent control to fluent performance through practice. This study examined how learning cues and instructions influence the development of sequence-specific automatization using a modified serial reaction time task with temporally spaced stimuli. Participants practiced a training sequence across ten sessions under four conditions varying in instruction (intentional vs. incidental) and visual cues (present vs. absent). Performance was assessed before and after training under single- and dual-task conditions for trained and control sequences. Results demonstrated robust sequence learning, with faster reaction times for trained than control sequences. Intentional instruction enhanced learning, particularly with visual cues. Contrary to expectations, dual-task costs decreased for the control sequence but increased for the trained sequence. Sequence-specific dual-task costs were associated with superior learning and explicit knowledge, suggesting that deeper sequence encoding may prolong attentional demands despite extensive practice.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2026-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13144694/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147476057","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

Trends in testing effect research: from lab to classroom, but not yet for all learners. 测试效果研究的趋势：从实验室到课堂，但尚未适用于所有学习者。

IF 3 1区心理学

npj Science of Learning Pub Date : 2026-03-09 DOI: 10.1038/s41539-026-00400-2

Thomas Wilschut, Florian Sense, Hedderik van Rijn

引用次数: 0