npj Science of Learning最新文献_第2页

Physical embodiment and anthropomorphism of AI tutors and their role in student enjoyment and performance. 人工智能导师的物理体现和拟人化及其在学生享受和表现中的作用。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2025-01-08 DOI: 10.1038/s41539-024-00293-z

Helene Ackermann, Anja Henke, Johann Chevalère, Hae Seon Yun, Verena V Hafner, Niels Pinkwart, Rebecca Lazarides

{"title":"Physical embodiment and anthropomorphism of AI tutors and their role in student enjoyment and performance.","authors":"Helene Ackermann, Anja Henke, Johann Chevalère, Hae Seon Yun, Verena V Hafner, Niels Pinkwart, Rebecca Lazarides","doi":"10.1038/s41539-024-00293-z","DOIUrl":"10.1038/s41539-024-00293-z","url":null,"abstract":"Rising interest in artificial intelligence in education reinforces the demand for evidence-based implementation. This study investigates how tutor agents' physical embodiment and anthropomorphism (student-reported sociability, animacy, agency, and disturbance) relate to affective (on-task enjoyment) and cognitive (task performance) learning within an intelligent tutoring system (ITS). Data from 56 students (M = 17.75 years, SD = 2.63 years; 30.4% female), working with an emotionally-adaptive version of the ITS \"Betty's Brain\", were analyzed. The ITS' agents were either depicted as on-screen robots (condition A) or as both on-screen avatars and physical robots (condition B). Physical presence of the tutor agent was not significantly related to task performance or anthropomorphism, but to higher initial on-task enjoyment. Student-reported disturbance was negatively related to initial on-task enjoyment, and student-reported sociability was negatively related to task performance. While physical robots may increase initial on-task enjoyment, students' perception of certain characteristics may hinder learning, providing implications for designing social robots for education.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"10 1","pages":"1"},"PeriodicalIF":3.6,"publicationDate":"2025-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11711547/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142956919","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 for criterion-based grading from agreement to consistency. 从一致性到一致性，评估基于标准分级的大型语言模型。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2024-12-30 DOI: 10.1038/s41539-024-00291-1

Da-Wei Zhang, Melissa Boey, Yan Yu Tan, Alexis Hoh Sheng Jia

引用次数: 0

An fMRI study on the generalization of motor learning after brain actuated supernumerary robot training. 关于脑驱动编外机器人训练后运动学习泛化的 fMRI 研究。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2024-12-30 DOI: 10.1038/s41539-024-00294-y

Yuan Liu, Shuaifei Huang, Weiguo Xu, Zhuang Wang, Dong Ming

{"title":"An fMRI study on the generalization of motor learning after brain actuated supernumerary robot training.","authors":"Yuan Liu, Shuaifei Huang, Weiguo Xu, Zhuang Wang, Dong Ming","doi":"10.1038/s41539-024-00294-y","DOIUrl":"10.1038/s41539-024-00294-y","url":null,"abstract":"Generalization is central to motor learning. However, few studies are on the learning generalization of BCI-actuated supernumerary robotic finger (BCI-SRF) for human-machine interaction training, and no studies have explored its longitudinal neuroplasticity mechanisms. Here, 20 healthy right-handed participants were recruited and randomly assigned to BCI-SRF group or inborn finger group (Finger) for 4-week training and measured by novel SRF-finger opposition sequences and multimodal MRI. After training, the BCI-SRF group showed 350% times compared to the Finger group in the improvement of sequence opposition accuracy before and after training, and accompanied by significant functional connectivity increases in the sensorimotor region and prefrontal cortex, as well as in the intra- and inter-hemisphere of the sensorimotor network. Moreover, Granger Causality Analysis identified causal effect main transfer within the sensorimotor cortex-cerebellar-thalamus loop and frontal-parietal loop. The findings suggest that BCI-SRF training enhances motor sequence learning ability by influencing the functional reorganization of sensorimotor network.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"9 1","pages":"80"},"PeriodicalIF":3.6,"publicationDate":"2024-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11685389/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142907861","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

The representational instability in the generalization of fear learning. 恐惧学习泛化中的表征不稳定性。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2024-12-19 DOI: 10.1038/s41539-024-00287-x

Kenny Yu, Wolf Vanpaemel, Francis Tuerlinckx, Jonas Zaman

{"title":"The representational instability in the generalization of fear learning.","authors":"Kenny Yu, Wolf Vanpaemel, Francis Tuerlinckx, Jonas Zaman","doi":"10.1038/s41539-024-00287-x","DOIUrl":"10.1038/s41539-024-00287-x","url":null,"abstract":"Perception and perceptual memory play crucial roles in fear generalization, yet their dynamic interaction remains understudied. This research (N = 80) explored their relationship through a classical differential conditioning experiment. Results revealed that while fear context perception fluctuates over time with a drift effect, perceptual memory remains stable, creating a disjunction between the two systems. Surprisingly, this disjunction does not significantly impact fear generalization behavior. Although most participants demonstrated generalization aligned with perceptual rather than physical stimulus distances, incorporating perceptual memory data into perceptual distance calculations did not enhance model performance. This suggests a potential shift in the mapping of the perceptual memory component of fear context, occurring alongside perceptual dynamics. Overall, this work provides evidence for understanding fear generalization behavior through different stimulus representational processes. Such mechanistic investigations can enhance our understanding of how individuals behave when facing threats and potentially aid in developing mechanism-specific diagnoses and treatments.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"9 1","pages":"78"},"PeriodicalIF":3.6,"publicationDate":"2024-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11659557/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142865570","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

M1 recruitment during interleaved practice is important for encoding, not just consolidation, of skill memory. 交错练习中的M1招募对技能记忆的编码很重要，而不仅仅是巩固。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2024-12-18 DOI: 10.1038/s41539-024-00290-2

Taewon Kim, Hakjoo Kim, Benjamin A Philip, David L Wright

引用次数: 0

Realizing the potential of mobile interventions for education. 实现移动干预教育的潜力。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2024-12-12 DOI: 10.1038/s41539-024-00289-9

Jasmin Breitwieser, Andreas B Neubauer, Florian Schmiedek, Garvin Brod

引用次数: 0

Transcranial direct current stimulation targeting the bilateral IFG alters cognitive processes during creative ideation. 针对双侧IFG的经颅直流电刺激改变了创造性思维中的认知过程。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2024-12-04 DOI: 10.1038/s41539-024-00285-z

Cong Xie, Shuangfei Zhang, Xinuo Qiao, Ning Hao

{"title":"Transcranial direct current stimulation targeting the bilateral IFG alters cognitive processes during creative ideation.","authors":"Cong Xie, Shuangfei Zhang, Xinuo Qiao, Ning Hao","doi":"10.1038/s41539-024-00285-z","DOIUrl":"10.1038/s41539-024-00285-z","url":null,"abstract":"This study investigated whether transcranial direct current stimulation (tDCS) targeting the inferior frontal gyrus (IFG) can alter the thinking process and neural basis of creativity. Participants' performance on the compound remote associates (CRA) task was analyzed considering the semantic features of each trial after receiving different tDCS protocols (left cathodal and right anodal, L + R-; right cathodal and left anodal, L-R+; and Sham). Moreover, we constructed and compared 80 prediction models of CRA performance for each group based on task-related functional connectivity. Results showed that L + R- stimulation improved performance in semantically bundled CRA trials, while L-R+ stimulation enhanced performance in trials with greater semantic distance. Furthermore, alpha-band task connectivity models for the L + R- group showed inferior performance and greater left frontal lateralization than other two groups. These findings suggest that tDCS targeting the bilateral IFG alters cognitive processes during creative ideation rather than enhancing or impairing an established thinking process.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"9 1","pages":"75"},"PeriodicalIF":3.6,"publicationDate":"2024-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11618385/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142781490","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

Three mechanisms of language comprehension are revealed through cluster analysis of individuals with language deficits. 通过对语言缺陷个体的聚类分析，揭示了语言理解的三种机制。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2024-12-03 DOI: 10.1038/s41539-024-00284-0

Andrey Vyshedskiy, Rohan Venkatesh, Edward Khokhlovich, Deniz Satik

{"title":"Three mechanisms of language comprehension are revealed through cluster analysis of individuals with language deficits.","authors":"Andrey Vyshedskiy, Rohan Venkatesh, Edward Khokhlovich, Deniz Satik","doi":"10.1038/s41539-024-00284-0","DOIUrl":"10.1038/s41539-024-00284-0","url":null,"abstract":"Analysis of linguistic abilities that are concurrently impaired in individuals with language deficits allows identification of a shared underlying mechanism. If any two linguistic abilities are mediated by the same underlying mechanism, then both abilities will be absent if this mechanism is broken. Clustering techniques automatically arrange these abilities according to their co-occurrence and therefore group together abilities mediated by the same mechanism. This study builds upon the discovery of three distinct mechanisms of language comprehension in 31,845 autistic individuals1. The current clustering analysis of a more diverse group of individuals with language impairments resulted in the three mechanisms identical to those found previously: (1) the most-basic command-language-comprehension-mechanism; (2) the intermediate modifier-language-comprehension-mechanism mediating comprehension of color, size, and number modifiers; and (3) the most-advanced syntactic-language-comprehension-mechanism. This discovery calls for mapping of the three empirically-defined language-comprehension-mechanisms in the context of cognitive neuroscience, which is the main goal of this study.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"9 1","pages":"74"},"PeriodicalIF":3.6,"publicationDate":"2024-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11612420/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142773861","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

Structured interaction between teacher and student in the flipped classroom enhances learning and interbrain synchrony. 在翻转课堂中，师生之间的结构化互动促进了学习和脑间同步。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2024-12-03 DOI: 10.1038/s41539-024-00286-y

Qi Li, Die Wang, Weilong Xiao, Yingying Tang, Qi Sun, Binghai Sun, Zhishan Hu

{"title":"Structured interaction between teacher and student in the flipped classroom enhances learning and interbrain synchrony.","authors":"Qi Li, Die Wang, Weilong Xiao, Yingying Tang, Qi Sun, Binghai Sun, Zhishan Hu","doi":"10.1038/s41539-024-00286-y","DOIUrl":"10.1038/s41539-024-00286-y","url":null,"abstract":"Studies have found that flipped classroom teaching (FT) improves learning compared to lecture-based teaching (LT). However, whether the structured teacher-student interaction-the key feature of FT-plays an essential role in enhancing learning remains unclear, as do its neural underpinnings. Here, we compared three teaching conditions: FT with a video lecture and structured interaction, LT with a face-to-face lecture and spontaneous interaction, and control teaching (CT) with a video lecture and spontaneous interaction. The fNIRS-based hyperscanning technique was used to assess the interbrain synchrony (IBS) from teacher-student dyads. Results showed that the learning was significantly improved in FT than in LT and CT, and FT significantly increased teacher-student IBS in left DLPFC. Moreover, the IBS and learning improvements were positively correlated. Therefore, these findings indicate that the structured teacher-student interaction is crucial for enhancing learning in FT, and IBS serves as its neural foundation.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"9 1","pages":"73"},"PeriodicalIF":3.6,"publicationDate":"2024-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11612419/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142773858","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

Longitudinal markers of cognitive procedural learning in fronto-striatal circuits and putative effects of a BDNF plasticity-related variant. 前额纹状体回路中认知程序学习的纵向标记以及 BDNF 可塑性相关变体的推定效应。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2024-11-28 DOI: 10.1038/s41539-024-00282-2

Lena S Geiger, Torsten Wüstenberg, Zhenxiang Zang, Mirjam Melzer, Stephanie H Witt, Marcella Rietschel, Markus M Nöthen, Stefan Herms, Franziska Degenhardt, Andreas Meyer-Lindenberg, Carolin Moessnang

{"title":"Longitudinal markers of cognitive procedural learning in fronto-striatal circuits and putative effects of a BDNF plasticity-related variant.","authors":"Lena S Geiger, Torsten Wüstenberg, Zhenxiang Zang, Mirjam Melzer, Stephanie H Witt, Marcella Rietschel, Markus M Nöthen, Stefan Herms, Franziska Degenhardt, Andreas Meyer-Lindenberg, Carolin Moessnang","doi":"10.1038/s41539-024-00282-2","DOIUrl":"10.1038/s41539-024-00282-2","url":null,"abstract":"Procedural learning and automatization have widely been studied in behavioral psychology and typically involves a rapid improvement, followed by a plateau in performance throughout repeated training. More recently, brain imaging studies have implicated frontal-striatal brain circuits in skill learning. However, it is largely unknown whether frontal-striatal activation during skill learning and behavioral changes follow a similar learning curve pattern. To address this gap in knowledge, we performed a longitudinal brain imaging study using a procedural working memory (pWM) task with repeated measurements across two weeks to map the temporal dynamics of skill learning. We additionally explored the effect of the BDNF Val66Met polymorphism, a common genetic polymorphism impacting neural plasticity, to further inform the relevance of the identified neural markers. We used linear and exponential modeling to characterize procedural learning by means of learning curves on the behavioral and brain functional level. We show that repeated training led to an exponential decay in a distributed set of brain regions including fronto-striatal circuits, which paralleled the exponential improvement in task performance. In addition, we show that both behavioral and neurofunctional readouts were sensitive to the BDNF Val66Met polymorphism, suggesting less efficient learning in 66Met-allele carriers along with protracted signal decay in frontal and striatal brain regions. Our results extend existing literature by showing the temporal relationship between procedural learning and frontal-striatal brain function and suggest a role of BDNF in mediating neural plasticity for establishing automatized behavior.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"9 1","pages":"72"},"PeriodicalIF":3.6,"publicationDate":"2024-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11603174/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142740995","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