npj Science of Learning最新文献

{"title":"Applying, not ignoring: how feedback uptake and neural synchrony drive creativity.","authors":"Junting Yin, Zheyu Jin, Yuxuan Zhang, Xuening Li, Yangzhuo Li, Guoping Zhang, Junlong Luo","doi":"10.1038/s41539-025-00351-0","DOIUrl":"10.1038/s41539-025-00351-0","url":null,"abstract":"<p><p>Feedback drives creativity, yet how individuals benefit from it remains unclear. This study explored the cognitive and neural mechanisms through which interpersonal feedback promotes creativity. The fNIRS measured interpersonal neural synchronization (INS) during feedback, focusing on the prefrontal cortex and the right temporoparietal area. Participants completed creativity tasks (acquisition/transfer) across four groups: interpersonal feedback, one-way feedback, irrelevant communication, and no feedback. Feedback uptake (ignore, copy, and apply) was coded by linking dialogue content to posttest performance, reflecting cognitive processes. Results showed that only interpersonal feedback improved creativity acquisition and transfer. Applying feedback positively correlated with creativity enhancement, while ignoring it was negatively correlated. Notably, interpersonal feedback induced increased INS at the superior frontal gyrus and inferior parietal cortex, which correlated with creativity enhancement and was further amplified when feedback was applied. The study reveals how interpersonal feedback promotes creativity through underlying cognitive and neural mechanisms, offering insights into fostering creativity.</p>","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"10 1","pages":"61"},"PeriodicalIF":3.0,"publicationDate":"2025-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12375753/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144974791","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}

{"title":"How decoy options ferment choice biases in real-world consumer decision-making.","authors":"Sean Devine, James Goulding, John Harvey, Anya Skatova, A Ross Otto","doi":"10.1038/s41539-025-00341-2","DOIUrl":"10.1038/s41539-025-00341-2","url":null,"abstract":"<p><p>The decoy effect describes a bias in which people's choices between two valuable options are swayed by a third, inferior, \"decoy\" option. Despite being documented in lab settings, relatively little work has investigated whether decoy effects occur \"in the wild\" where consumers face large, diverse choice sets. We employ a new methodology to examine the impact of decoy options on purchase decisions using a dataset of 3.6 million UK grocery-store wine transactions. Results indicate that when comparing wines that vary in quality and price across contexts, the presence of dominated (i.e., inferior) decoy options increased consumers' likelihood of choosing a target option-a hallmark of the well-documented attraction effect. The strength of these effects was modest overall (roughly 1% change in preference) and, interestingly, depended on consumers' idiosyncratic histories of experience. Our study provides a proof of principle demonstrating that these sorts of context effects are detectable in richer, complex real-world consumer choice settings.</p>","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"10 1","pages":"60"},"PeriodicalIF":3.0,"publicationDate":"2025-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12371001/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144974815","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}

{"title":"Note-by-note predictability modulates rhythm learning and its neural components.","authors":"Marc Deosdad-Díez, Josep Marco-Pallarés","doi":"10.1038/s41539-025-00353-y","DOIUrl":"10.1038/s41539-025-00353-y","url":null,"abstract":"<p><p>Rhythm production requires the integration of perceptual predictions and performance monitoring mechanisms to adjust actions, yet the role of auditory prediction remains underexplored. To address this, electroencephalography was recorded from 70 non-musicians as they synchronized with and reproduced rhythms containing notes of varying predictability. Participants were split into three groups, each receiving different visual cues to aid rhythm perception. Behaviorally, higher asynchrony occurred with less predictable notes. However, participants who viewed rhythms as distances between lines showed improved timing. EEG revealed that the Error Negativity component seems to reflect prediction error, increasing only when errors were clear and expected. When perceptual predictability was low, Ne response was reduced. The Error Positivity component, however, was heightened by both performance errors and unpredictable stimuli, highlighting the salience of such events. Overall, predictability plays a key role in shaping the neural and behavioral mechanisms underlying rhythm production.</p>","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"10 1","pages":"59"},"PeriodicalIF":3.0,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12370878/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144974822","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}

{"title":"The impact of classroom soundfield systems on reading fluency in normal-hearing students.","authors":"Lucy Shiels, Peter Carew, Dani Tomlin, Gary Rance","doi":"10.1038/s41539-025-00350-1","DOIUrl":"10.1038/s41539-025-00350-1","url":null,"abstract":"<p><p>This study investigated the impact of soundfield amplification (SFA) on reading fluency in normal-hearing students (n = 84) aged 8-10 years. Twenty-three grade 3 and 4 classes participated across three academic terms, alternating between SFA-On and SFA-Off conditions. Reading fluency was assessed using the Wheldall Assessment of Reading Passages. Baseline cognitive abilities, including non-verbal intelligence, auditory working memory, speech discrimination in noise, and attention, were also evaluated. Results showed no significant overall difference in reading fluency development between SFA-On and SFA-Off conditions. However, intelligence was mildly predictive of the reading fluency advantage obtained during SFA-On periods, with lower-IQ students benefiting more from amplification. The study's findings suggest that while SFA may not provide universal academic benefits for all students, it may offer advantages to students with lower cognitive abilities, suggesting it is a valuable support for the many classrooms that do not meet recommended acoustic standards.</p>","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"10 1","pages":"58"},"PeriodicalIF":3.0,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12371092/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144974753","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}

{"title":"Protection of savings by reducing the salience of opposing errors.","authors":"Mousa Javidialsaadi, Scott T Albert, Badr Moufarrej S Al Mutairi, Jinsung Wang","doi":"10.1038/s41539-025-00352-z","DOIUrl":"10.1038/s41539-025-00352-z","url":null,"abstract":"<p><p>When humans encounter the same perturbation twice, they typically adapt faster the second time, a phenomenon called savings. Studies have examined savings following adaptation to a gradually introduced perturbation, with mixed results. These inconsistencies might be caused by differences in how behavior returns to its baseline state during the 'washout' phase in between learning periods. To test this, participants controlled a cursor that was subject to a visual rotation in its motion direction. The rotation was applied during two learning periods, separated by a washout period where the rotation was removed abruptly, gradually, or without error feedback. We found that the type of error experienced during washout affected savings: abrupt washout with large errors eliminated savings, whereas gradual or no-feedback washout preserved it. Model-based analyses indicated these effects were driven by changes in error sensitivity, suggesting that salient, opposing errors experienced during washout downregulate the response to error, nullifying savings.</p>","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"10 1","pages":"57"},"PeriodicalIF":3.0,"publicationDate":"2025-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12365171/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144884122","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}

{"title":"Mediational effects of reading-related intermediate phenotypes from polygenic scores to reading skills.","authors":"Alexandra Remon, Sara Mascheretti, Ivan Voronin, Bei Feng, Isabelle Ouellet-Morin, Mara Brendgen, Frank Vitaro, Philippe Robaey, Till F M Andlauer, Michel Boivin, Ginette Dionne","doi":"10.1038/s41539-025-00346-x","DOIUrl":"10.1038/s41539-025-00346-x","url":null,"abstract":"<p><p>Reading is a fundamental human capacity that recruits and tunes brain circuitry subserving several neurocognitive skills. Individual differences in reading-related skills are largely influenced by genetic variation. However, the molecular basis of the heritability of reading-related skills remains narrowly replicated. Genome-wide association studies have enabled the computation of cumulative indices (polygenic scores-PGSs) aiming to capture individuals' genetic susceptibility for a given trait. By using a multiple-mediator framework, we investigated whether the associations between a reading-specific PGS (Reading-PGS) and reading decoding and comprehension could be explained by reading-related endophenotypes (i.e., phonological awareness-PA, phonological memory, rapid auditory processing, rapid bimodal temporal processing-RBTP, and rapid automatized naming) in a sample of 8-year-old French-speaking Canadian twins (N = 328 subjects (87 MZ and 241 DZ) from 208 twin pairs-one child per MZ pairs; males, N = 159). The association between Reading-PGS and reading performance is partially mediated by PA and RBTP. Furthermore, we supported the specificity of the direct and indirect effects between Reading-PGS and reading skills after controlling for the shared genetic variation with educational attainment and cognitive ability. Finally, we uncovered a sequence from Reading-PGS to behavior mediated through sensory processing and phonological skills, supporting one of the most robust theoretical hypothesis underlying reading acquisitions. PGSs specifically targeting reading skills are essential for improved prediction and understanding of the complex etiology through which reading skills unfold during childhood. This will facilitate the early identification of children with a genetic susceptibility for reading (dis)ability at a time when these phenotypes remain malleable to intervention.</p>","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"10 1","pages":"56"},"PeriodicalIF":3.0,"publicationDate":"2025-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12365039/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144884121","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}

{"title":"Associations of adolescent menstrual symptoms with school absences and educational attainment: analysis of a prospective cohort study.","authors":"Gemma Sawyer, Abigail Fraser, Deborah A Lawlor, Gemma C Sharp, Laura D Howe","doi":"10.1038/s41539-025-00338-x","DOIUrl":"10.1038/s41539-025-00338-x","url":null,"abstract":"<p><p>Menstrual symptoms may negatively impact academic achievement, but rigorous population-based studies are lacking. 2,698 participants from the Avon Longitudinal Study of Parents and Children (ALSPAC) self-reported heavy or prolonged bleeding and menstrual pain during adolescence and multivariable regression were used to estimate associations with linked data on absences and attainment at age 15/16, adjusting for confounders. Heavy or prolonged bleeding and pain were associated with missing 1.7 (16.58% increase) and 1.2 (12.83% increase) additional days of school per year, respectively, and 48% and 42% higher odds of persistent (≥10%) absence. Heavy or prolonged bleeding was associated with lower examination scores (-5.7 points) and 27% lower odds of achieving five standard passes. The association between pain and attainment was weaker but still present (-3.14 points; 95% CI: -7.46, 1.17; 16% lower odds of five standard passes). Greater research and support are needed to prevent adolescents' menstrual symptoms impacting their academic achievement.</p>","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"10 1","pages":"54"},"PeriodicalIF":3.0,"publicationDate":"2025-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12365126/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144884120","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}

{"title":"Dynamic reconfiguration of brain coactivation states associated with active and lecture-based learning of university physics.","authors":"Donisha D Smith, Jessica E Bartley, Julio A Peraza, Katherine L Bottenhorn, Jason S Nomi, Lucina Q Uddin, Michael C Riedel, Taylor Salo, Robert W Laird, Shannon M Pruden, Matthew T Sutherland, Eric Brewe, Angela R Laird","doi":"10.1038/s41539-025-00348-9","DOIUrl":"10.1038/s41539-025-00348-9","url":null,"abstract":"<p><p>Academic institutions are increasingly adopting active learning methods to enhance educational outcomes. Using functional magnetic resonance imaging (fMRI), we investigated neurobiological differences between active learning and traditional lecture-based approaches in university physics education. Undergraduate students enrolled in an introductory physics course underwent an fMRI session before and after a 15-week semester. Coactivation pattern (CAP) analysis was used to examine the temporal dynamics of brain states across different cognitive contexts, including physics conceptual reasoning, physics knowledge retrieval, and rest. CAP results identified seven distinct brain states, with contributions from frontoparietal, somatomotor, and visuospatial networks. Among active learning students, physics learning was associated with increased engagement of a somatomotor network, supporting an embodied cognition framework, while lecture-based students demonstrated stronger engagement of a visuospatial network, consistent with observational learning. These findings suggest significant neural restructuring over a semester of physics learning, with different instructional approaches preferentially modulating distinct patterns of brain dynamics.</p>","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"10 1","pages":"55"},"PeriodicalIF":3.0,"publicationDate":"2025-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12357887/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144862494","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}

{"title":"Training on multiple days results in better learning in embedded eyeblink conditioning in young human adults.","authors":"Robert Winton, Meenam Pious, Anders Rasmussen","doi":"10.1038/s41539-025-00347-w","DOIUrl":"10.1038/s41539-025-00347-w","url":null,"abstract":"<p><p>Eyeblink conditioning is mediated by similar cerebellar pathways in humans and animals and is typically investigated using delay or trace protocols. These studies show that humans can easily acquire eyeblink conditioning within a single day of training whereas animals usually require around 3-10 days of acquisition training before they consistently exhibit conditioned responses. We aimed to study how a multiple-day acquisition training, across 3 non-consecutive days of a month, with 100 trials per day affected learning in young human adults. We employed an embedded protocol in which the US is embedded within the CS duration without co-termination. Our findings show, for the first time in humans using this protocol, that learning improves substantially on days 2 and 3. Our findings encourage research into how human cerebellum mediates consolidation across several days of eyeblink conditioning as well as into the neurocognitive mechanisms of the relatively underexplored embedded eyeblink conditioning protocol.</p>","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"10 1","pages":"53"},"PeriodicalIF":3.0,"publicationDate":"2025-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12354900/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144856799","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}

{"title":"Distinct neural representational changes following cross-format number tutoring in children with mathematical difficulties.","authors":"Yunji Park, Yuan Zhang, Flora Schwartz, Teresa Iuculano, Hyesang Chang, Vinod Menon","doi":"10.1038/s41539-025-00345-y","DOIUrl":"10.1038/s41539-025-00345-y","url":null,"abstract":"<p><p>Children with mathematical difficulties (MD) often struggle to connect abstract numerical symbols with corresponding nonsymbolic quantities, a foundational skill for mathematical development. We evaluated a 4-week personalized cross-format number (CFN) tutoring program designed to strengthen these symbolic-nonsymbolic mappings in children with MD aged 7-10 years. CFN tutoring was associated with significant improvements in numerical and arithmetic fluency. Neural representational similarity (NRS) analysis revealed that deficient cross-format NRS in children with MD was normalized following tutoring, aligning with pre-tutoring levels of typically-developing (TD) peers. This normalization was most pronounced in parietal and parahippocampal regions known to support quantity and spatial representation. We observed a distinctive pattern of neural plasticity across groups-children with MD showed increased cross-format NRS following tutoring, while TD children showed a decrease-suggesting a nonlinear, skill-dependent plasticity. These findings underscore the need for developmentally tailored interventions to support children with MD through targeted, evidence-based strategies.</p>","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"10 1","pages":"52"},"PeriodicalIF":3.0,"publicationDate":"2025-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12350621/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144849411","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}