npj Science of Learning最新文献_第3页

Impact of impulsivity on the relationship of the brain structures with school performance. 冲动性对大脑结构与学习成绩关系的影响。

IF 3 1区心理学

npj Science of Learning Pub Date : 2025-08-08 DOI: 10.1038/s41539-025-00344-z

Youngwoo Bryan Yoon, Wi Hoon Jung

{"title":"Impact of impulsivity on the relationship of the brain structures with school performance.","authors":"Youngwoo Bryan Yoon, Wi Hoon Jung","doi":"10.1038/s41539-025-00344-z","DOIUrl":"10.1038/s41539-025-00344-z","url":null,"abstract":"While prior research has explored the neurobiological mechanisms underlying adolescent school performance, these mechanisms remain poorly understood in college students. Impulsivity has been highlighted as a key factor affecting academic success; however, its influence on the relationship between school performance and brain structure remains underexplored. In this study, we used a sample of college students to investigate which gray matter volume (GMV) in brain regions was associated with grade point average (GPA), and whether impulsivity mediates these relationships. Our findings revealed correlations between GMV in the caudate nucleus (CN) and cerebellum with GPA. Increased CN was correlated with poorer GPA through higher impulsivity, whereas higher cerebellum was associated with better GPA through lower impulsivity. These results indicate that CN and cerebellum play crucial roles in school performance and associated impulsivity. Various interventions targeting impulsivity, such as therapy, counseling, and medication, could improve educational outcomes by addressing the underlying neurobiological factors.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"10 1","pages":"51"},"PeriodicalIF":3.0,"publicationDate":"2025-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12334613/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144805104","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 neurocognitive mechanism underlying math avoidance among math anxious people. 数学焦虑者数学回避的神经认知机制。

IF 3 1区心理学

npj Science of Learning Pub Date : 2025-08-02 DOI: 10.1038/s41539-025-00343-0

Jie Liu, Zhifeng Li, Jiawang Yang, Hao He, Fang Cui

{"title":"The neurocognitive mechanism underlying math avoidance among math anxious people.","authors":"Jie Liu, Zhifeng Li, Jiawang Yang, Hao He, Fang Cui","doi":"10.1038/s41539-025-00343-0","DOIUrl":"10.1038/s41539-025-00343-0","url":null,"abstract":"This study explores the cognitive and neural mechanisms underlying math avoidance in individuals with high math anxiety (HMA), a pattern contributing to reduced practice and poor performance. Using an approach-avoid conflict paradigm and both general linear mixed model and Hierarchical Drift Diffusion Model (HDDM) regression analyses, we found their avoidance behavior is primarily driven by heightened sensitivity to task difficulty, rather than reward sensitivity. Task difficulty sensitivity also mediated the link between math anxiety and avoidance tendency. Neuroimaging revealed distinct activation in the ventral valuation network (e.g., nucleus accumbens, hippocampus) and cognitive control regions (e.g., precuneus, mid-cingulate cortex, temporo-parietal junction) in HMA individuals. Functional connectivity among these regions effectively distinguished HMA from low math anxiety participants. Additionally, activations in the hippocampus, mid-cingulate cortex, and posterior insula mediated the relationship between math anxiety and avoidance. These findings highlight the cognitive and neural bases of math avoidance and may inform targeted interventions.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"10 1","pages":"50"},"PeriodicalIF":3.0,"publicationDate":"2025-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12318014/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144769144","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 precision of attention selection during reward learning influences the mechanisms of value-driven attention. 奖励学习过程中注意选择的准确性影响着价值驱动注意的机制。

IF 3 1区心理学

npj Science of Learning Pub Date : 2025-07-30 DOI: 10.1038/s41539-025-00342-1

Oudeng Jia, Qingsong Tan, Sihan Zhang, Ke Jia, Mengyuan Gong

{"title":"The precision of attention selection during reward learning influences the mechanisms of value-driven attention.","authors":"Oudeng Jia, Qingsong Tan, Sihan Zhang, Ke Jia, Mengyuan Gong","doi":"10.1038/s41539-025-00342-1","DOIUrl":"10.1038/s41539-025-00342-1","url":null,"abstract":"Reward-predictive items capture attention even when task-irrelevant. While value-driven attention typically generalizes to stimuli sharing critical reward-associated features (e.g., red), recent evidence suggests an alternative generalization mechanism based on feature relationships (e.g., redder). Here, we investigated whether relational coding of reward-associated features operates across different learning contexts by manipulating search mode and target-distractor similarity. Results showed that singleton search training induced value-driven relational attention regardless of target-distractor similarity (Experiments 1a-1b). In contrast, feature search training produced value-driven relational attention only when targets and distractors were dissimilar, but not when they were similar (Experiments 2a-2c). These findings indicate that coarse selection training (singleton search or feature search among dissimilar items) promotes relational coding of reward-associated features, while fine selection (feature search among similar items) engages precise feature coding. The precision of target selection during reward learning thus critically determines value-driven attentional mechanisms.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"10 1","pages":"49"},"PeriodicalIF":3.0,"publicationDate":"2025-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12311181/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144754916","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

Analyzing the network structure of students' motivation to learn AI: a self-determination theory perspective. 自我决定理论视角下学生人工智能学习动机的网络结构分析

IF 3 1区心理学

npj Science of Learning Pub Date : 2025-07-27 DOI: 10.1038/s41539-025-00339-w

Jiajing Li, Jianhua Zhang, Ching Sing Chai, Vivian W Y Lee, Xuesong Zhai, Xingwei Wang, Ronnel B King

{"title":"Analyzing the network structure of students' motivation to learn AI: a self-determination theory perspective.","authors":"Jiajing Li, Jianhua Zhang, Ching Sing Chai, Vivian W Y Lee, Xuesong Zhai, Xingwei Wang, Ronnel B King","doi":"10.1038/s41539-025-00339-w","DOIUrl":"10.1038/s41539-025-00339-w","url":null,"abstract":"Motivation is a key driver of learning. Prior work on motivation has mostly focused on conventional learning contexts that did not necessarily involve AI. Hence, little is known about students' motivation to learn AI. This study examined the structure of students' AI motivational system using self-determination theory as the theoretical framework. Self-determination theory posits that there are qualitatively distinct types of motivation, including intrinsic motivation, identified regulation, introjected regulation, external regulation, and amotivation. Students' motivation, in turn, is strongly shaped by whether their basic psychological needs for competence, autonomy, and relatedness are satisfied. We used network analysis to explore the structure of students' AI motivation. Participants included 1465 students from 47 universities. Introjected regulation was central to the AI motivational system but intrinsic motivation was less central. This meant that many students learned AI primarily out of guilt or shame and not because of personal enjoyment. Furthermore, competence satisfaction seemed more important than autonomy and relatedness satisfaction in AI-enriched learning environments. Hence, key practical implications include the need to have clear goals and standards as well as to build students' competence in using AI tools. This study enriches the AI education literature by focusing on students' motivational systems and suggesting ways to cultivate better engagement with AI.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"10 1","pages":"48"},"PeriodicalIF":3.0,"publicationDate":"2025-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12301463/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144734070","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

Personalized targeted memory reactivation enhances consolidation of challenging memories via slow wave and spindle dynamics. 个性化的目标记忆再激活通过慢波和纺锤波动力学增强了挑战性记忆的巩固。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2025-07-22 DOI: 10.1038/s41539-025-00340-3

Gi-Hwan Shin, Young-Seok Kweon, Seungwon Oh, Seong-Whan Lee

{"title":"Personalized targeted memory reactivation enhances consolidation of challenging memories via slow wave and spindle dynamics.","authors":"Gi-Hwan Shin, Young-Seok Kweon, Seungwon Oh, Seong-Whan Lee","doi":"10.1038/s41539-025-00340-3","DOIUrl":"10.1038/s41539-025-00340-3","url":null,"abstract":"Sleep is crucial for memory consolidation, underpinning effective learning. Targeted memory reactivation (TMR) can strengthen neural representations by re-engaging learning circuits during sleep. However, TMR protocols overlook individual differences in learning capacity and memory trace strength, limiting efficacy for difficult-to-recall memories. Here, we present a personalized TMR protocol that adjusts stimulation frequency based on individual retrieval performance and task difficulty during a word-pair memory task. In an experiment comparing personalized TMR, TMR, and control groups, the personalized protocol significantly reduced memory decay and improved error correction under challenging recall. Electroencephalogram (EEG) analyses revealed enhanced synchronization of slow waves and spindles, with a significant positive correlation between behavioral and EEG features for challenging memories. Multivariate classification identified distinct neural signatures linked to the personalized approach, highlighting its ability to target memory-specific circuits. These findings provide novel insights into sleep-dependent memory consolidation and support personalized TMR interventions to optimize learning outcomes.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"10 1","pages":"47"},"PeriodicalIF":3.6,"publicationDate":"2025-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12280145/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144683422","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

Reading comprehension in L1 and L2 readers: neurocomputational mechanisms revealed through large language models. 母语和二语读者的阅读理解：通过大型语言模型揭示的神经计算机制。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2025-07-10 DOI: 10.1038/s41539-025-00337-y

Chanyuan Gu, Samuel A Nastase, Zaid Zada, Ping Li

{"title":"Reading comprehension in L1 and L2 readers: neurocomputational mechanisms revealed through large language models.","authors":"Chanyuan Gu, Samuel A Nastase, Zaid Zada, Ping Li","doi":"10.1038/s41539-025-00337-y","DOIUrl":"10.1038/s41539-025-00337-y","url":null,"abstract":"While evidence has accumulated to support the argument of shared computational mechanisms underlying language comprehension between humans and large language models (LLMs), few studies have examined this argument beyond native-speaker populations. This study examines whether and how alignment between LLMs and human brains captures the homogeneity and heterogeneity in both first-language (L1) and second-language (L2) readers. We recorded brain responses of L1 and L2 English readers of texts and assessed reading performance against individual difference factors. At the group level, the two groups displayed comparable model-brain alignment in widespread regions, with similar unique contributions from contextual embeddings. At the individual level, multiple regression models revealed the effects of linguistic abilities on alignment for both groups, but effects of attentional ability and language dominance status for L2 readers only. These findings provide evidence that LLMs serve as cognitively plausible models in characterizing homogeneity and heterogeneity in reading across human populations.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"10 1","pages":"46"},"PeriodicalIF":3.6,"publicationDate":"2025-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12246224/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144610019","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

Math anxiety and science anxiety are associated with spatial cognition and STEM interest in deaf, hard of hearing, and hearing people. 数学焦虑和科学焦虑与聋人、重听人和听力正常的人的空间认知和STEM兴趣有关。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2025-07-09 DOI: 10.1038/s41539-025-00336-z

Rachel Gabriella Pizzie, Rachel Marie Sortino, Christina Eun-Young Kim, Rachel Inghram

引用次数: 0

Multi-stakeholder perspective on responsible artificial intelligence and acceptability in education. 多利益相关者视角下的负责任人工智能及其在教育中的可接受性。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2025-07-08 DOI: 10.1038/s41539-025-00333-2

Alexander John Karran, Patrick Charland, Joé Trempe-Martineau, Ana Ortiz de Guinea Lopez de Arana, Anne-Marie Lesage, Sylvain Sénécal, Pierre-Majorique Léger

{"title":"Multi-stakeholder perspective on responsible artificial intelligence and acceptability in education.","authors":"Alexander John Karran, Patrick Charland, Joé Trempe-Martineau, Ana Ortiz de Guinea Lopez de Arana, Anne-Marie Lesage, Sylvain Sénécal, Pierre-Majorique Léger","doi":"10.1038/s41539-025-00333-2","DOIUrl":"10.1038/s41539-025-00333-2","url":null,"abstract":"Recognising a need to investigate the concerns and barriers to the acceptance of artificial intelligence (AI) in education, this study explores the acceptability of different AI applications in education from a multi-stakeholder perspective, including students, teachers, and parents. Acknowledging the transformative potential of AI, it addresses concerns related to data privacy, AI agency, transparency, explainability, and ethical deployment of AI. Using a vignette methodology, participants were presented with four scenarios where AI agency, transparency, explainability, and privacy were manipulated. After each scenario, participants completed a survey that captured their perceptions of AI's global utility, individual usefulness, justice, confidence, risk, and intention to use each scenario's AI if it was available. The data collection, comprising a final sample of 1198 participants, focused on individual responses to four AI use cases. A mediation analysis of the data indicated that acceptance and trust in AI vary significantly across stakeholder groups and AI applications.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"10 1","pages":"44"},"PeriodicalIF":3.6,"publicationDate":"2025-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12238224/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144592608","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

Unconscious cultural cognitive biases in explicit processes of visuomotor adaptation. 视觉运动适应外显过程中的无意识文化认知偏差。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2025-07-02 DOI: 10.1038/s41539-025-00335-0

Chiharu Yamada, Yoshihiro Itaguchi, Claudia Rodríguez-Aranda

{"title":"Unconscious cultural cognitive biases in explicit processes of visuomotor adaptation.","authors":"Chiharu Yamada, Yoshihiro Itaguchi, Claudia Rodríguez-Aranda","doi":"10.1038/s41539-025-00335-0","DOIUrl":"10.1038/s41539-025-00335-0","url":null,"abstract":"Studies have shown that explicit strategies make a significant contribution to visuomotor adaptation. However, little attention has been given to potential unconscious cognitive biases in these strategies, despite that they involve a sequence of cognitive decision-making processes. To reveal the possible cultural biases involved in motor learning, we compared Norwegian and Japanese participants in a visuomotor adaptation task using a verbal report paradigm. The results showed that Japanese participants aimed at locations more deviant from the target to account for rotated visual feedback. Additionally, a greater proportion of Japanese participants changed their aiming direction more frequently than Norwegian participants, even after successfully hitting the target. However, both groups showed similar behavioral performance, with comparable reaching accuracy and aftereffect amplitudes. These results suggest that the explicit component, which is estimated based on verbal reports, includes cognitive biases. The present study challenges the assumption of universality of motor learning among cultures.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"10 1","pages":"43"},"PeriodicalIF":3.6,"publicationDate":"2025-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12222529/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144555381","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

Creativity supports learning through associative thinking. 创造力通过联想思维支持学习。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2025-07-01 DOI: 10.1038/s41539-025-00334-1

Simone A Luchini, James C Kaufman, Benjamin Goecke, Oliver Wilhelm, Yoed N Kenett, Daisy Lei, Mathias Benedek, Janet G van Hell, Roger E Beaty

{"title":"Creativity supports learning through associative thinking.","authors":"Simone A Luchini, James C Kaufman, Benjamin Goecke, Oliver Wilhelm, Yoed N Kenett, Daisy Lei, Mathias Benedek, Janet G van Hell, Roger E Beaty","doi":"10.1038/s41539-025-00334-1","DOIUrl":"10.1038/s41539-025-00334-1","url":null,"abstract":"Creativity is a key 21st-century skill and a consistent predictor of academic learning outcomes. Despite decades of research on creativity and learning, little is known about the cognitive mechanisms underlying their relationship. In two studies, we examined whether creativity supports associative learning through associative thinking-the ability to generate novel word associations-an ability central to creativity which has not been previously tied to associative learning. In Study 1, we found that students who generated more novel word associations learned more words on a foreign language learning test 24 h later. In Study 2, we replicated and extended the effect to naturalistic creativity tasks (i.e., writing short stories and sketching line drawings), finding associative thinking mediated the relationship between creativity and associative learning. Importantly, both studies controlled for general intelligence. Our findings suggest that creativity's contribution to learning operates partly through a shared cognitive capacity for making new connections.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"10 1","pages":"42"},"PeriodicalIF":3.6,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12214691/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144545535","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