npj Science of Learning最新文献_第3页

Longitudinal associations between sedentary behavior types and mathematics ability mediated by externalizing and internalizing problems. 外化和内化问题介导的久坐行为类型与数学能力的纵向关联。

IF 4.3 1区心理学

npj Science of Learning Pub Date : 2026-04-15 DOI: 10.1038/s41539-026-00424-8

Kaiqi Guan, Zhihao Zhang, Zijun Liu, Dominika M Pindus, Charles H Hillman, Qian Yu, Arthur F Kramer, Jin Kuang, Kirk I Erickson, Fabian Herold, Mats Hallgren, Matthew Heath, Ronghuan Jiang, André O Werneck, Xia Xu, Liye Zou

{"title":"Longitudinal associations between sedentary behavior types and mathematics ability mediated by externalizing and internalizing problems.","authors":"Kaiqi Guan, Zhihao Zhang, Zijun Liu, Dominika M Pindus, Charles H Hillman, Qian Yu, Arthur F Kramer, Jin Kuang, Kirk I Erickson, Fabian Herold, Mats Hallgren, Matthew Heath, Ronghuan Jiang, André O Werneck, Xia Xu, Liye Zou","doi":"10.1038/s41539-026-00424-8","DOIUrl":"10.1038/s41539-026-00424-8","url":null,"abstract":"This study examined the associations between sedentary behavior (SB) at age 11 and mathematics ability at age 17, and assessed the mediating effect of internalizing and externalizing problems at age 14, using UK Millennium Cohort Study data (N = 3622; 53% male). Self-reported frequency of SB (listening to music, Internet use, reading, and playing games) and parental-reported SB duration (time spent on TV viewing and doing homework) were collected at age 11. Behavioral issues were assessed at age 14 via the Strengths and Difficulties Questionnaire. Mathematics ability was examined at age 17 using the Number Analogies Activity Task. Negative binomial regression and mediation analysis (med4way in Stata) were applied. Among female adolescents, reading, doing homework, and using the Internet were positively associated with mathematics ability. For males, TV viewing was negatively associated with mathematics ability, mediated by internalizing problems. Findings suggest that in children sex-dependent association between SB characteristics and mathematical abilities exists, implying that future initiatives targeting SB may consider leveraging sex-specific interventions.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":" ","pages":""},"PeriodicalIF":4.3,"publicationDate":"2026-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13260896/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147692905","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

Producing concept-motivated signs supports learning of STEM in American Sign Language. 产生概念驱动的手势支持美国手语STEM的学习。

IF 4.3 1区心理学

npj Science of Learning Pub Date : 2026-04-11 DOI: 10.1038/s41539-026-00418-6

Rachel Sortino, Christina Kim, Thalia Guettler, Katie McClyman, Lorna Quandt, Alicia Wooten, Rachel Pizzie

引用次数: 0

Neurophysiological prediction of competitive orientation via EEG during outcome evaluation in gamified learning. 游戏化学习结果评价中竞争取向的脑电图神经生理学预测。

IF 4.3 1区心理学

npj Science of Learning Pub Date : 2026-04-06 DOI: 10.1038/s41539-026-00420-y

Hiroki Watanabe, Ayato Tabata, Chikara Ishii, Yasushi Naruse

{"title":"Neurophysiological prediction of competitive orientation via EEG during outcome evaluation in gamified learning.","authors":"Hiroki Watanabe, Ayato Tabata, Chikara Ishii, Yasushi Naruse","doi":"10.1038/s41539-026-00420-y","DOIUrl":"10.1038/s41539-026-00420-y","url":null,"abstract":"Gamification often employs competition-based mechanics to enhance motivation; however, their effectiveness varies depending on an individual's competitive orientation. This study proposes a method to assess competitive orientation using EEG data in a gamified learning environment. Twenty-eight participants completed a gamified mental arithmetic task under two conditions: competing against an opponent (competitive condition) and attempting to surpass their best score (self-referential condition). Event-related potentials (ERPs) in response to outcome feedback-P300, feedback-related negativity, and reward positivity (RewP)-were analyzed. Results showed that RewP amplitude in the competitive condition was significantly correlated with competitive orientation scores. P300 amplitude was associated with the scores regardless of condition. Furthermore, a support vector regression model trained on ERP and behavioral features from the competitive condition predicted competitive orientation scores (r = 0.468). These findings suggest that ERP responses provide objective information for estimating competitive orientation, highlighting a neurophysiological approach to personalized gamification design.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":" ","pages":""},"PeriodicalIF":4.3,"publicationDate":"2026-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13230860/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147628857","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

Semantic relatedness and the efficacy of retrieval practice. 语义关联与检索练习的效果。

IF 4.3 1区心理学

npj Science of Learning Pub Date : 2026-04-04 DOI: 10.1038/s41539-026-00416-8

Mohan W Gupta, Steven C Pan, Timothy C Rickard

{"title":"Semantic relatedness and the efficacy of retrieval practice.","authors":"Mohan W Gupta, Steven C Pan, Timothy C Rickard","doi":"10.1038/s41539-026-00416-8","DOIUrl":"10.1038/s41539-026-00416-8","url":null,"abstract":"Retrieval practice (i.e., practice testing) enhances recall relative to other study methods, but it is still unclear when it helps most. Here, we ask if testing is more beneficial for weakly or strongly related word pairs. Participants studied word pairs with either low or high semantic relatedness, then practiced them using either test-with-feedback or restudy. We gave a final cued-recall test 24 hours later. Rather than relying on an ANOVA interaction on proportion correct, which can be hard to interpret when the link between latent memory strength and accuracy is unknown, we evaluated performance using a principled reference model and used cumulative distribution matching. Testing improved recall in both groups, but its benefit was 26% smaller for highly related pairs. This pattern was not explained by ceiling constraints, either across participants or at the item level. The model's characteristic quadratic relation between test and restudy performance held, but the high-relatedness data showed a systematic reduction in the incremental gain from testing. One interpretation consistent with the model is that study and test memory strengths become positively correlated for highly related materials. These results clarify how semantic structure shapes the testing effect and when practice testing is likely to pay off most.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":" ","pages":""},"PeriodicalIF":4.3,"publicationDate":"2026-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13230953/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147619231","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

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 4.3 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 4.3 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":"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":4.3,"publicationDate":"2026-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13223258/pdf/","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":"OA","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 4.3 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":"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":4.3,"publicationDate":"2026-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13219697/pdf/","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":"OA","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 4.3 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":"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":4.3,"publicationDate":"2026-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13219403/pdf/","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":"OA","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 4.3 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

{"title":"Multilingualism educational attainment and cognitive development in UK adolescents.","authors":"Roisin C Perry, Roberto Filippi, Mireille B Toledano, Iroise Dumontheil, Chen Shen, Michael S C Thomas","doi":"10.1038/s41539-026-00411-z","DOIUrl":"10.1038/s41539-026-00411-z","url":null,"abstract":"Evidence for educational or cognitive advantages in multilinguals is mixed and may reflect socioeconomic or cultural confounds. Using 1673 UK adolescents from the SCAMP cohort, we examined educational attainment at ages 11 and 16 and change in cognitive control between these time points, comparing simultaneous multilinguals, children learning English as a second language, and monolinguals while adjusting for relevant covariates. Simultaneous multilinguals showed a small but reliable attainment advantage over monolinguals at both ages, whereas cognitive differences appeared only in cross-sectional analyses. Children learning English as a second language showed lower attainment at 11, steeper gains, and higher attainment by 16, with no evidence of cognitive differences. Mediation analyses indicated that attainment advantages were largely independent of cognitive measures, suggesting that educational outcomes and cognitive differences should be decoupled. These findings inform policy discussions on multilingual education.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":" ","pages":""},"PeriodicalIF":4.3,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13212884/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147595510","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

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 4.3 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":"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":4.3,"publicationDate":"2026-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13246770/pdf/","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":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0