npj Science of Learning最新文献_第3页

A Bayesian perspective on observers' inference of group norms. 观察者群体规范推断的贝叶斯视角。

IF 3 1区心理学

npj Science of Learning Pub Date : 2026-03-02 DOI: 10.1038/s41539-026-00405-x

Jipeng Duan, Xiuyan Guo, Li Zheng, Jun Yin

{"title":"A Bayesian perspective on observers' inference of group norms.","authors":"Jipeng Duan, Xiuyan Guo, Li Zheng, Jun Yin","doi":"10.1038/s41539-026-00405-x","DOIUrl":"10.1038/s41539-026-00405-x","url":null,"abstract":"Inferring group norms is crucial for adapting behaviors in novel situations, but its underlying basis and computational account remain unclear. This study manipulated the prevalence of norm-consistent behaviors (i.e., straight-line movements) to examine whether and how norm inference is influenced by observed group behavior, exploring its consistency with Bayesian updating, robustness, and independence. The results revealed no significant difference in prior probabilities regarding the existence of group norms across conditions, but posterior probabilities increased with the prevalence of norm-consistent behaviors. Furthermore, the Bayesian inference model outputs positively predicted participants' judgments, indicating that norm inference aligned with Bayesian updating. Even in the presence of deviant behaviors, norm inference remained consistent with Bayesian principles, demonstrating its robustness. Finally, the study revealed that individuals could infer group norms from observed behaviors, independent of desire inferences. These findings enhance our understanding of how individuals navigate group norms in novel situations.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2026-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13065979/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147345387","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

Wakeful targeted memory reactivation during short rest periods modulates early motor learning. 短暂休息期间清醒的目标记忆再激活调节早期运动学习。

IF 3 1区心理学

npj Science of Learning Pub Date : 2026-03-02 DOI: 10.1038/s41539-026-00407-9

Ryushin Kawasoe, Kana Matsumura, Taiga Shinohara, Koki Arima, Yuhi Takeo, Takashi Ikeda, Hisato Sugata

{"title":"Wakeful targeted memory reactivation during short rest periods modulates early motor learning.","authors":"Ryushin Kawasoe, Kana Matsumura, Taiga Shinohara, Koki Arima, Yuhi Takeo, Takashi Ikeda, Hisato Sugata","doi":"10.1038/s41539-026-00407-9","DOIUrl":"10.1038/s41539-026-00407-9","url":null,"abstract":"This study investigated whether wakeful targeted memory reactivation (TMR) during short rest intervals improves motor learning. Participants were randomly assigned to three groups and performed a sequential key-press task under each condition: (1) TMRregular group: auditory cues played at the same speed as the previous task, (2) TMRfast group: auditory cues played 1.3 times faster, and (3) TMRrandom group: auditory cues randomized in pitch. To examine the motor learning effect of cue structure, we compared motor learning across three groups (TMRregular, TMRfast, and TMRrandom). The TMRfast group enhanced early learning gains compared with the TMRregular group. Electroencephalogram data revealed stronger functional connectivity centered on the lateral orbitofrontal cortex (lOFC) in the TMRfast group than in the TMRregular group. Together, these findings suggest that wakeful TMR can enhance early motor learning depending on cue timing and structure, highlighting the importance of optimizing sensory parameters for learning improvement.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2026-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13065769/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147345428","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

Shared effects of one's own and others' experiences during reinforcement learning on episodic memory. 强化学习过程中自身和他人经历对情景记忆的共同影响。

IF 3 1区心理学

npj Science of Learning Pub Date : 2026-02-28 DOI: 10.1038/s41539-026-00409-7

Maria A Woitow, Anthony I Jang, Ben Eppinger, Matthew R Nassar, Marcel Brass, Julia M Rodriguez Buritica

{"title":"Shared effects of one's own and others' experiences during reinforcement learning on episodic memory.","authors":"Maria A Woitow, Anthony I Jang, Ben Eppinger, Matthew R Nassar, Marcel Brass, Julia M Rodriguez Buritica","doi":"10.1038/s41539-026-00409-7","DOIUrl":"10.1038/s41539-026-00409-7","url":null,"abstract":"Humans learn not only from their own experiences but also by observing others. Prior research has shown that reward prediction errors (RPEs) - the difference between expected and received outcomes - guide both experiential and observational reinforcement learning. While RPEs from direct experience have been linked to memory formation, it remains unclear whether vicarious RPEs play a similar role in observational learning. Using an incidental memory paradigm, we investigated how experiential and observational learning in a decision-making task shape memory and examined the role of RPEs in this process. Although recognition accuracy did not differ between learning conditions, participants reported higher confidence in memories from experiential trials. Notably, across both learning conditions, gambling and positive RPEs during memory item presentation were associated with enhanced memory. These findings advance our understanding of how observing others' choices and outcomes affects episodic memory by emphasizing shared encoding mechanisms with experiential learning.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2026-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12992901/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147322179","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 ability conflates SES creativity gaps. 阅读能力将SES创造力的差距混为一谈。

IF 3 1区心理学

npj Science of Learning Pub Date : 2026-02-26 DOI: 10.1038/s41539-026-00404-y

Guilherme Lichand, Lêticia Lopes, Sachin Allums

{"title":"Reading ability conflates SES creativity gaps.","authors":"Guilherme Lichand, Lêticia Lopes, Sachin Allums","doi":"10.1038/s41539-026-00404-y","DOIUrl":"10.1038/s41539-026-00404-y","url":null,"abstract":"Who is more creative: high- or low-socioeconomic status (SES) individuals? This question is the focus of intense debates within both the scientific community and society at large, since creativity has been linked to innovation, productivity, and wealth generation. This question is, however, hard to answer; in particular, because creativity is typically assessed through standardized tests that build on reading and writing proficiency, which might conflate the relationship between SES and creativity. To overcome this challenge, we combine high-quality data on reading ability and experimental variation in reading requirements embedded in creativity assessments in a series of studies with 6-12th graders in Brazilian schools. We first document that established creativity measures exhibit sizable SES gaps, but that these gaps become much smaller and no longer significant once we parse out students' reading ability (Study 1). Next, in two randomized control trials, we have students complete divergent thinking tasks while experimentally varying reading requirements: in the control group, students had to read question prompts, just like in standard assessments (e.g., PISA); in the treatment group, enumerators read the prompts on their behalf. In both conditions, enumerators wrote down students' answers. We find that high-SES students outperform low-SES ones only when they read the prompt, but not when performance does not depend on reading ability (Studies 2 and 3).","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2026-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13057148/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147311312","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

Growth mindsets are less endorsed and less associated with academic performance in non-WEIRD cultures. 在非weird文化中，成长型思维模式较少被认可，与学习成绩的关系也较少。

IF 3 1区心理学

npj Science of Learning Pub Date : 2026-02-24 DOI: 10.1038/s41539-026-00406-w

Yuhan Wang, Xin Tang, Shengtao Wu, Xin Sun

引用次数: 0

Effects of videos with whole-body movements on young children's geography learning. 全身动作视频对幼儿地理学习的影响。

IF 3 1区心理学

npj Science of Learning Pub Date : 2026-02-23 DOI: 10.1038/s41539-026-00408-8

Myrto F Mavilidi, Fred Paas, Liye Zou, David R Lubans, Leila Mokhtari, Mirko Schmidt, Juan Cristobal Castro Alonso, Rebecca Ng, Sue Bennett

{"title":"Effects of videos with whole-body movements on young children's geography learning.","authors":"Myrto F Mavilidi, Fred Paas, Liye Zou, David R Lubans, Leila Mokhtari, Mirko Schmidt, Juan Cristobal Castro Alonso, Rebecca Ng, Sue Bennett","doi":"10.1038/s41539-026-00408-8","DOIUrl":"10.1038/s41539-026-00408-8","url":null,"abstract":"This video-based study explores the feasibility, acceptability, and efficacy of an online movement-based intervention in young children. The intervention integrated sensorimotor experiences with digital instruction to facilitate knowledge acquisition. Seventy-five children (Mage = 5.61; SD = 1.03) were randomly assigned to either an embodied cognition group, where they watched videos and performed simple full-body movements mimicking animals from different continents, or a control group, where they watched the same videos while remaining seated. Pre- and post-test assessments measured geographical knowledge retention. Children rated their enjoyment of the instructional preference. Results from MANCOVA indicated no significant group differences in knowledge recall. An ANOVA showed that both groups reported high levels of enjoyment related to instructional engagement. The study contributes to the growing body of research on movement-based digital learning, emphasizing the importance of balancing cognitive and motor demands in online educational environments.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2026-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13018594/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147277611","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

Neural patterns reflect conceptual grasp of novice students following first class learning in physics. 神经模式反映了初学物理的学生对概念的掌握。

IF 3 1区心理学

npj Science of Learning Pub Date : 2026-02-22 DOI: 10.1038/s41539-025-00394-3

Joshua S Cetron, Megan E Hillis, Solomon G Diamond, Vicki V May, David J M Kraemer

{"title":"Neural patterns reflect conceptual grasp of novice students following first class learning in physics.","authors":"Joshua S Cetron, Megan E Hillis, Solomon G Diamond, Vicki V May, David J M Kraemer","doi":"10.1038/s41539-025-00394-3","DOIUrl":"10.1038/s41539-025-00394-3","url":null,"abstract":"Students in STEM fields frequently learn new abstract concepts as they build knowledge for scientific innovation. Yet little work has investigated how patterns of neural activity reflect the emergence of this newly learned conceptual information. In a single lesson and lab activity, participants learned about physics concepts, then subsequently completed an fMRI session. We identified neural patterns tracking students' newly acquired STEM concept knowledge, using a machine-learning classifier to assess the embedding of concept-relevant categories in students' neural representations of the task stimuli. Patterns in several parietal and temporal regions reflected conceptual knowledge acquired during the lesson. Crucially, a regression analysis further demonstrated that greater concept-relevant organization of the stimuli in these brain regions was associated with better performance on behavioral concept knowledge assessments. Results suggest that after only brief exposure to new STEM topics, early evidence of comprehension can be identified in the individualized neural patterns of novice learners.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2026-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13039910/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146776661","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

Knowledge reshapes inquiry by changing question asking ability and impacting academic assessment. 知识通过改变提问能力和影响学术评估来重塑探究。

IF 3 1区心理学

npj Science of Learning Pub Date : 2026-02-17 DOI: 10.1038/s41539-026-00402-0

Tuval Raz, Yoed N Kenett

{"title":"Knowledge reshapes inquiry by changing question asking ability and impacting academic assessment.","authors":"Tuval Raz, Yoed N Kenett","doi":"10.1038/s41539-026-00402-0","DOIUrl":"10.1038/s41539-026-00402-0","url":null,"abstract":"Question-asking is central to human communication, cognitive development, and learning. While prior research has examined questioning in controlled, non-longitudinal settings, little is known about how the originality and complexity of the questions people ask change over time or how these abilities respond to knowledge acquisition. This study examined how gained knowledge shapes question-asking and whether these abilities predict academic outcomes. Undergraduate students (N = 68) enrolled in a semester-long \"Intro to Psychology\" course completed general and domain-specific question-asking tasks at the start and end of the semester, along with an open-ended final project and a closed-ended multiple-choice exam. Domain-specific question-asking improved over time, whereas general question-asking remained stable or declined. General and specific question-asking abilities were negatively related to closed-ended test performance and positively related to open-ended project performance. These findings clarify how knowledge reshapes inquiry and highlight the educational value of fostering stronger question-asking skills.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2026-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13031957/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146214555","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

Both individual and peer growth mindsets matter for academic resilience. 个人和同伴成长的心态对学业弹性都很重要。

IF 3 1区心理学

npj Science of Learning Pub Date : 2026-02-12 DOI: 10.1038/s41539-026-00403-z

Ronnel B King, Jiajing Li, Yi Wang

引用次数: 0

Children consider changes in performance over time when reasoning about academic achievements. 孩子们在推理学业成绩时，会考虑成绩随时间的变化。

IF 3 1区心理学

npj Science of Learning Pub Date : 2026-01-21 DOI: 10.1038/s41539-026-00401-1

Ying Hu, Yuhang Shu, Xin Zhao

引用次数: 0