npj Science of Learning最新文献_第4页

Statistical learning dynamically shapes auditory perception. 统计学习动态地塑造听觉感知。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2025-06-19 DOI: 10.1038/s41539-025-00328-z

Sahil Luthra, Austin Luor, Adam T Tierney, Frederic Dick, Lori L Holt

{"title":"Statistical learning dynamically shapes auditory perception.","authors":"Sahil Luthra, Austin Luor, Adam T Tierney, Frederic Dick, Lori L Holt","doi":"10.1038/s41539-025-00328-z","DOIUrl":"10.1038/s41539-025-00328-z","url":null,"abstract":"Humans implicitly pick up on probabilities of stimuli and events, yet it remains unclear how statistical learning builds expectations that affect perception. Across 29 experiments, we examine the influence of task-irrelevant distributions-defined across acoustic frequency-on both tone detection in noise and tone duration judgments. The shape and range of the frequency distributions impact suppression and enhancement effects, as does a given tone's position within the range. Perception adapts quickly to changing distributions, but past distributions influence future judgments. Massed exposure to a single frequency impacts perception along a range of subsequently encountered frequencies. A novel bias emerges as well: lower frequencies are perceived as longer and higher ones as shorter. Probability-driven learning dynamically shapes perception, driven by interacting influences of sensory processing, distributional learning, and selective attention that sculpt a gain function involving modest enhancement of more-likely stimuli, and robust suppression of less-likely stimuli.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"10 1","pages":"41"},"PeriodicalIF":3.6,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12179262/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144334227","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 human-LLM interaction design reveals exploration and exploitation dynamics in higher education content generation. 结构化的人与法学硕士交互设计揭示了高等教育内容生成的探索和开发动态。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2025-06-18 DOI: 10.1038/s41539-025-00332-3

Pablo Flores Romero, Kin Nok Nicholas Fung, Guang Rong, Benjamin Ultan Cowley

{"title":"Structured human-LLM interaction design reveals exploration and exploitation dynamics in higher education content generation.","authors":"Pablo Flores Romero, Kin Nok Nicholas Fung, Guang Rong, Benjamin Ultan Cowley","doi":"10.1038/s41539-025-00332-3","DOIUrl":"10.1038/s41539-025-00332-3","url":null,"abstract":"Large Language Models (LLMs) present a radically new paradigm for the study of information foraging behavior. We study how LLM technology is used for pedagogical content creation by a sample of 25 participants in a doctoral-level Artificial Intelligence (AI) in Education course, and the role of computational-thinking skills in shaping their foraging behavior. We used editable prompt templates and socially-sourced keywords to structure their prompt-crafting process. This design influenced participants' behaviors towards exploration (to generate novel information landscapes) and exploitation (to dive into specific content). Findings suggest that exploration facilitates navigation of semantically diverse information, especially when influenced by social cues. In contrast, exploitation narrows the focus to using AI-generated content. Participants also completed a Computational Thinking survey: exploratory analyses suggest that trait cooperativity encourages exploitation of AI content, while trait critical thinking moderates reliance on participants' own interests. We discuss implications for future use of LLM-driven educational tools.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"10 1","pages":"40"},"PeriodicalIF":3.6,"publicationDate":"2025-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12177052/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144327285","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

A visual generalization gradient of conceptual stimuli based on fear acquisition in visual and auditory modalities. 基于视觉和听觉模式的恐惧习得的概念刺激的视觉泛化梯度。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2025-06-13 DOI: 10.1038/s41539-025-00318-1

Xin Liu, Benjamin Becker, Ya Jie Wang, Ying Mei, Haoran Dou, Yi Lei

{"title":"A visual generalization gradient of conceptual stimuli based on fear acquisition in visual and auditory modalities.","authors":"Xin Liu, Benjamin Becker, Ya Jie Wang, Ying Mei, Haoran Dou, Yi Lei","doi":"10.1038/s41539-025-00318-1","DOIUrl":"10.1038/s41539-025-00318-1","url":null,"abstract":"This study investigates crossmodal fear generalization, testing whether conditioned fear spreads between different sensory modalities. Participants in the unimodal group were presented with visual stimuli-images of a sparrow (CS+) and a laptop (CS-)-while the crossmodal group received auditory stimuli-sparrow calls (CS+) and keyboard typing sounds (CS-). During the generalization phase, both groups were presented with conceptually similar visual stimuli (GSs) with varying similarity to the CS+ (e.g. high: Pigeon, moderate: Duck, low: Goat). Measures included US expectancy ratings, skin conductance responses (SCR), and functional near-infrared spectroscopy (fNIRS). Results showed successful fear acquisition in both groups, with significantly higher US expectancy ratings, SCR, and mPFC HbO activity for CS+ compared to CS-. Both groups exhibited a gradient effect during the generalization phase, with GSs that were more perceptually similar to the CS+ eliciting higher US expectancy ratings. These findings support crossmodal fear generalization and offer new insights into the overgeneralization of fear in anxiety disorders.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"10 1","pages":"37"},"PeriodicalIF":3.6,"publicationDate":"2025-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12166056/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144295145","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

Preschool musicality is associated with school-age communication abilities through genes related to rhythmicity. 学龄前乐感通过与节奏相关的基因与学龄期的沟通能力相关联。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2025-06-13 DOI: 10.1038/s41539-025-00329-y

Lucía de Hoyos, Ellen Verhoef, Aysu Okbay, Janne R Vermeulen, Celeste Figaroa, Miriam Lense, Simon E Fisher, Reyna L Gordon, Beate St Pourcain

{"title":"Preschool musicality is associated with school-age communication abilities through genes related to rhythmicity.","authors":"Lucía de Hoyos, Ellen Verhoef, Aysu Okbay, Janne R Vermeulen, Celeste Figaroa, Miriam Lense, Simon E Fisher, Reyna L Gordon, Beate St Pourcain","doi":"10.1038/s41539-025-00329-y","DOIUrl":"10.1038/s41539-025-00329-y","url":null,"abstract":"Early-life abilities involved in perceiving, producing and engaging with music (musicality) may shape later (social) communication and language abilities. Here, we investigate phenotypic and genetic relationships linking musicality and communication abilities by studying information from preschool and school-aged children of the Avon Longitudinal Study of Parents and Children (N = 4169-6737 per measure, age 0.5-17 years). Using structural models, we identified relationships between latent musicality and speech- and cognition-related variables (r > 0.30). Consistently, polygenic scores for rhythmicity in adulthood (PGSrhythmicity) showed associations with preschool and school-age musicality (incremental-Nagelkerke-R2 = 0.006-0.011, p < 0.0025), as well as school-age communication and cognition-related measures (incremental-R2 = 0.04-1%, p < 0.0025). Studying the directionality of genetic effects using a mediation framework, we found evidence supporting a developmental pathway linking preschool musicality to school-age speech-/syntax-related abilities, as captured by PGSrhythmicity (shared effect: β = 0.0051(SE = 0.0021), p = 0.015). Associations were found conditional on general cognition and genetically unrelated to educational attainment, suggesting robust developmental links between early musicality and later speech-related communication performance.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"10 1","pages":"39"},"PeriodicalIF":3.6,"publicationDate":"2025-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12166078/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144295147","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

Computational markers show specific deficits for dyslexia and ADHD in complex learning settings. 计算标记显示了复杂学习环境中阅读障碍和ADHD的特殊缺陷。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2025-06-13 DOI: 10.1038/s41539-025-00323-4

Yafit Gabay, Lana Jacob, Atil Mansour, Uri Hertz

{"title":"Computational markers show specific deficits for dyslexia and ADHD in complex learning settings.","authors":"Yafit Gabay, Lana Jacob, Atil Mansour, Uri Hertz","doi":"10.1038/s41539-025-00323-4","DOIUrl":"10.1038/s41539-025-00323-4","url":null,"abstract":"The current study examined how individuals with neurodevelopmental disorders navigate the complexities of learning within multidimensional environments marked by uncertain dimension values and without explicit guidance. Participants engaged in a game-like complex reinforcement learning task in which the stimuli dimension determining reward remained undisclosed, necessitating that participants discover which dimension should be prioritized for detecting the maximum reward. For comparison, a control condition featuring a simple reinforcement learning task was included in which the predictive dimension was explicitly revealed. The findings showed that individuals with ADHD and dyslexia exhibited reduced performance across both tasks compared to their controls. Computational modeling revealed that relative to controls, participants with ADHD exhibited a markedly decreased ability to utilize demanding yet more optimal Bayesian inference strategies, whereas participants with dyslexia demonstrated heightened decay rates, indicating quicker discounting of recently learned associations. These findings illuminate different computational markers of neurodevelopmental disorders in naturalistic learning contexts.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"10 1","pages":"38"},"PeriodicalIF":3.6,"publicationDate":"2025-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12166045/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144295146","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

Delayed rewards weaken human goal directed actions. 延迟奖励削弱了人类目标导向的行动。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2025-06-07 DOI: 10.1038/s41539-025-00325-2

Omar David Perez, Gonzalo P Urcelay

{"title":"Delayed rewards weaken human goal directed actions.","authors":"Omar David Perez, Gonzalo P Urcelay","doi":"10.1038/s41539-025-00325-2","DOIUrl":"10.1038/s41539-025-00325-2","url":null,"abstract":"Goal-directed actions are sensitive to the causal association between actions and outcomes, as well as the value of those outcomes. Such sensitivity diminishes when actions become habitual. Based on recent findings in animals, we tested if delaying outcomes relative to actions would weaken sensitivity to outcome revaluation and reduce action rates. In three experiments (N = 290), participants made fictitious investments in companies within contexts that provided either immediate or delayed feedback. After training, participants were informed of a change in markets which affected both companies (one improved and the other worsened). Across all experiments, action rates were lower in the delayed-feedback condition, and outcome revaluation was stronger in the immediate-feedback condition. In addition, self-reported action-outcome knowledge was weaker in the delayed-feedback condition. These findings suggest that delays in reinforcement weaken the action-outcome association critical for goal-directed control. We discuss the potential mechanisms underlying this phenomenon in light of a contemporary theory of goal-directed behavior.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"10 1","pages":"36"},"PeriodicalIF":3.6,"publicationDate":"2025-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12145414/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144250361","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

Counting days is a spacing incentive that unlocks the potential of low GPA students. 计算天数是一种间隔激励，可以释放低GPA学生的潜力。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2025-06-05 DOI: 10.1038/s41539-025-00322-5

Iman YeckehZaare, Paul Resnick

引用次数: 0

Pavlovian to instrumental transfer of control over fight or flight decisions. 巴甫洛夫对战斗或逃跑决定的控制转移。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2025-05-28 DOI: 10.1038/s41539-025-00331-4

Andreas B Eder, Vanessa Mitschke

{"title":"Pavlovian to instrumental transfer of control over fight or flight decisions.","authors":"Andreas B Eder, Vanessa Mitschke","doi":"10.1038/s41539-025-00331-4","DOIUrl":"10.1038/s41539-025-00331-4","url":null,"abstract":"This study investigated outcome-selective Pavlovian-to-instrumental transfer (PIT) in fight-or-flight decision making. Participants learned to attack or retreat from monsters (instrumental phase) and to associate environments with specific monsters without responding (Pavlovian phase). In the transfer phase, they chose responses to unseen monsters while exposed to conditioned stimuli (CSs). Study 1 (n = 86) found that CSs influenced fight-or-flight decisions, demonstrating both outcome-selective and outcome-general PIT effects. Study 2 (n = 76) tested the operation of cognitive beliefs with post-training instructions that reversed the CS-outcome relations, revealing a reversed PIT effect. Study 3 (n = 83) manipulated threat levels by featuring highly dangerous monsters. Results showed a larger specific PIT under low versus high threat with standard instructions but not with reversal instructions. Findings suggest that associative knowledge about upcoming threats is integrated with knowledge of defensive actions into cognitive beliefs about which response is most effective for coping with danger.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"10 1","pages":"34"},"PeriodicalIF":3.6,"publicationDate":"2025-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12119884/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144175729","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

Triggers of curiosity in social constructivist classroom discourse. 社会建构主义课堂话语中好奇心的触发因素。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2025-05-28 DOI: 10.1038/s41539-025-00330-5

Farhan Ali, Yuhan Wang, Serena J-W Wang, Gaoxia Zhu

引用次数: 0

Unveiling the neural mechanisms of supernatural fiction comprehension using fNIRS. 利用近红外光谱揭示超自然小说理解的神经机制。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2025-05-24 DOI: 10.1038/s41539-025-00327-0

Xiaodong Xu, Cheng Jia, Kang Chen, Lijuan Chen

{"title":"Unveiling the neural mechanisms of supernatural fiction comprehension using fNIRS.","authors":"Xiaodong Xu, Cheng Jia, Kang Chen, Lijuan Chen","doi":"10.1038/s41539-025-00327-0","DOIUrl":"10.1038/s41539-025-00327-0","url":null,"abstract":"This study used fNIRS (functional near-infrared spectroscopy) to investigate the neural mechanisms underlying the processing of supernatural fiction, featuring either fictional or realistic characters, compared to real-world stories. Participants' brain activations were recorded while they read supernatural/realistic scenarios. Results showed that reading supernatural scenarios activated sensorimotor and the related frontal regions, compared to reading realistic scenarios. Furthermore, reading supernatural texts with unexpected realistic characters resulted in additional brain activity in the left IFG, compared to reading supernatural texts with expected fictional characters. Mediation analyses indicated that the activation of the left sensorimotor cortex during the reading of supernatural scenarios is mediated by readers' social cognition. Moreover, there was increased functional connectivity among different brain regions within the simulation network, and between the simulation network and the social cognition network, during the understanding of supernatural narratives. These findings suggest that simulation is crucial for readers to comprehend and interpret supernatural stories.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"10 1","pages":"32"},"PeriodicalIF":3.6,"publicationDate":"2025-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12103558/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144144036","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