npj Science of Learning最新文献_第4页

Exploring the genetic prediction of academic underachievement and overachievement. 探索学习成绩不佳和学习成绩优异的遗传预测。

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2024-06-01 DOI: 10.1038/s41539-024-00251-9

Kaito Kawakami, Francesca Procopio, Kaili Rimfeld, Margherita Malanchini, Sophie von Stumm, Kathryn Asbury, Robert Plomin

{"title":"Exploring the genetic prediction of academic underachievement and overachievement.","authors":"Kaito Kawakami, Francesca Procopio, Kaili Rimfeld, Margherita Malanchini, Sophie von Stumm, Kathryn Asbury, Robert Plomin","doi":"10.1038/s41539-024-00251-9","DOIUrl":"10.1038/s41539-024-00251-9","url":null,"abstract":"Academic underachievement refers to school performance which falls below expectations. Focusing on the pivotal first stage of education, we explored a quantitative measure of underachievement using genomically predicted achievement delta (GPAΔ), which reflects the difference between observed and expected achievement predicted by genome-wide polygenic scores. We analyzed the relationship between GPAΔ at age 7 and achievement trajectories from ages 7 to 16, using longitudinal data from 4175 participants in the Twins Early Development Study to assess empirically the extent to which students regress to their genomically predicted levels by age 16. We found that the achievement of underachievers and overachievers who deviated from their genomic predictions at age 7 regressed on average by one-third towards their genomically predicted levels. We also found that GPAΔ at age 7 was as predictive of achievement trajectories as a traditional ability-based index of underachievement. Targeting GPAΔ underachievers might prove cost-effective because such interventions seem more likely to succeed by going with the genetic flow rather than swimming upstream, helping GPAΔ underachievers reach their genetic potential as predicted by their GPS. However, this is a hypothesis that needs to be tested in intervention research investigating whether GPAΔ underachievers respond better to the intervention than other underachievers. We discuss the practicality of genomic indices in assessing underachievement.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"9 1","pages":"39"},"PeriodicalIF":4.2,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11144217/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141187172","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 brief tablet-based intervention benefits linguistic and communicative abilities in toddlers and preschoolers. 基于平板电脑的简短干预可提高幼儿和学龄前儿童的语言和交流能力。

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2024-05-30 DOI: 10.1038/s41539-024-00249-3

Marcela Peña, Constanza Vásquez-Venegas, Patricia Cortés, Enrica Pittaluga, Mitzy Herrera, Esteban J Pino, Raul G Escobar, Ghislaine Dehaene-Lambertz, Pamela Guevara

{"title":"A brief tablet-based intervention benefits linguistic and communicative abilities in toddlers and preschoolers.","authors":"Marcela Peña, Constanza Vásquez-Venegas, Patricia Cortés, Enrica Pittaluga, Mitzy Herrera, Esteban J Pino, Raul G Escobar, Ghislaine Dehaene-Lambertz, Pamela Guevara","doi":"10.1038/s41539-024-00249-3","DOIUrl":"10.1038/s41539-024-00249-3","url":null,"abstract":"Young children's linguistic and communicative abilities are foundational for their academic achievement and overall well-being. We present the positive outcomes of a brief tablet-based intervention aimed at teaching toddlers and preschoolers new word-object and letter-sound associations. We conducted two experiments, one involving toddlers ( ~ 24 months old, n = 101) and the other with preschoolers ( ~ 42 months old, n = 152). Using a pre-post equivalent group design, we measured the children's improvements in language and communication skills resulting from the intervention. Our results showed that the intervention benefited toddlers' verbal communication and preschoolers' speech comprehension. Additionally, it encouraged vocalizations in preschoolers and enhanced long-term memory for the associations taught in the study for all participants. In summary, our study demonstrates that the use of a ludic tablet-based intervention for teaching new vocabulary and pre-reading skills can improve young children's linguistic and communicative abilities, which are essential for future development.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"9 1","pages":"38"},"PeriodicalIF":4.2,"publicationDate":"2024-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11139856/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141179994","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

Exploring brain plasticity in developmental dyslexia through implicit sequence learning. 通过内隐序列学习探索发育性阅读障碍的大脑可塑性。

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2024-05-27 DOI: 10.1038/s41539-024-00250-w

Gaia Olivo, Jonas Persson, Martina Hedenius

{"title":"Exploring brain plasticity in developmental dyslexia through implicit sequence learning.","authors":"Gaia Olivo, Jonas Persson, Martina Hedenius","doi":"10.1038/s41539-024-00250-w","DOIUrl":"10.1038/s41539-024-00250-w","url":null,"abstract":"Developmental dyslexia (DD) is defined as difficulties in learning to read even with normal intelligence and adequate educational guidance. Deficits in implicit sequence learning (ISL) abilities have been reported in children with DD. We investigated brain plasticity in a group of 17 children with DD, compared with 18 typically developing (TD) children, after two sessions of training on a serial reaction time (SRT) task with a 24-h interval. Our outcome measures for the task were: a sequence-specific implicit learning measure (ISL), entailing implicit recognition and learning of sequential associations; and a general visuomotor skill learning measure (GSL). Gray matter volume (GMV) increased, and white matter volume (WMV) decreased from day 1 to day 2 in cerebellar areas regardless of group. A moderating effect of group was found on the correlation between WMV underlying the left precentral gyrus at day 2 and the change in ISL performance, suggesting the use of different underlying learning mechanisms in DD and TD children during the ISL task. Moreover, DD had larger WMV in the posterior thalamic radiation compared with TD, supporting previous reports of atypical development of this structure in DD. Further studies with larger sample sizes are warranted to validate these results.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"9 1","pages":"37"},"PeriodicalIF":4.2,"publicationDate":"2024-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11130236/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141159093","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

Phonological awareness mediates the relationship between DCDC2 and reading performance with home environment 语音意识是 DCDC2 和阅读能力与家庭环境之间关系的中介

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2024-05-03 DOI: 10.1038/s41539-024-00247-5

Miao Li, Mellissa M. C. DeMille, Maureen W. Lovett, Joan Bosson-Heenan, Jan C. Frijters, Jeffrey R. Gruen

{"title":"Phonological awareness mediates the relationship between DCDC2 and reading performance with home environment","authors":"Miao Li, Mellissa M. C. DeMille, Maureen W. Lovett, Joan Bosson-Heenan, Jan C. Frijters, Jeffrey R. Gruen","doi":"10.1038/s41539-024-00247-5","DOIUrl":"https://doi.org/10.1038/s41539-024-00247-5","url":null,"abstract":"Proficient reading requires critical phonological processing skill that interacts with both genetic and environmental factors. However, the precise nature of the relationships between phonological processing and genetic and environmental factors are poorly understood. We analyzed data from the Genes, Reading and Dyslexia (GRaD) Study on 1419 children ages 8–15 years from African-American and Hispanic-American family backgrounds living in North America. The analyses showed that phonological awareness mediated the relationship between DCDC2-READ1 and reading outcomes when parental education and socioeconomic status was low. The association between READ1 and reading performance is complex, whereby mediation by phonological awareness was significantly moderated by both parental education and socioeconomic status. These results show the importance of home environment and phonological skills when determining associations between READ1 and reading outcomes. This will be an important consideration in the development of genetic screening for risk of reading disability.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"1 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140835223","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Speech connectedness predicts reading performance three months in advance: a longitudinal experiment 语音连接预测三个月前的阅读成绩：纵向实验

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2024-05-02 DOI: 10.1038/s41539-024-00248-4

Bárbara Malcorra, Marina Ribeiro, Luísa Jensen, Giovana Gomes, Tamara Meletti, Natália Bezerra Mota

引用次数: 0

Body-part specificity for learning of multiple prior distributions in human coincidence timing 在人类巧合计时中学习多重先验分布的身体部位特异性

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2024-05-02 DOI: 10.1038/s41539-024-00241-x

Yoshiki Matsumura, Neil W. Roach, James Heron, Makoto Miyazaki

{"title":"Body-part specificity for learning of multiple prior distributions in human coincidence timing","authors":"Yoshiki Matsumura, Neil W. Roach, James Heron, Makoto Miyazaki","doi":"10.1038/s41539-024-00241-x","DOIUrl":"https://doi.org/10.1038/s41539-024-00241-x","url":null,"abstract":"During timing tasks, the brain learns the statistical distribution of target intervals and integrates this prior knowledge with sensory inputs to optimise task performance. Daily events can have different temporal statistics (e.g., fastball/slowball in baseball batting), making it important to learn and retain multiple priors. However, the rules governing this process are not yet understood. Here, we demonstrate that the learning of multiple prior distributions in a coincidence timing task is characterised by body-part specificity. In our experiments, two prior distributions (short and long intervals) were imposed on participants. When using only one body part for timing responses, regardless of the priors, participants learned a single prior by generalising over the two distributions. However, when the two priors were assigned to different body parts, participants concurrently learned the two independent priors. Moreover, body-part specific prior acquisition was faster when the priors were assigned to anatomically distant body parts (e.g., hand/foot) than when they were assigned to close body parts (e.g., index/middle fingers). This suggests that the body-part specific learning of priors is organised according to somatotopy.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"60 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140835221","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Alpha neurofeedback training improves visual working memory in healthy individuals 阿尔法神经反馈训练可改善健康人的视觉工作记忆

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2024-04-18 DOI: 10.1038/s41539-024-00242-w

Wenbin Zhou, Wenya Nan, Kaiwen Xiong, Yixuan Ku

{"title":"Alpha neurofeedback training improves visual working memory in healthy individuals","authors":"Wenbin Zhou, Wenya Nan, Kaiwen Xiong, Yixuan Ku","doi":"10.1038/s41539-024-00242-w","DOIUrl":"https://doi.org/10.1038/s41539-024-00242-w","url":null,"abstract":"Neurofeedback (NF) training is a closed-loop brain training in which participants learn to regulate their neural activation. NF training of alpha (8–12 Hz) activity has been reported to enhance working memory capacity, but whether it affects the precision in working memory has not yet been explored. Moreover, whether NF training distinctively influences performance in different types of working memory tasks remains unclear. Therefore, the present study conducted a randomized, single-blind, sham-controlled experiment to investigate how alpha NF training affected the capacity and precision of working memory, as well as the related neural change. Forty participants were randomly and equally assigned to the NF group and the sham control group. Both groups received NF training (about 30 min daily) for five consecutive days. The NF group received alpha (8–12 Hz) training, while the sham control group received sham NF training. We found a significant alpha increase within sessions but no significant difference across sessions. However, the behavioral performance and neural activity in the modified Sternberg task did not show significant change after alpha NF training. On the contrary, the alpha NF training group significantly increased visual working memory capacity measured by the Corsi-block tapping task and improved visual working memory precision in the interference condition in a color-recall task. These results suggest that alpha NF training influences performance in working memory tasks involved in the visuospatial sketchpad. Notably, we demonstrated that alpha NF training improves the quantity and quality of visual working memory.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"58 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140614537","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

An update on recent advances in targeted memory reactivation during sleep 睡眠期间定向记忆再激活的最新进展

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2024-04-15 DOI: 10.1038/s41539-024-00244-8

Julia Carbone, Susanne Diekelmann

{"title":"An update on recent advances in targeted memory reactivation during sleep","authors":"Julia Carbone, Susanne Diekelmann","doi":"10.1038/s41539-024-00244-8","DOIUrl":"https://doi.org/10.1038/s41539-024-00244-8","url":null,"abstract":"Targeted Memory Reactivation (TMR) is a noninvasive tool to manipulate memory consolidation during sleep. TMR builds on the brain’s natural processes of memory reactivation during sleep and aims to facilitate or bias these processes in a certain direction. The basis of this technique is the association of learning content with sensory cues, such as odors or sounds, that are presented during subsequent sleep to promote memory reactivation. Research on TMR has drastically increased over the last decade with rapid developments. The aim of the present review is to highlight the most recent advances of this research. We focus on effects of TMR on the strengthening of memories in the declarative, procedural and emotional memory domain as well as on ways in which TMR can be used to promote forgetting. We then discuss advanced technical approaches to determine the optimal timing of TMR within the ongoing oscillatory activity of the sleeping brain as well as the specificity of TMR for certain memory contents. We further highlight the specific effects of TMR during REM sleep and in influencing dream content. Finally, we discuss recent evidence for potential applications of TMR for mental health, educational purposes and in the home setting. In conclusion, the last years of research have provided substantial advances in TMR that can guide future endeavors in research and application.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"42 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140601097","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Evidence for a competitive relationship between executive functions and statistical learning 执行功能与统计学习之间存在竞争关系的证据

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2024-04-12 DOI: 10.1038/s41539-024-00243-9

Felipe Pedraza, Bence C. Farkas, Teodóra Vékony, Frederic Haesebaert, Romane Phelipon, Imola Mihalecz, Karolina Janacsek, Royce Anders, Barbara Tillmann, Gaën Plancher, Dezső Németh

{"title":"Evidence for a competitive relationship between executive functions and statistical learning","authors":"Felipe Pedraza, Bence C. Farkas, Teodóra Vékony, Frederic Haesebaert, Romane Phelipon, Imola Mihalecz, Karolina Janacsek, Royce Anders, Barbara Tillmann, Gaën Plancher, Dezső Németh","doi":"10.1038/s41539-024-00243-9","DOIUrl":"https://doi.org/10.1038/s41539-024-00243-9","url":null,"abstract":"The ability of the brain to extract patterns from the environment and predict future events, known as statistical learning, has been proposed to interact in a competitive manner with prefrontal lobe-related networks and their characteristic cognitive or executive functions. However, it remains unclear whether these cognitive functions also possess a competitive relationship with implicit statistical learning across individuals and at the level of latent executive function components. In order to address this currently unknown aspect, we investigated, in two independent experiments (NStudy1 = 186, NStudy2 = 157), the relationship between implicit statistical learning, measured by the Alternating Serial Reaction Time task, and executive functions, measured by multiple neuropsychological tests. In both studies, a modest, but consistent negative correlation between implicit statistical learning and most executive function measures was observed. Factor analysis further revealed that a factor representing verbal fluency and complex working memory seemed to drive these negative correlations. Thus, the antagonistic relationship between implicit statistical learning and executive functions might specifically be mediated by the updating component of executive functions or/and long-term memory access.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"23 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140601111","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Investigating lexical categorization in reading based on joint diagnostic and training approaches for language learners 基于语言学习者联合诊断和训练方法的阅读词汇分类研究

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2024-04-10 DOI: 10.1038/s41539-024-00237-7

Benjamin Gagl, Klara Gregorová

{"title":"Investigating lexical categorization in reading based on joint diagnostic and training approaches for language learners","authors":"Benjamin Gagl, Klara Gregorová","doi":"10.1038/s41539-024-00237-7","DOIUrl":"https://doi.org/10.1038/s41539-024-00237-7","url":null,"abstract":"Efficient reading is essential for societal participation, so reading proficiency is a central educational goal. Here, we use an individualized diagnostics and training framework to investigate processes in visual word recognition and evaluate its usefulness for detecting training responders. We (i) motivated a training procedure based on the Lexical Categorization Model (LCM) to introduce the framework. The LCM describes pre-lexical orthographic processing implemented in the left-ventral occipital cortex and is vital to reading. German language learners trained their lexical categorization abilities while we monitored reading speed change. In three studies, most language learners increased their reading skills. Next, we (ii) estimated, for each word, the LCM-based features and assessed each reader’s lexical categorization capabilities. Finally, we (iii) explored machine learning procedures to find the optimal feature selection and regression model to predict the benefit of the lexical categorization training for each individual. The best-performing pipeline increased reading speed from 23% in the unselected group to 43% in the machine-selected group. This selection process strongly depended on parameters associated with the LCM. Thus, training in lexical categorization can increase reading skills, and accurate computational descriptions of brain functions that allow the motivation of a training procedure combined with machine learning can be powerful for individualized reading training procedures.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"50 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140601012","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0