npj Science of Learning最新文献_第5页

Neglecting students’ socio-emotional skills magnified learning losses during the pandemic 忽视学生的社会情感技能扩大了大流行病期间的学习损失

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2024-04-09 DOI: 10.1038/s41539-024-00235-9

Guilherme Lichand, Julien Christen, Eppie Van Egeraat

引用次数: 0

Fostering inclusion in EEG measures of pediatric brain activity 促进将脑电图纳入小儿大脑活动测量中

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2024-04-02 DOI: 10.1038/s41539-024-00240-y

Eryn J. Adams, Molly E. Scott, Melina Amarante, Chanel A. Ramírez, Stephanie J. Rowley, Kimberly G. Noble, Sonya V. Troller-Renfree

{"title":"Fostering inclusion in EEG measures of pediatric brain activity","authors":"Eryn J. Adams, Molly E. Scott, Melina Amarante, Chanel A. Ramírez, Stephanie J. Rowley, Kimberly G. Noble, Sonya V. Troller-Renfree","doi":"10.1038/s41539-024-00240-y","DOIUrl":"https://doi.org/10.1038/s41539-024-00240-y","url":null,"abstract":"The past two decades have seen a rapid increase in neuroscientific evidence being used to characterize how contextual, structural, and societal factors shape cognition and school readiness. Measures of functional brain activity are increasingly viewed as markers of child development and biomarkers that could be employed to track the impact of interventions. While electroencephalography (EEG) provides a promising tool to understand educational inequities, traditional EEG data acquisition is commonly limited in some racial and ethnic groups due to hair types and styles. This ultimately constitutes unintentional systemic racism by disproportionately excluding participants from certain racial and ethnic groups from participation and representation in neuroscience research. Here, we provide a comprehensive review of how cultural considerations surrounding hair density, texture, and styling consistently skew samples to be less representative by disproportionately excluding Black and Latinx participants. We also provide recommendations and materials to promote best practices.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"22 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140601011","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

A genome-wide association study of Chinese and English language phenotypes in Hong Kong Chinese children. 香港华裔儿童中英文语言表型的全基因组关联研究。

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2024-03-27 DOI: 10.1038/s41539-024-00229-7

Yu-Ping Lin, Yujia Shi, Ruoyu Zhang, Xiao Xue, Shitao Rao, Liangying Yin, Kelvin Fai Hong Lui, Dora Jue Pan, Urs Maurer, Kwong-Wai Choy, Silvia Paracchini, Catherine McBride, Hon-Cheong So

{"title":"A genome-wide association study of Chinese and English language phenotypes in Hong Kong Chinese children.","authors":"Yu-Ping Lin, Yujia Shi, Ruoyu Zhang, Xiao Xue, Shitao Rao, Liangying Yin, Kelvin Fai Hong Lui, Dora Jue Pan, Urs Maurer, Kwong-Wai Choy, Silvia Paracchini, Catherine McBride, Hon-Cheong So","doi":"10.1038/s41539-024-00229-7","DOIUrl":"10.1038/s41539-024-00229-7","url":null,"abstract":"Dyslexia and developmental language disorders are important learning difficulties. However, their genetic basis remains poorly understood, and most genetic studies were performed on Europeans. There is a lack of genome-wide association studies (GWAS) on literacy phenotypes of Chinese as a native language and English as a second language (ESL) in a Chinese population. In this study, we conducted GWAS on 34 reading/language-related phenotypes in Hong Kong Chinese bilingual children (including both twins and singletons; total N = 1046). We performed association tests at the single-variant, gene, and pathway levels. In addition, we tested genetic overlap of these phenotypes with other neuropsychiatric disorders, as well as cognitive performance (CP) and educational attainment (EA) using polygenic risk score (PRS) analysis. Totally 5 independent loci (LD-clumped at r2 = 0.01; MAF > 0.05) reached genome-wide significance (p < 5e-08; filtered by imputation quality metric Rsq>0.3 and having at least 2 correlated SNPs (r2 > 0.5) with p < 1e-3). The loci were associated with a range of language/literacy traits such as Chinese vocabulary, character and word reading, and rapid digit naming, as well as English lexical decision. Several SNPs from these loci mapped to genes that were reported to be associated with EA and other neuropsychiatric phenotypes, such as MANEA and PLXNC1. In PRS analysis, EA and CP showed the most consistent and significant polygenic overlap with a variety of language traits, especially English literacy skills. To summarize, this study revealed the genetic basis of Chinese and English abilities in a group of Chinese bilingual children. Further studies are warranted to replicate the findings.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"9 1","pages":"26"},"PeriodicalIF":4.2,"publicationDate":"2024-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10973362/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140307378","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

Action video games normalise the phonemic awareness in pre-readers at risk for developmental dyslexia. 动作电子游戏可使有发展性阅读障碍风险的学前阅读者的音位意识正常化。

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2024-03-21 DOI: 10.1038/s41539-024-00230-0

Sara Bertoni, Chiara Andreola, Sara Mascheretti, Sandro Franceschini, Milena Ruffino, Vittoria Trezzi, Massimo Molteni, Maria Enrica Sali, Antonio Salandi, Ombretta Gaggi, Claudio Palazzi, Simone Gori, Andrea Facoetti

{"title":"Action video games normalise the phonemic awareness in pre-readers at risk for developmental dyslexia.","authors":"Sara Bertoni, Chiara Andreola, Sara Mascheretti, Sandro Franceschini, Milena Ruffino, Vittoria Trezzi, Massimo Molteni, Maria Enrica Sali, Antonio Salandi, Ombretta Gaggi, Claudio Palazzi, Simone Gori, Andrea Facoetti","doi":"10.1038/s41539-024-00230-0","DOIUrl":"10.1038/s41539-024-00230-0","url":null,"abstract":"Action video-games (AVGs) could improve reading efficiency, enhancing not only visual attention but also phonological processing. Here we tested the AVG effects upon three consolidated language-based predictors of reading development in a sample of 79 pre-readers at-risk and 41 non-at-risk for developmental dyslexia. At-risk children were impaired in either phonemic awareness (i.e., phoneme discrimination task), phonological working memory (i.e., pseudoword repetition task) or rapid automatized naming (i.e., RAN of colours task). At-risk children were assigned to different groups by using an unequal allocation randomization: (1) AVG (n = 43), (2) Serious Non-Action Video Game (n = 11), (3) treatment-as-usual (i.e., speech therapy, n = 11), and (4) waiting list (n = 14). Pre- and post-training comparisons show that only phonemic awareness has a significantly higher improvement in the AVG group compared to the waiting list, the non-AVG, and the treatment-as-usual groups, as well as the combined active groups (n = 22). This cross-modal plastic change: (i) leads to a recovery in phonemic awareness when compared to the not-at-risk pre-readers; (ii) is present in more than 80% of AVG at-risk pre-readers, and; (iii) is maintained at a 6-months follow-up. The present findings indicate that this specific multisensory attentional training positively affects how phonemic awareness develops in pre-readers at risk for developmental dyslexia, paving the way for innovative prevention programs.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"9 1","pages":"25"},"PeriodicalIF":4.2,"publicationDate":"2024-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10957868/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140186054","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 neural and cognitive basis of expository text comprehension. 说明性文章理解的神经和认知基础。

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2024-03-21 DOI: 10.1038/s41539-024-00232-y

Timothy A Keller, Robert A Mason, Aliza E Legg, Marcel Adam Just

{"title":"The neural and cognitive basis of expository text comprehension.","authors":"Timothy A Keller, Robert A Mason, Aliza E Legg, Marcel Adam Just","doi":"10.1038/s41539-024-00232-y","DOIUrl":"10.1038/s41539-024-00232-y","url":null,"abstract":"As science and technology rapidly progress, it becomes increasingly important to understand how individuals comprehend expository technical texts that explain these advances. This study examined differences in individual readers' technical comprehension performance and differences among texts, using functional brain imaging to measure regional brain activity while students read passages on technical topics and then took a comprehension test. Better comprehension of the technical passages was related to higher activation in regions of the left inferior frontal gyrus, left superior parietal lobe, bilateral dorsolateral prefrontal cortex, and bilateral hippocampus. These areas are associated with the construction of a mental model of the passage and with the integration of new and prior knowledge in memory. Poorer comprehension of the passages was related to greater activation of the ventromedial prefrontal cortex and the precuneus, areas involved in autobiographical and episodic memory retrieval. More comprehensible passages elicited more brain activation associated with establishing links among different types of information in the text and activation associated with establishing conceptual coherence within the text representation. These findings converge with previous behavioral research in their implications for teaching technical learners to become better comprehenders and for improving the structure of instructional texts, to facilitate scientific and technological comprehension.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"9 1","pages":"21"},"PeriodicalIF":4.2,"publicationDate":"2024-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10957871/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140186055","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

Utilizing epigenetics to study the shared nature of development and biological aging across the lifespan. 利用表观遗传学研究人的一生中发育和生物衰老的共同性质。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2024-03-21 DOI: 10.1038/s41539-024-00239-5

Laurel Raffington

{"title":"Utilizing epigenetics to study the shared nature of development and biological aging across the lifespan.","authors":"Laurel Raffington","doi":"10.1038/s41539-024-00239-5","DOIUrl":"10.1038/s41539-024-00239-5","url":null,"abstract":"Recently, biological aging has been quantified in DNA-methylation samples of older adults and applied as so-called \"methylation profile scores\" (MPSs) in separate target samples, including samples of children. This nascent research indicates that (1) biological aging can be quantified early in the life course, decades before the onset of aging-related disease, (2) is affected by common environmental predictors of childhood development, and (3) shows overlap with \"developmental processes\" (e.g., puberty). Because the MPSs were computed using algorithms developed in adults, these studies indicate a molecular link between childhood environments, development, and adult biological aging. Yet, if MPSs can be used to connect development and aging, previous research has only traveled one way, deriving MPSs developed in adults and applying them to samples of children. Researchers have not yet quantified epigenetic measures that reflect the pace of child development, and tested whether resulting MPSs are associated with physical and psychological aging. In this perspective I posit that combining measures of biological aging with new quantifications of child development has the power to address fundamental questions about life span: How are development and experience in childhood related to biological aging in adulthood? And what is aging?","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"9 1","pages":"24"},"PeriodicalIF":3.6,"publicationDate":"2024-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10954727/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140177220","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

Micro-consolidation occurs when learning an implicit motor sequence, but is not influenced by HIIT exercise. 在学习隐性运动序列时会出现微观巩固，但不会受到 HIIT 运动的影响。

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2024-03-20 DOI: 10.1038/s41539-024-00238-6

Emily Brooks, Sarah Wallis, Joshua Hendrikse, James Coxon

引用次数: 0

States of epistemic curiosity interfere with memory for incidental scholastic facts. 认识上的好奇心状态会干扰对偶然学业事实的记忆。

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2024-03-18 DOI: 10.1038/s41539-024-00234-w

Nicole E Keller, Carola Salvi, Emily K Leiker, Matthias J Gruber, Joseph E Dunsmoor

{"title":"States of epistemic curiosity interfere with memory for incidental scholastic facts.","authors":"Nicole E Keller, Carola Salvi, Emily K Leiker, Matthias J Gruber, Joseph E Dunsmoor","doi":"10.1038/s41539-024-00234-w","DOIUrl":"10.1038/s41539-024-00234-w","url":null,"abstract":"Curiosity can be a powerful motivator to learn and retain new information. Evidence shows that high states of curiosity elicited by a specific source (i.e., a trivia question) can promote memory for incidental stimuli (non-target) presented close in time. The spreading effect of curiosity states on memory for other information has potential for educational applications. Specifically, it could provide techniques to improve learning for information that did not spark a sense of curiosity on its own. Here, we investigated how high states of curiosity induced through trivia questions affect memory performance for unrelated scholastic facts (e.g., scientific, English, or historical facts) presented in close temporal proximity to the trivia question. Across three task versions, participants viewed trivia questions closely followed in time by a scholastic fact unrelated to the trivia question, either just prior to or immediately following the answer to the trivia question. Participants then completed a surprise multiple-choice memory test (akin to a pop quiz) for the scholastic material. In all three task versions, memory performance was poorer for scholastic facts presented after trivia questions that had elicited high versus low levels of curiosity. These results contradict previous findings showing curiosity-enhanced memory for incidentally presented visual stimuli and suggest that target information that generates a high-curiosity state interferes with encoding complex and unrelated scholastic facts presented close in time.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"9 1","pages":"22"},"PeriodicalIF":4.2,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10948872/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140159280","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

Electrocortical correlates of attention differentiate individual capacity in associative learning. 注意的皮层电相关性区分联想学习中的个体能力

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2024-03-18 DOI: 10.1038/s41539-024-00236-8

Elsa Raynal, Kate Schipper, Catherine Brandner, Paolo Ruggeri, Jérôme Barral

{"title":"Electrocortical correlates of attention differentiate individual capacity in associative learning.","authors":"Elsa Raynal, Kate Schipper, Catherine Brandner, Paolo Ruggeri, Jérôme Barral","doi":"10.1038/s41539-024-00236-8","DOIUrl":"10.1038/s41539-024-00236-8","url":null,"abstract":"Associative learning abilities vary considerably among individuals, with attentional processes suggested to play a role in these variations. However, the relationship between attentional processes and individual differences in associative learning remains unclear, and whether these variations reflect in event-related potentials (ERPs) is unknown. This study aimed to investigate the relationship between attentional processes and associative learning by recording electrocortical activity of 38 young adults (18-32 years) during an associative learning task. Learning performance was assessed using the signal detection index d'. EEG topographic analyses and source localizations were applied to examine the neural correlates of attention and associative learning. Results revealed that better learning scores are associated with (1) topographic differences during early (126-148 ms) processing of the stimulus, coinciding with a P1 ERP component, which corresponded to a participation of the precuneus (BA 7), (2) topographic differences at 573-638 ms, overlapping with an increase of global field power at 530-600 ms, coinciding with a P3b ERP component and localized within the superior frontal gyrus (BA11) and (3) an increase of global field power at 322-507 ms, underlay by a stronger participation of the middle occipital gyrus (BA 19). These insights into the neural mechanisms underlying individual differences in associative learning suggest that better learners engage attentional processes more efficiently than weaker learners, making more resources available and displaying increased functional activity in areas involved in early attentional processes (BA7) and decision-making processes (BA11) during an associative learning task. This highlights the crucial role of attentional mechanisms in individual learning variability.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"9 1","pages":"20"},"PeriodicalIF":4.2,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10948854/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140159279","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 items about real-world content lower test-scores of students from families with low socioeconomic status. 有关现实世界内容的数学题目降低了社会经济地位低下家庭学生的考试分数。

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2024-03-15 DOI: 10.1038/s41539-024-00228-8

Marjolein Muskens, Willem E Frankenhuis, Lex Borghans

引用次数: 0