npj Science of Learning最新文献_第6页

Differences in spatiotemporal brain network dynamics of Montessori and traditionally schooled students. 蒙台梭利学生与传统学校学生大脑时空网络动态的差异。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2024-07-10 DOI: 10.1038/s41539-024-00254-6

Paola Zanchi, Emeline Mullier, Eleonora Fornari, Priscille Guerrier de Dumast, Yasser Alemán-Gómez, Jean-Baptiste Ledoux, Roger Beaty, Patric Hagmann, Solange Denervaud

{"title":"Differences in spatiotemporal brain network dynamics of Montessori and traditionally schooled students.","authors":"Paola Zanchi, Emeline Mullier, Eleonora Fornari, Priscille Guerrier de Dumast, Yasser Alemán-Gómez, Jean-Baptiste Ledoux, Roger Beaty, Patric Hagmann, Solange Denervaud","doi":"10.1038/s41539-024-00254-6","DOIUrl":"10.1038/s41539-024-00254-6","url":null,"abstract":"Across development, experience has a strong impact on the way we think and adapt. School experience affects academic and social-emotional outcomes, yet whether differences in pedagogical experience modulate underlying brain network development is still unknown. In this study, we compared the brain network dynamics of students with different pedagogical backgrounds. Specifically, we characterized the diversity and stability of brain activity at rest by combining both resting-state fMRI and diffusion-weighted structural imaging data of 87 4-18 years old students experiencing either the Montessori pedagogy (i.e., student-led, trial-and-error pedagogy) or the traditional pedagogy (i.e., teacher-led, test-based pedagogy). Our results revealed spatiotemporal brain dynamics differences between students as a function of schooling experience at the whole-brain level. Students from Montessori schools showed overall higher functional integration (higher system diversity) and neural stability (lower spatiotemporal diversity) compared to traditionally schooled students. Higher integration was explained mainly through the cerebellar (CBL) functional network. In contrast, higher temporal stability was observed in the ventral attention, dorsal attention, somatomotor, frontoparietal, and CBL functional networks. This study suggests a form of experience-dependent dynamic functional connectivity plasticity, in learning-related networks.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"9 1","pages":"45"},"PeriodicalIF":3.6,"publicationDate":"2024-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11236971/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141581169","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

Using social and behavioral science to address achievement inequality 利用社会和行为科学解决成绩不平等问题

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2024-07-10 DOI: 10.1038/s41539-024-00259-1

Eddie Brummelman, Nienke van Atteveldt, Sharon Wolf, Jellie Sierksma

引用次数: 0

Modulating social learning-induced evaluation updating during human sleep. 调节人类睡眠期间由社会学习引起的评价更新。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2024-07-07 DOI: 10.1038/s41539-024-00255-5

Danni Chen, Tao Xia, Ziqing Yao, Lingqi Zhang, Xiaoqing Hu

{"title":"Modulating social learning-induced evaluation updating during human sleep.","authors":"Danni Chen, Tao Xia, Ziqing Yao, Lingqi Zhang, Xiaoqing Hu","doi":"10.1038/s41539-024-00255-5","DOIUrl":"10.1038/s41539-024-00255-5","url":null,"abstract":"People often change their evaluations upon learning about their peers' evaluations, i.e., social learning. Given sleep's vital role in consolidating daytime experiences, sleep may facilitate social learning, thereby further changing people's evaluations. Combining a social learning task and the sleep-based targeted memory reactivation technique, we asked whether social learning-induced evaluation updating can be modulated during sleep. After participants had indicated their initial evaluation of snacks, they learned about their peers' evaluations while hearing the snacks' spoken names. During the post-learning non-rapid-eye-movement sleep, we re-played half of the snack names (i.e., cued snack) to reactivate the associated peers' evaluations. Upon waking up, we found that the social learning-induced evaluation updating further enlarged for both cued and uncued snacks. Examining sleep electroencephalogram (EEG) activity revealed that cue-elicited delta-theta EEG power and the overnight N2 sleep spindle density predicted post-sleep evaluation updating for cued but not for uncued snacks. These findings underscore the role of sleep-mediated memory reactivation and the associated neural activity in supporting social learning-induced evaluation updating.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"9 1","pages":"43"},"PeriodicalIF":3.6,"publicationDate":"2024-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11227583/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141545350","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 impact of premature birth on auditory-visual processes in very preterm schoolchildren. 早产对早产儿听觉-视觉过程的影响。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2024-07-06 DOI: 10.1038/s41539-024-00257-3

Marion Décaillet, Solange Denervaud, Cléo Huguenin-Virchaux, Laureline Besuchet, Céline J Fischer Fumeaux, Micah M Murray, Juliane Schneider

{"title":"The impact of premature birth on auditory-visual processes in very preterm schoolchildren.","authors":"Marion Décaillet, Solange Denervaud, Cléo Huguenin-Virchaux, Laureline Besuchet, Céline J Fischer Fumeaux, Micah M Murray, Juliane Schneider","doi":"10.1038/s41539-024-00257-3","DOIUrl":"10.1038/s41539-024-00257-3","url":null,"abstract":"Interactions between stimuli from different sensory modalities and their integration are central to daily life, contributing to improved perception. Being born prematurely and the subsequent hospitalization can have an impact not only on sensory processes, but also on the manner in which information from different senses is combined-i.e., multisensory processes. Very preterm (VPT) children (<32 weeks gestational age) present impaired multisensory processes in early childhood persisting at least through the age of five. However, it remains largely unknown whether and how these consequences persist into later childhood. Here, we evaluated the integrity of auditory-visual multisensory processes in VPT schoolchildren. VPT children (N = 28; aged 8-10 years) received a standardized cognitive assessment and performed a simple detection task at their routine follow-up appointment. The simple detection task involved pressing a button as quickly as possible upon presentation of an auditory, visual, or simultaneous audio-visual stimulus. Compared to full-term (FT) children (N = 23; aged 6-11 years), reaction times of VPT children were generally slower and more variable, regardless of sensory modality. Nonetheless, both groups exhibited multisensory facilitation on mean reaction times and inter-quartile ranges. There was no evidence that standardized cognitive or clinical measures correlated with multisensory gains of VPT children. However, while gains in FT children exceeded predictions based on probability summation and thus forcibly invoked integrative processes, this was not the case for VPT children. Our findings provide evidence of atypical multisensory profiles in VPT children persisting into school-age. These results could help in targeting supportive interventions for this vulnerable population.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"9 1","pages":"42"},"PeriodicalIF":3.6,"publicationDate":"2024-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11227572/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141545399","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

Taking another look at intelligence and personality using an eye-tracking approach. 利用眼动跟踪法再次审视智力和个性。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2024-07-01 DOI: 10.1038/s41539-024-00252-8

Lisa Bardach, Aki Schumacher, Ulrich Trautwein, Enkelejda Kasneci, Maike Tibus, Franz Wortha, Peter Gerjets, Tobias Appel

{"title":"Taking another look at intelligence and personality using an eye-tracking approach.","authors":"Lisa Bardach, Aki Schumacher, Ulrich Trautwein, Enkelejda Kasneci, Maike Tibus, Franz Wortha, Peter Gerjets, Tobias Appel","doi":"10.1038/s41539-024-00252-8","DOIUrl":"10.1038/s41539-024-00252-8","url":null,"abstract":"Intelligence and personality are both key drivers of learning. This study extends prior research on intelligence and personality by adopting a behavioral-process-related eye-tracking approach. We tested 182 adults on fluid intelligence and the Big Five personality traits. Eye-tracking information (gaze patterns) was recorded while participants completed the intelligence test. Machine learning models showed that personality explained 3.18% of the variance in intelligence test scores, with Openness and, surprisingly, Agreeableness most meaningfully contributing to the prediction. Facet-level measures of personality explained a larger amount of variance (7.67%) in intelligence test scores than the trait-level measures, with the largest coefficients obtained for Ideas and Values (Openness) and Compliance and Trust (Agreeableness). Gaze patterns explained a substantial amount of variance in intelligence test performance (35.91%). Gaze patterns were unrelated to the Big Five personality traits, but some of the facets (especially Self-Consciousness from Neuroticism and Assertiveness from Extraversion) were related to gaze. Gaze patterns reflected the test-solving strategies described in the literature (constructive matching, response elimination) to some extent. A combined feature vector consisting of gaze-based predictions and personality traits explained 37.50% of the variance in intelligence test performance, with significant unique contributions from both personality and gaze patterns. A model that included personality facets and gaze explained 38.02% of the variance in intelligence test performance. Although behavioral data thus clearly outperformed \"traditional\" psychological measures (Big Five personality) in predicting intelligence test performance, our results also underscore the independent contributions of personality and gaze patterns in predicting intelligence test performance.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"9 1","pages":"41"},"PeriodicalIF":3.6,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11217503/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141477683","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

Smartphone-based study reminders can be a double-edged sword. 基于智能手机的学习提醒可能是一把双刃剑。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2024-06-21 DOI: 10.1038/s41539-024-00253-7

Lea Nobbe, Jasmin Breitwieser, Daniel Biedermann, Garvin Brod

{"title":"Smartphone-based study reminders can be a double-edged sword.","authors":"Lea Nobbe, Jasmin Breitwieser, Daniel Biedermann, Garvin Brod","doi":"10.1038/s41539-024-00253-7","DOIUrl":"10.1038/s41539-024-00253-7","url":null,"abstract":"Reminders are a popular feature in smartphone apps designed to promote desirable behaviors that are best performed regularly. But can they also promote students' regular studying? In the present study with 85 lower secondary school students aged 10-12, we combined a smartphone-based between- and within-person experimental manipulation with logfile data of a vocabulary learning app. Students were scheduled to receive reminders on 16 days during the 36-day intervention period. Findings suggest that reminders can be a double-edged sword. The within-person experimental manipulation allowed a comparison of study probability on days with and without reminders. Students were more likely to study on days they received a reminder compared to days when they did not receive a reminder. However, when compared to a control group that never received reminders, the effect was not due to students studying more frequently on days with reminders. Instead, they studied less frequently on days without reminders than students in the control group. This effect increased over the study period, with students becoming increasingly less likely to study on days without reminders. Taken together, these results suggest a detrimental side effect of reminders: students become overly reliant on them.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"9 1","pages":"40"},"PeriodicalIF":3.6,"publicationDate":"2024-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11192903/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141437681","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 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 3.6 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":3.6,"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