npj Science of Learning最新文献_第6页

Observational reinforcement learning in children and young adults. 儿童和青少年的观察强化学习。

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2024-03-13 DOI: 10.1038/s41539-024-00227-9

Julia M Rodriguez Buritica, Ben Eppinger, Hauke R Heekeren, Eveline A Crone, Anna C K van Duijvenvoorde

{"title":"Observational reinforcement learning in children and young adults.","authors":"Julia M Rodriguez Buritica, Ben Eppinger, Hauke R Heekeren, Eveline A Crone, Anna C K van Duijvenvoorde","doi":"10.1038/s41539-024-00227-9","DOIUrl":"10.1038/s41539-024-00227-9","url":null,"abstract":"Observational learning is essential for the acquisition of new behavior in educational practices and daily life and serves as an important mechanism for human cognitive and social-emotional development. However, we know little about its underlying neurocomputational mechanisms from a developmental perspective. In this study we used model-based fMRI to investigate differences in observational learning and individual learning between children and younger adults. Prediction errors (PE), the difference between experienced and predicted outcomes, related positively to striatal and ventral medial prefrontal cortex activation during individual learning and showed no age-related differences. PE-related activation during observational learning was more pronounced when outcomes were worse than predicted. Particularly, negative PE-coding in the dorsal medial prefrontal cortex was stronger in adults compared to children and was associated with improved observational learning in children and adults. The current findings pave the way to better understand observational learning challenges across development and educational settings.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"9 1","pages":"18"},"PeriodicalIF":4.2,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10937639/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140121100","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

Interplay of socioeconomic status, cognition, and school performance in the ABCD sample. ABCD 样本中社会经济地位、认知能力和学习成绩之间的相互作用。

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2024-03-11 DOI: 10.1038/s41539-024-00233-x

Lara Langensee, Theodor Rumetshofer, Johan Mårtensson

{"title":"Interplay of socioeconomic status, cognition, and school performance in the ABCD sample.","authors":"Lara Langensee, Theodor Rumetshofer, Johan Mårtensson","doi":"10.1038/s41539-024-00233-x","DOIUrl":"10.1038/s41539-024-00233-x","url":null,"abstract":"Coming from a disadvantaged background can have negative impact on an individual's educational trajectory. Some people however seem unaffected and cope well with the demands and challenges posed by school education, despite growing up in adverse conditions, a phenomenon termed academic resilience. While it is uncertain which underlying factors make some people more likely to circumvent unfavorable odds than others, both socioeconomic status (SES) and cognitive ability have robustly been linked to school performance. The objective of the present work is to investigate if individual cognitive abilities and SES interact in their effect on grades. For this purpose, we analyzed SES, cognitive, and school performance data from 5001 participants from the Adolescent Brain Cognitive Development (ABCD) Study. Ordinal logistic regression models suggest similar patterns of associations between three SES measures (parental education, income-to-needs ratio, and neighborhood deprivation) and grades at two timepoints, with no evidence for interaction effects between SES and time. Parental education and income-to-needs ratio were associated with grades at both timepoints, irrespective of whether cognitive abilities were modeled or not. Neighborhood deprivation, in contrast, was only a statistically significant predictor of reported grades when cognitive abilities were not factored in. Cognitive abilities interacted with parental education level, meaning that they could be a safeguard against effects of SES on school performance.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"9 1","pages":"17"},"PeriodicalIF":4.2,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10928106/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140102671","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

Relation of life sciences students' metacognitive monitoring to neural activity during biology error detection. 生命科学学生的元认知监控与生物错误检测过程中神经活动的关系。

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2024-03-04 DOI: 10.1038/s41539-024-00231-z

Mei Grace Behrendt, Carrie Clark, McKenna Elliott, Joseph Dauer

{"title":"Relation of life sciences students' metacognitive monitoring to neural activity during biology error detection.","authors":"Mei Grace Behrendt, Carrie Clark, McKenna Elliott, Joseph Dauer","doi":"10.1038/s41539-024-00231-z","DOIUrl":"10.1038/s41539-024-00231-z","url":null,"abstract":"Metacognitive calibration-the capacity to accurately self-assess one's performance-forms the basis for error detection and self-monitoring and is a potential catalyst for conceptual change. Limited brain imaging research on authentic learning tasks implicates the lateral prefrontal and anterior cingulate brain regions in expert scientific reasoning. This study aimed to determine how variation in undergraduate life sciences students' metacognitive calibration relates to their brain activity when evaluating the accuracy of biological models. Fifty undergraduate students enrolled in an introductory life sciences course completed a biology model error detection task during fMRI. Students with higher metacognitive calibration recruited lateral prefrontal regions linked in prior research to expert STEM reasoning to a greater extent than those with lower metacognitive calibration. Findings suggest that metacognition relates to important individual differences in undergraduate students' use of neural resources during an authentic educational task and underscore the importance of fostering metacognitive calibration in the classroom.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"9 1","pages":"16"},"PeriodicalIF":4.2,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10912288/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140029295","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

Black adolescents’ motivation to resist the false dichotomy between mathematics achievement and racial identity 黑人青少年抵制数学成绩与种族身份之间错误二分法的动机

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2024-03-02 DOI: 10.1038/s41539-024-00219-9

Melody Wilson, Jamaal Sharif Matthews

{"title":"Black adolescents’ motivation to resist the false dichotomy between mathematics achievement and racial identity","authors":"Melody Wilson, Jamaal Sharif Matthews","doi":"10.1038/s41539-024-00219-9","DOIUrl":"https://doi.org/10.1038/s41539-024-00219-9","url":null,"abstract":"This study investigates the racial-mathematical identity profiles of Black American adolescents. Survey data were collected in five schools across one U.S. urban school district at two time points (spring 2018 [n = 197] and spring 2019 [n = 210]). Based on extant research regarding psychological response patterns to racialized school stress, we investigated the existence of an identity negotiation pattern in which students were motivated to resist negative stereotypes about Black people by achieving well in mathematics. We conducted a latent profile analysis combining students’ self-beliefs across five indicators: racial centrality, racial public regard, mathematics attainment value, mathematics mastery experiences, and resistance motivation. Three distinct racial-mathematical identity profiles emerged: (1) Mathematics Devalued/Ambivalent, (2) Moderately Math Attained, and (3) Resistors. We found associations between profile membership and students’ gender, negative math emotions, and their receipt of cultural and critical mathematics instruction. We also found an association between the identity profiles and school type (academically selective “magnet” schools vs. open-enrollment neighborhood schools), but not in the direction that might be assumed. Moreover, we found that certain school environment factors (i.e., racial stereotyping and cultural and critical mathematics instruction) were significantly different in racially diverse magnet schools than in the neighborhood schools. Overall, our data reveal the existence of a highly motivated Resistor profile among Black students, that is predicted by cultural and critical mathematics instruction but underrepresented within this district’s selective magnet schools.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"171 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140019257","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

Gene-environment interaction analysis of school quality and educational inequality. 学校质量和教育不平等的基因-环境交互分析。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2024-03-01 DOI: 10.1038/s41539-024-00225-x

Kim Stienstra, Antonie Knigge, Ineke Maas

引用次数: 0

Visual perceptual learning of feature conjunctions leverages non-linear mixed selectivity. 利用非线性混合选择性进行特征连接的视觉感知学习

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2024-03-01 DOI: 10.1038/s41539-024-00226-w

Behnam Karami, Caspar M Schwiedrzik

{"title":"Visual perceptual learning of feature conjunctions leverages non-linear mixed selectivity.","authors":"Behnam Karami, Caspar M Schwiedrzik","doi":"10.1038/s41539-024-00226-w","DOIUrl":"10.1038/s41539-024-00226-w","url":null,"abstract":"Visual objects are often defined by multiple features. Therefore, learning novel objects entails learning feature conjunctions. Visual cortex is organized into distinct anatomical compartments, each of which is devoted to processing a single feature. A prime example are neurons purely selective to color and orientation, respectively. However, neurons that jointly encode multiple features (mixed selectivity) also exist across the brain and play critical roles in a multitude of tasks. Here, we sought to uncover the optimal policy that our brain adapts to achieve conjunction learning using these available resources. 59 human subjects practiced orientation-color conjunction learning in four psychophysical experiments designed to nudge the visual system towards using one or the other resource. We find that conjunction learning is possible by linear mixing of pure color and orientation information, but that more and faster learning takes place when both pure and mixed selectivity representations are involved. We also find that learning with mixed selectivity confers advantages in performing an untrained \"exclusive or\" (XOR) task several months after learning the original conjunction task. This study sheds light on possible mechanisms underlying conjunction learning and highlights the importance of learning by mixed selectivity.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"9 1","pages":"13"},"PeriodicalIF":4.2,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10907723/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140013506","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

Cerebellar interpositus nucleus exhibits time-dependent errors and predictive responses. 小脑间核表现出随时间变化的误差和预测反应

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2024-02-26 DOI: 10.1038/s41539-024-00224-y

Gloria G Parras, José M Delgado-García, Juan Carlos López-Ramos, Agnès Gruart, Rocío Leal-Campanario

{"title":"Cerebellar interpositus nucleus exhibits time-dependent errors and predictive responses.","authors":"Gloria G Parras, José M Delgado-García, Juan Carlos López-Ramos, Agnès Gruart, Rocío Leal-Campanario","doi":"10.1038/s41539-024-00224-y","DOIUrl":"10.1038/s41539-024-00224-y","url":null,"abstract":"Learning is a functional state of the brain that should be understood as a continuous process, rather than being restricted to the very moment of its acquisition, storage, or retrieval. The cerebellum operates by comparing predicted states with actual states, learning from errors, and updating its internal representation to minimize errors. In this regard, we studied cerebellar interpositus nucleus (IPn) functional capabilities by recording its unitary activity in behaving rabbits during an associative learning task: the classical conditioning of eyelid responses. We recorded IPn neurons in rabbits during classical eyeblink conditioning using a delay paradigm. We found that IPn neurons reduce error signals across conditioning sessions, simultaneously increasing and transmitting spikes before the onset of the unconditioned stimulus. Thus, IPn neurons generate predictions that optimize in time and shape the conditioned eyeblink response. Our results are consistent with the idea that the cerebellum works under Bayesian rules updating the weights using the previous history.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"9 1","pages":"12"},"PeriodicalIF":4.2,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10897197/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139974088","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 history of avoidance does not impact extinction learning in male rats. 回避史不会影响雄性大鼠的消退学习。

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2024-02-24 DOI: 10.1038/s41539-024-00223-z

Alba López-Moraga, Laura Luyten, Tom Beckers

引用次数: 0

The inherence bias in preschoolers' explanations for achievement differences: replication and extension. 学龄前儿童对成绩差异解释中的固有偏差：复制与推广。

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2024-02-20 DOI: 10.1038/s41539-024-00218-w

Margaux Renoux, Sébastien Goudeau, Theodore Alexopoulos, Cédric A Bouquet, Andrei Cimpian

引用次数: 0

High-intensity acute exercise impacts motor learning in healthy older adults. 高强度急性运动影响健康老年人的运动学习。

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2024-02-17 DOI: 10.1038/s41539-024-00220-2

Eleanor M Taylor, Claire J Cadwallader, Dylan Curtin, Trevor T-J Chong, Joshua J Hendrikse, James P Coxon

{"title":"High-intensity acute exercise impacts motor learning in healthy older adults.","authors":"Eleanor M Taylor, Claire J Cadwallader, Dylan Curtin, Trevor T-J Chong, Joshua J Hendrikse, James P Coxon","doi":"10.1038/s41539-024-00220-2","DOIUrl":"10.1038/s41539-024-00220-2","url":null,"abstract":"Healthy aging is associated with changes in motor sequence learning, with some studies indicating decline in motor skill learning in older age. Acute cardiorespiratory exercise has emerged as a potential intervention to improve motor learning, however research in healthy older adults is limited. The current study investigated the impact of high-intensity interval exercise (HIIT) on a subsequent sequential motor learning task. Twenty-four older adults (aged 55-75 years) completed either 20-minutes of cycling, or an equivalent period of active rest before practicing a sequential force grip task. Skill learning was assessed during acquisition and at a 6-hour retention test. In contrast to expectation, exercise was associated with reduced accuracy during skill acquisition compared to rest, particularly for the oldest participants. However, improvements in motor skill were retained in the exercise condition, while a reduction in skill was observed following rest. Our findings indicate that high-intensity exercise conducted immediately prior to learning a novel motor skill may have a negative impact on motor performance during learning in older adults. We also demonstrated that exercise may facilitate early offline consolidation of a motor skill within this population, which has implications for motor rehabilitation.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"9 1","pages":"9"},"PeriodicalIF":4.2,"publicationDate":"2024-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10874400/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139898305","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